Author(s)

Ashley Williams

Date Approved

7-25-2011

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Oral reading;Reading comprehension

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The hypothesis of this research project was to determine if there was a significant relationship between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. The relationship between reading achievement and gender was also examined in this research study. Twelve fourth grade students (six male, six female) were asked to complete a questionnaire about their reading practices and take a brief two part reading assessment, consisting of word recognition and reading comprehension. A two way between groups ANOVA revealed that there was not a significant difference between children who were read to by their caregivers in previous years and children who were not read to by their caregivers in previous years. A dependent T-Test showed that there was not a significant difference between reading achievement and gender. A correlation test revealed that there was a relationship between word recognition scores and reading comprehension scores.

Share

COinS