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Reading rate and comprehension as a ...

Sorrell, Christy Ann.

Reading rate and comprehension as a function of presentation mode (computerized vs. traditional) and processing speed.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Reading rate and comprehension as a function of presentation mode (computerized vs. traditional) and processing speed./
作者:	Sorrell, Christy Ann.
面頁冊數:	56 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0107.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	049666705X

Reading rate and comprehension as a function of presentation mode (computerized vs. traditional) and processing speed.
Sorrell, Christy Ann.

Reading rate and comprehension as a function of presentation mode (computerized vs. traditional) and processing speed. - 56 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0107.

Thesis (Ph.D.)--The University of Tennessee, 2003.

In a counterbalanced treatment design, 12 elementary school aged children read under two conditions; (a) independent, silent, and with mentor help as necessary; and (b) computer assisted, with visual and auditory delivery of text (via Kurzweil 3000). A repeated measures multivariate analysis of variance (MANOVA) revealed no significant difference in the composite mean for their comprehension and reading rate scores based on presentation strategy (F (2,9) = 1.10, p = .37). Results from this MANOVA also revealed no significant difference in the composite mean of comprehension and reading rate scores based on students' processing speed (F (2,9) = .20, p = .82). The presentation mode x processing speed interaction effect was not statistically significant (F (2,9) = .34, p = .72). Results from a 2 x 2 analysis of variance (ANOVA) show that comprehension did not vary as a function of manipulating the speed of computerized reading rate (F (1,10) = .01, p = .94), nor were there significant differences between fast and slow processors' comprehension scores (F (1, 10) =33, p =.58). Similarly, the presentation speed x processing speed interaction effect was not statistically significant (F (1,10) = 1.27, p = .29).

ISBN: 049666705XSubjects--Topical Terms:

1000005408
Education, Reading.

Reading rate and comprehension as a function of presentation mode (computerized vs. traditional) and processing speed.
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500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0107.
500 $a Major Professor: R. Steve McCallum.
502 $a Thesis (Ph.D.)--The University of Tennessee, 2003.
520 $a In a counterbalanced treatment design, 12 elementary school aged children read under two conditions; (a) independent, silent, and with mentor help as necessary; and (b) computer assisted, with visual and auditory delivery of text (via Kurzweil 3000). A repeated measures multivariate analysis of variance (MANOVA) revealed no significant difference in the composite mean for their comprehension and reading rate scores based on presentation strategy (F (2,9) = 1.10, p = .37). Results from this MANOVA also revealed no significant difference in the composite mean of comprehension and reading rate scores based on students' processing speed (F (2,9) = .20, p = .82). The presentation mode x processing speed interaction effect was not statistically significant (F (2,9) = .34, p = .72). Results from a 2 x 2 analysis of variance (ANOVA) show that comprehension did not vary as a function of manipulating the speed of computerized reading rate (F (1,10) = .01, p = .94), nor were there significant differences between fast and slow processors' comprehension scores (F (1, 10) =33, p =.58). Similarly, the presentation speed x processing speed interaction effect was not statistically significant (F (1,10) = 1.27, p = .29).
520 $a Computerized presentation proved no more effective than traditional remedial reading instruction for teacher-nominated weak readers. Perhaps the choice of whether to use traditional or computerized remedial support should be determined by considerations such as cost, accessibility of person power for mentoring vs. technology, readers' personal preferences, etc. rather than effectiveness.
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