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dc.contributor.advisorSmith, Arthur
dc.contributor.authorLapple, Marie A.
dc.date.accessioned2021-09-07T21:42:51Z
dc.date.available2021-09-07T21:42:51Z
dc.date.issued1976-05-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4998
dc.description.abstractThe 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.subjectReading Comprehension
dc.subjectListening Comprehension
dc.subjectModality Preference
dc.subjectInferential Level
dc.subjectLiteral Level
dc.titleThe Effect of Modality Preference on Reading and Listening Comprehension
dc.typethesis
refterms.dateFOA2021-09-07T21:42:51Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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