Date of Award

1991

Publication Type

Master Thesis

Degree Name

M.A.

Department

Psychology

Keywords

Education, Reading.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Using a moving window paradigm, sixth graders read sentences containing target words varying in context congruity, and difficulty. Mean word reading times across the varying conditions were recorded for target words, words immediately following the target word (target+1 word), and the last word of sentences. Contrary to expectations, the findings failed to yield any differences in good and poor readers' use of context. The only significant difference between good and poor readers was noted on last word reading times. Poor readers were found to read last words significantly faster than good readers. As was hypothesized, target word difficulty was found to affect the reading times of target words and target+1 words. Words in the easy condition were read significantly faster than words in the difficult condition. Moreover, support was obtained for the hypothesis that difficult target words would present greater facilitation effects than the easy target words. For last words, a significant inhibition effect was noted for the incongruous-easy condition as compared to the neutral condition. (Abstract shortened by UMI.)Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1991 .M873. Source: Masters Abstracts International, Volume: 31-01, page: 0061. Thesis (M.A.)--University of Windsor (Canada), 1991.

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