The relation between oral reading and silent reading comprehension skill.
Item
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Title
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The relation between oral reading and silent reading comprehension skill.
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Identifier
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AAI3083708
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identifier
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3083708
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Creator
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Schmidt, Barbara T.
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Contributor
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Adviser: Loraine K. Obler
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Date
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2003
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Reading | Education, Higher
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Abstract
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First, this study was intended to determine if it is possible for individuals who are slow inaccurate oral readers to have good reading comprehension with good semantic access while demonstrating poor oral reading skill. Second, this study questions if there is a correlation between cognitive factors (working memory, speed of access, and IQ) and efficient lexical access. And finally, this study examines if there is a correlation between spelling and oral reading skill.;In order to answer these questions, 41 native English-speaking young adults, 11 with a self-reported history of learning differences, participated in the following tasks: (1) the Nelson Denny Reading Test, (2) the Wide Range Achievement Test-Reading, (3) oral reading of text, (4) nonword reading, (5) the Single-Word Silent Reading Test, (6) the Weschler Adult Intelligence Scale III, (7) Reading Span Test, (8) RAN (letters and colors), (9) the Wide Range Achievement Test-Spelling and (10) the Experimental Spelling Test (Fischer, et al., 1984).;Correlation coefficients were calculated among the measures. Significant overall correlations were found between oral reading skill and reading comprehension, reading skill and cognitive factors, silent reading comprehension and Full scale IQ, as well as oral reading skill and spelling skill, oral reading and the Experimental Spelling Test. However, there were individuals who participated in this study who provide evidence of dissociations in component skills. Nevertheless, no individual in this study exhibited dissociation between reading skill and spelling skill. A regression analysis was performed with oral reading rate as the dependent variable; spelling and processing speed were the best predictors of oral reading skill.;Additionally, an analysis of the oral reading errors produced during text reading was performed. This analysis revealed that both fast, fluent oral readers and slow, dysfluent oral readers may make reading errors. However, the slow dysfluent readers made real word substitution errors and the fast fluent readers did not. Both fast, fluent readers and slow, dysfluent readers reading errors' included the production of nonword errors. Since the production of nonword errors and word substitution errors occurred while reading a passage of text (in context), the production of these errors suggests that oral reading is capable of being performed without complete semantic mediation.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
