dc.contributor.author	Struble, Taylor M.
dc.date.accessioned	2017-05-16T15:39:57Z
dc.date.available	2017-05-16T15:39:57Z
dc.date.issued	2017-05
dc.identifier.citation	Struble, Taylor M., "Predicting Oral Reading Comprehension Abilities," master's thesis. Valdosta State University, 2017. http://hdl.handle.net/10428/2830
dc.identifier.other	B5E5EE4B-3FA0-4A93-4818-6BB8EC8389BB
dc.identifier.uri	http://hdl.handle.net/10428/2830
dc.description.abstract	Reading comprehension is a skill that has been investigated for years, yet with much to still be researched in attempts to better understand this complex cognitive ability. Effective and efficient means of assessment of reading comprehension in children has been a frequent topic in the literature as well as treatment of reading disorders with deficits in reading comprehension. The purpose of this study was to investigate the predictive value of various reading skills to oral and silent reading comprehension in the attempts to suggest a more efficient manner of assessment. The various reading skills that were measured in this study include single-word reading accuracy, single-word reading fluency, textual reading fluency and accuracy, oral reading comprehension abilities, and silent reading comprehension abilities. This study involved 39 participants, 29 females and 10 males. At the time of data collection, the participants were in grades first through fifth grade and were 7 to 12 years of age. Each child participated in a reading evaluation involving administration of several standardized assessment tools of reading abilities. These tests included Test of Word Reading Efficiency-Second Edition, Woodcock Reading Mastery Tests-Third Edition, Gray Oral Reading Tests-Fifth Edition, and Gray Silent Reading Tests. Informal measures comprised of hearing and vision screenings. Passing scores on the screenings were required before administration of formal testing. Data was recorded in real-time, and scores were recorded later. All of the scores from the assessments were entered in a step-wise linear regression model. Oral reading comprehension as measured by the GORT-V was entered in as the measurement being predicted, while all other remaining scores were entered as predictors. Predictive values were obtained in regards to their relation to oral reading comprehension. Results of the study revealed that GORT-V Rate (oral reading rate) was most related to oral reading comprehension abilities as measured by the GORT-V. When the GORT-V related variables were removed from the analysis, the results indicated that sight word reading abilities as measured by the Word Identification subtest of the WRMT-III were most related to oral reading comprehension as measured by the GORT-V. These findings indicate that reading rate is highly associated with oral reading comprehension abilities and that word reading accuracy is highly important for oral reading comprehension abilities. Accurate word reading facilitates fluent reading, and both are crucial reading skills needed for both oral and silent reading comprehension abilities. Word reading accuracy can act as an anchor for the higher cognitive skill of comprehending text to develop in a linear fashion.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Reading1 \| Chapter II: REVIEW OF THE LITERATURE.3 \| Single-word Reading Accuracy.3 \| Sub-component Skills Contributing to Single-word Reading Accuracy.4 \| Phonemic Awareness.4 \| Letter Knowledge 4 \| Rapid Automatized Naming 4 \| Importance of Phonemic Awareness, Letter Knowledge, and RAN.5 \| Phonological Awareness 8 \| Importance of Phonological Awareness and Syntax to Word Reading Accuracy and Comprehension.9 \| Phonological Decoding 14 \| Sight Word Reading.14 \| Syntactic Knowledge.15 \| Importance of Word Reading Accuracy to Reading Comprehension.16 \| Reading Fluency 18 \| Phonological Processing 19 \| Rapid Automatized Naming 23 \| Double-deficit Hypothesis of the Developmental Dyslexias.25 \| Single-word Reading Fluency and Textual Reading Fluency.27 \| Reading Comprehension 31 \| Sub-processes that Influence Reading Comprehension.32 \| Variation of Comprehension 35 \| Silent Reading Comprehension Versus Oral Reading Comprehension.37 \| Assessment of Reading Comprehension 40 \| Rationale/Purpose 50 \| Chapter III: METHODS54 \| Participants.54 \| Procedures 54 \| Measures 59 \| Test of Word Reading Efficiency-Second Edition (TOWRE-2).59 \| Woodcock Reading Mastery Tests-Third Edition (WRMT-III)59 \| Gray Oral Reading Tests-Fifth Edition (GORT-V).59 \| Gray Silent Reading Tests (GSRT)60 \| Analysis 60 \| Chapter IV: RESULTS62 \| Chapter V: DISCUSSION.66 \| Limitations.69 \| Implications 69 \| REFERENCES75 \| APPENDIX A: Institutional Review Board Approval 85 \| APPENDIX B: Institutional Review Board Parent Consent Form 88 \| APPENDIX C: Institutional Review Board Child Verbal Assent Form.92 \| APPENDIX D: Individual Participant Data 94 \| LIST OF TABLES \| Table 1: Assessment Tools and Subtests Administered 56 \| Table 2: Descriptive Statistics: Mean Standard and Scaled Scores.63 \| Table 3: Correlations Among Predictors.65 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	reading	en_US
dc.subject	children	en_US
dc.subject	Oral reading	en_US
dc.subject	Prediction of scholastic success	en_US
dc.title	Predicting Oral Reading Comprehension Abilities	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department Of Communication Sciences And Disorders Of The Dewar College Of Education And Human Services	en_US
dc.description.advisor	Carter, Matthew
dc.description.committee	Randolph, Crystal
dc.description.committee	Doepker, Gina M.
dc.description.degree	M.Ed.	en_US
dc.description.major	Communication Sciences and Disorders	en_US