Date of Award
Miller, Carlin (Psychology)
CC BY-NC-ND 4.0
The present study examined the relationship between teen pregnancy and reading achievement. Girls ages 14 to 17 who were pregnant at the time of testing (n=3) and girls who had never been pregnant (n=19) were compared on measures of reading achievement. Specifically, the WRAT-4 was used to measure lower-order single word reading and spelling skills, and the TOWRE and the NDRT were used to measure higher-order reading fluency and comprehension. A MANOVA was conducted to investigate whether there was a difference between pregnant and never-pregnant teens in one or more domains of reading achievement. Results did not indicate statistically significant differences between groups. Follow-up ANOVAs were conducted to compare pregnant and never-pregnant teens on measures of higher-order reading skills. No differences between groups were noted in any analysis. Due to small sample size, the power of the analyses was limited. Future research should be conducted with a larger sample.
Menard, Jessica, "Reading Deficits in Pregnant Teens: Implications for Policy and Practice" (2010). Electronic Theses and Dissertations. 39.