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ERIC Number: ED638167
Record Type: Non-Journal
Publication Date: 2023
Pages: 51
Abstractor: As Provided
ISBN: 979-8-3803-2556-1
ISSN: N/A
EISSN: N/A
Impact of Text Complexity Effects across Student Reading Skills
Esther H. Yi
ProQuest LLC, Ph.D. Dissertation, Northern Illinois University
A reader's ability to go beyond their surface-level understanding of words and to build a deeper representation of the text in their mind (i.e., reading comprehension) is predicated on a range of reader- and text-level variables that indicate how well a certain reader can read a certain text. The following study evaluates the extent to which the interaction between the reader characteristics of fifty first graders (e.g., decoding and oral reading fluency skill and demographic characteristics) and the textual characteristics of commonly administered, first grade oral reading fluency passages (e.g., text complexity) may impact the participants' reading comprehension of the oral reading fluency passages. It was hypothesized that accounting for superfluous variation in text complexity of oral reading fluency passages (i.e., text complexity effects) would recalibrate participants' oral reading fluency scores, allowing for more valid interpretations student reading skill. Results were mixed and indicated limitations with the study's comprehension recall measure. Conclusions underlined the importance of including basic reading measures such as decodable and sight word fluency particularly for students with low oral reading fluency skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A