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dc.contributor.advisorBegy, Gerald
dc.contributor.authorFaulks, Lynda S.
dc.date.accessioned2021-09-07T22:06:48Z
dc.date.available2021-09-07T22:06:48Z
dc.date.issued4/1/1993
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6175
dc.description.abstractThe purpose of this research was to investigate the relationship between the child's concept of reading and reading comprehension performance. The subjects were forty fourth grade students from four different types of schools (parochial, private, public urban, and public suburban) in western New York. The child's concept of reading was studied during an interview procedure. The child's reading comprehension performance was measured by his/her raw score on the New York State Reading Pupil Evaluation Program (PEP) Test. After testing the null hypothesis at the .05 level of significance, it was found that there was not a statistically significant relationship between the child's concept of reading and his/her reading comprehension performance as measured by the New York State PEP Reading Test. There was, however, a statistically significant relationship found between the child's concept of reading and the type of school he/she attended at the .05 level of significance. Further research was recommended.
dc.subjectReading Comprehension
dc.subjectConcept Of Reading
dc.subjectReading Pupil Evaluation Program
dc.subjectPep Test
dc.subjectSchool Type
dc.titleThe Relationship between the Child’s Concept of Reading and Reading Comprehension Performance
dc.typethesis
refterms.dateFOA2021-09-07T22:06:48Z
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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