Relationship of non-word reading and reading comprehension in children across grade 3 through grade 8
Jyoti S.Mohite, R. Rangasayee
nonword reading, reading comprehension, true word, phonological route
The present study investigated the relationship of reading comprehension to nonword reading. Research participants consisted of 108 grade- 3 to grade 8 typical students studying in English medium schools classified as good academic performers by the class teacher and were “not at risk” for auditory processing disorder. The research instrument consisted of reading comprehension and non-word reading subtest designed for the larger study. For reading comprehension task, the participants were asked to read a small paragraph and answer the questions based on that paragraph. For nonword reading, the participants were made to read a nonword list and also give the nearest true word according to them for every nonword. Statistical analyses revealed a significant main effect of grade for nonword reading as well as reading comprehension. Analysis for gender effect revealed that nonword scores between the grades were not significant for females but were found to be significantly different for the males. No gender effect was obtained for reading comprehension. Further there was no association between the nonword reading score and reading comprehension score across the grades for males. For females however, there was a strong positive correlation for the third graders and strong negative correlation for children in the eighth grade. On qualitative analysis, unexpected responses were more than the expected responses. Overall, we can conclude that the phonological skills contribute to reading comprehension when children just begin to learn to read. Once the children are able to read and comprehend, it in turn contributes to the way the words are decoded.
Article Details
Unique Paper ID: 156424

Publication Volume & Issue: Volume 9, Issue 3

Page(s): 602 - 607
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