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A Comparison of Written and Oral Responses in the Silent Reading Comprehension of Fourth Grade Students
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1989-12-01
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Abstract
The purpose of this study was to compare the written and oral responses in the silent reading comprehension of fourth grade students of high-, average- and low- reading ability levels. Thirty students, enrolled in grade four of a suburban school in Western New York State constituted the subjects of this study.
The specific question to be answered was:
Does a statistically significant correlation (r2 ? .50) exist between the written and oral responses to comprehension questions of fourth grade students of high-, average- and low-reading ability levels?
Students silently read three reading passages and responded to a set of comprehension questions developed for each passage. Each set of questions was answered twice, once in writing and once orally. A total written score and a total oral score was obtained for each subject. Each written response score was compared to its corresponding oral response score using a Pearson Product - Moment Correlation.
Results revealed that a statistically significant correlation did exist between the written responses and the oral responses to postquestions for fourth grade students.