Date of Award

5-1976

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Dr. Arthur Smith

Abstract

The effect of modality preference on the reading and listening comprehension of fifty-three fourth graders was studied by comparing the results from two modality preference tests with the scores from reading and listening tasks, which included multiple-choice questions on the literal and inferential levels. Data indicated that modality preference did not affect reading and listening comprehension, and there was no difference in the scores of the four modality preference groups when reading and listening. On the literal level, listening scores were better than reading scores; there were no differences on the inferential level and the total of literal and inferential level. Students and their teachers were not aware of slight differences in reading and listening performance.

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