Reading Modality and Reading Comprehension: A Comparison

Document Type


Publication Date



reading modality, reading comprehension


In today’s society, the ability to read is the gateway to success. From the minute children enter the school system (and even before) they are exposed to text in different forms. Being able to read is an essential skill for students to learn as they advance through the school system as it is the basis of all academic content areas. The ability or inability to read can greatly affect students’ access to grade level content. However, there is more to reading than stringing together sounds to make words. In order to truly be reading, we must be able to make meaning of the sounds and words we are seeing or hearing...i.e., we must be able to comprehend what we are reading. A study of 36 students in two South Dakota schools will be conducted to assess understanding of two separate pieces of grade-level text. Students will be asked to read one piece orally to a test administrator and the other silently. Upon passage completion, students will answer multiple choice questions to check comprehension to determine how well they understood each passage. Results will be compared to determine whether there is a difference in comprehension based on reading modality. This study will provide pertinent information on students' ability to understand text whether they are reading orally or silently. Educators can use this data to help support their students’ comprehension within the classroom by helping them make high quality instructional decisions.

First Advisor

Gabrielle Strouse

Research Area

Counseling & Psychology in Education

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