The Effectiveness of Reading Comprehension Strategies

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dc.contributorGrillo, Amy
dc.contributorYu, Wesley
dc.contributor.advisorBinder, Katherine
dc.contributor.authorKwabi, Sharon
dc.date.accessioned2014-07-02T13:14:17Z
dc.date.available2014-07-02T13:14:17Z
dc.date.gradyear2014en_US
dc.date.issued2014-07-02
dc.description.abstractThis study examined the underlying cognitive processes of high and low working memory (WM) individuals, how these processes are affected by test presentation and how comprehension performance is affected by the various interactions (Rapp et al, 2007). Ninety college students performed the Nelson Denny Reading Test with an eye tracker. Test presentation was in the concurrent (passage accessible during question answering) and in the sequential (passage inaccessible during question answering) formats. It was predicted and found that participants in the concurrent did better than those in the sequential format. Participants also took the Operation Span Task to measure their WM and it was predicted and found that participants with high WM performed better than those with low WM. This study also aimed to highlight whether high level (re-reading the text) or low level (word recognition) processes were used by different WM individuals and found that high WM used more high level processing and low WM used more low level processing. The study had implications for test takers to be more aware of their WM abilities in order to excel at reading comprehension by using strategies that address their weaknesses.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/3579
dc.language.isoen_USen_US
dc.rights.restrictedrestricteden_US
dc.subjectcollege studentsen_US
dc.subjectworking memoryen_US
dc.subjectreading comprehensionen_US
dc.subjectstrategiesen_US
dc.titleThe Effectiveness of Reading Comprehension Strategiesen_US
dc.typeThesis
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke College

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