Their oral reading difficulties are likely to be deficiencies in fluency, phrasing and expression or in comprehension rather than in pronouncing the words.
To compare the nature of listening and reading (both oral and silent) comprehension, I will examine a ten year-old Year 5 student's performance in listening, oral reading, and silent reading comprehension. .
I have also chosen to compare the student's performance on two different text types: 1) narrative - myths. 2) expository - exploration.
Predictions of this study:.
As students progress in school, they encounter textbooks that are expository rather than narrative. Such texts are concerned with teaching basic concepts and factual information in such content areas as science, social studies, and health. The emphasis on providing basic concepts and factual information to the reader represents a shift from story structures that are inherent in our culture to expository text that utilises a variety of organisational patterns. Furthermore, because of the progressively increasing focus on content-area material, some students moving into higher grades may experience difficulty in successfully comprehending this material. Therefore, I expect the participant, Michelle, to perform better in the narrative texts. .
According to Chall's stages of reading development, Michelle is in Stage 3A (9-11y.o.), where her listening comprehension will still be more effective than reading comprehension and she will prefer silent reading to oral reading (listening*silent*oral). .
Michelle's level of competence and intelligence at school is above average. Due to her outstanding performance, always highly involved in classroom activities, such as reading and listening, and producing the highest marks in her class, I predict that she will fall between (either) a high-achieving reader and/or an average-achieving reader.
