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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Florida State University (degree granting institution); Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing thesis). - : Florida State University BASE Show details 2 Do Individual Differences in Lexical Representations or Speech Output Account for Relations Between Nonword Repetition or Vocabulary? Wagner, Richard K. (professor directing thesis); Torgesen, Joseph (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 3 Modeling the Development of Prereaders' Phonological Processsing Skills: A Latent Variable Longitudinal Study Florida State University (degree granting institution); Wagner, Richard K. (professor directing thesis); Maner, Jon (committee member). - : Florida State University BASE Show details 4 What Do Children Know, When They Know a Word? Phythian-Sence, Caroline (authoraut); Wagner, Richard K. (professor directing thesis); Schatschneider, Christopher (committee member). - : Florida State University BASE Show details 5 Comparing Generic and Passage-Specific Assessments of Vocabulary and Fluency as Predictors of Reading Comprehension in Narrative and Expository Passages Priya, Kanu (authoraut); Wagner, Richard K. (professor directing thesis); Kelly, Colleen (committee member); Sunderman, Gretchen (committee member); Department of Psychology (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: Previous research has investigated vocabulary and fluency as predictors of reading comprehension, most of it concentrating on younger school-age readers. The present study compared both passage-specific and generic assessments of vocabulary and fluency as predictors of reading comprehension in college-age readers. The comparison was done for both standardized tasks and experimental tasks and for expository and narrative text types. The study also investigated the effect of text type and question type (inferential and non-inferential) on reading comprehension. Seventy eight college-age readers completed a battery of reading comprehension, vocabulary and fluency tests. The results of the study reveal an interaction between passage type and question type on comprehension performance with students performing better on inferential questions for narrative texts, and on non-inferential questions for expository texts. Furthermore, vocabulary was found to be a better predictor of reading comprehension than fluency for both standardized and experimental tasks. ; A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. ; Degree Awarded: Fall Semester, 2006. ; Date of Defense: July 28, 2006. ; Inference Making ; Includes bibliographical references. ; Richard K. Wagner, Professor Directing Thesis; Colleen Kelly, Committee Member; Gretchen Sunderman, Committee Member. Keyword: Psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A168598/datastream/TN/view/Comparing%20Generic%20and%20Passage-Specific%20Assessments%20of%20Vocabulary%20and%20Fluency%20as%20%20%20%20%20%20%20%20%20%20Predictors%20of%20Reading%20Comprehension%20in%20Narrative%20and%20Expository%20Passages.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-0462 BASE Hide details

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