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Abstract
A study was designed to use a computerized reading comprehension evaluation program to ascertain whether or not there were significant differences in the comprehension scores, the rereading frequencies, and rereading rates of speed for freshmen and sophomore students of an urban community college in New York City. The resultant data showed significant differences in the comprehension scores, rereading frequency, and the rereading rates of speed for both groups. There was no significant difference in the interaction between the two groups of readers and the three types of questions under investigation. The findings of this data support the conclusion that there is no appreciable difference in the way either group uses rereading to handle the intellectual content of different types of questions when rereading.
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Anthony Laverpool
Anthony Laverpool is an Assistant Professor in the Department of Education & Reading at Bronx Community College (BCC) in Bronx, New York. BCC is a community college within the City University of New York. His primary academic interest is the area of Instructional Systems and Design. His Ed.D. is in Developmental Education for Adult Learners. At BCC, his instructional efforts are evenly divided between remedial reading and study skill development and Education foundation courses for pre-service teachers and paraprofessionals. E-mail: [email protected].