This study was designed to examine the extent to which young readers activate and integrate text concepts during reading. Fifty fourth grade students completed a group of norm-standardized tests of reading ability followed by a non-norm standardized test of inference recognition. The effects of reading ability on inference recognition were compared across texts that contained ambiguous sentences or unambiguous sentences. The results reveal that poor readers took longer to read ambiguous passages as compared to unambiguous passages. This difference between passages was nonsignificant for good readers. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2006. / August 31, 2006. / Reading Comprehension, Inferences, Fourth Grade Students / Includes bibliographical references. / Christopher Schatschneider, Professor Directing Thesis; Rolf Zwaan, Committee Member; Jeannette Taylor, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182410 |
| Contributors | Harrell, Erin Renee (authoraut), Schatschneider, Christopher (professor directing thesis), Zwaan, Rolf (committee member), Taylor, Jeannette (committee member), Department of Psychology (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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