The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61 participants in the Upward Bound program at a major southwestern university; they represented urban high schools with high proportions of students of low socioeconomic status. Subjects completed cloze procedure reading passages in four categories: high preference independent level, high preference frustration level, non-expressed preference independent level, and non-expressed preference frustration level. From the results gathered, it was recommended (1) that reading ability assessments include measuring performance with high preference materials, (2) that instructional personnel ascertain and utilize student preferences as foundations for reading instruction, (3) that reading material not be withheld from students on the basis of difficulty, (4) that high preference reading materials be used in reading instruction by secondary reading and content area teachers, and (5) that school patrons be made aware of the value of free preference reading in reading skill development.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc330788 |
| Date | 05 1900 |
| Creators | Allen, Lina Lusk |
| Contributors | Black, Watt L., Dever, Wayman Todd, Ponder, Gerald, Kurth, Ruth J. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 101 leaves, Text |
| Rights | Public, Allen, Lina Lusk, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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