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dc.contributor.advisorSmith, Arthur
dc.contributor.authorSanford, BethAnn Abballe
dc.date.accessioned2021-09-07T21:45:58Z
dc.date.available2021-09-07T21:45:58Z
dc.date.issued5/1/1988
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5193
dc.description.abstractOne hundred twenty-one fifth grade students attending a rural public school and of a mixed socioeconomic and academic background were surveyed to determine their perceptual reading style preferences. The Reading Style Inventory (RSI) was used to obtain the perceptual preferences the subjects preferred during reading activities. Reading Achievement scores were obtained from the results of the Stanford Achievement Test, administered in May of the subjects fourth year. The study was designed to determine if there was a significant relationship between the reported preference in the reading style element of perception and the reading achievement of above average, average and below average fifth grade students. A significant relationship was found between the fifth graders reported preference for learning auditorially and their reading achievement. Some trends were evident in the perceptual categories of visual, tactile and kinesthetic learning. Students in the above average and below average reading achievement groups had the greatest impact on whether or not a relationship was found or a trend indicated.
dc.subjectPerceptual Reading Style
dc.subjectReading Style Inventory
dc.subjectAuditory Learning
dc.subjectReading Achievement
dc.subjectReading Groups
dc.titleAn Investigation of Fifth Graders Reported Reading Style Perceptual Preferences and Reading Achievement
dc.typethesis
refterms.dateFOA2021-09-07T21:45:58Z
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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