The Effect of Modality Preference on Reading and Listening Comprehension
dc.contributor.advisor | Smith, Arthur | |
dc.contributor.author | Lapple, Marie A. | |
dc.date.accessioned | 2021-09-07T21:42:51Z | |
dc.date.available | 2021-09-07T21:42:51Z | |
dc.date.issued | 1976-05-01 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/4998 | |
dc.description.abstract | The effect of modality preference on the reading and listening comprehension of fifty-three fourth graders was studied by comparing the results from two modality preference tests with the scores from reading and listening tasks, which included multiple-choice questions on the literal and inferential levels. Data indicated that modality preference did not affect reading and listening comprehension, and there was no difference in the scores of the four modality preference groups when reading and listening. On the literal level, listening scores were better than reading scores; there were no differences on the inferential level and the total of literal and inferential level. Students and their teachers were not aware of slight differences in reading and listening performance. | |
dc.subject | Reading Comprehension | |
dc.subject | Listening Comprehension | |
dc.subject | Modality Preference | |
dc.subject | Inferential Level | |
dc.subject | Literal Level | |
dc.title | The Effect of Modality Preference on Reading and Listening Comprehension | |
dc.type | thesis | |
refterms.dateFOA | 2021-09-07T21:42:51Z | |
dc.description.institution | SUNY Brockport | |
dc.description.department | Education and Human Development | |
dc.description.degreelevel | Master of Science in Education (MSEd) | |
dc.source.status | published | |
dc.description.publicationtitle | Education and Human Development Master's Theses | |
dc.contributor.organization | The College at Brockport | |
dc.languate.iso | en_US |