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Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties
Hebert, Megan Zhang, Xiaozhou Parrila, Rauno
Hebert, Megan
Zhang, Xiaozhou
Parrila, Rauno
Abstract
The current study aimed to examine performance times during text reading and question answering of students with and without a history of reading difficulties. Forty-three university students with a history of reading difficulties (HRD) were compared to 124 university students without a history of reading difficulties on measures of word and nonword reading rate, text reading rate and comprehension, and question answering times. Results showed that students with HRD demonstrated slower word, nonword, and text reading rates than their peers, but had comparable reading comprehension scores. Results also showed that students with HRD took longer to answer specific types of questions even when reading rate was controlled. Specifically, when word reading rate was controlled, students with HRD took longer to answer vocabulary, literal, inferential, and background knowledge questions. When text reading rate was controlled, they still took longer to answer literal, inferential, and background knowledge questions. These results suggest that students with a history of reading difficulties require extra time to complete reading comprehension measures for reasons other than just slower word and text reading rate. Findings of this study have implications for supporting university students with a history of reading difficulties.
Keywords
reading comprehension, reading difficulties, reading rate, university students
Date
2018
Type
Journal article
Journal
Annals of Dyslexia
Book
Volume
68
Issue
1
Page Range
15-24
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled