ERIC Number: EJ1082654
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 44
Examining the Effects of Skill Level and Reading Modality on Reading Comprehension
Dickens, Rachel H.; Meisinger, Elizabeth B.
Reading Psychology, v37 n2 p318-337 2016
The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading Efficiency, Second Edition (Torgesen, Wagner, & Rashotte, 2012), and students were identified as either normal or at-risk readers based on those scores. A 2 (reading skill) X 2 (reading modality) mixed factorial ANOVA was conducted. Results revealed that both normal and at-risk readers demonstrated better comprehension of text read orally as compared to text read silently. The middle school curriculum requires independent silent reading, yet students may enter middle school without the literacy skills they need to be successful. These findings suggest that students transitioning to middle school may benefit from additional pedagogical support in silent reading comprehension.
Descriptors: Reading Comprehension, Reading Skills, Oral Reading, Silent Reading, Grade 6, Reading Fluency, Reading Difficulties, Reading Achievement, Comparative Analysis, Reading Tests, Scores, Knowledge Level, Statistical Significance
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A