Examining the Effects of Reading Modality and Passage Genre on Reading Comprehension in Middle School Students

Autor/inn/en	Dickens, Rachel H.; Meisinger, Elizabeth B.
Titel	Examining the Effects of Reading Modality and Passage Genre on Reading Comprehension in Middle School Students
Quelle	In: Reading Psychology, 38 (2017) 3, S. 321-347Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1263701
Schlagwörter	Forschungsbericht; Middle School Students; Reading Comprehension; Oral Reading; Silent Reading; Literary Genres; Grade 6; Grade 7; Reading Skills; Statistical Analysis; Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Stilles Lesen; Literarische Form; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Reading skill; Lesefertigkeit; Statistische Analyse; Lesetest
Abstract	The purpose of the present study was to examine the effects of reading modality (oral versus silent) and passage genre (narrative versus expository) on the reading comprehension of middle school students. A normative sample of sixth- and seventh-grade students (n = 175) read narrative and expository texts from the Qualitative Reading Inventory, Fifth Edition (QRI-5; Leslie & Caldwell, 2011) aloud or silently and then answered questions about what they read. General reading skill was assessed by the Test of Silent Contextual Reading Fluency, Second Edition (TOSCRF-2; Hammill, Wiederholt, & Allen, 2014). A 2 (passage genre) X 2 (reading modality) mixed between-within subjects ANOVA was conducted separately by grade. Findings suggest that text genre influenced reading comprehension across both sixth- and seventh-grade students. Expository text was more challenging than narrative text in terms of students' understanding. Importantly, reading modality was not found to influence the reading comprehension of seventh-grade students and only approached significance for the sixth-grade students. These results suggest that although students may have effectively transitioned to being independent silent readers, additional pedagogical support may be required to develop effective strategies for understanding expository text. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01