Type of Document	Thesis
Author	Harrell, Erin Renee
Author's Email Address	erinharrell@hotmail.com
URN	etd-10232006-141807
Title	The Ability Of Fourth Grade Students To Make Inferences When Reading Passages Containing Incongruent Text
Degree	Master of Science
Department	Psychology, Department of
Advisory Committee	Advisor Name Title Christopher Schatschneider Committee Chair Janet Taylor Committee Member Rolf Zwaan Committee Member
Keywords	Reading Comprehension Inferences Fourth Grade Students
Date of Defense	2006-08-31
Availability	unrestricted
Abstract This study was designed to examine the extent to which young readers activate and integrate text concepts during reading. Fifty fourth grade students completed a group of norm-standardized tests of reading ability followed by a non-norm standardized test of inference recognition. The effects of reading ability on inference recognition were compared across texts that contained ambiguous sentences or unambiguous sentences. The results reveal that poor readers took longer to read ambiguous passages as compared to unambiguous passages. This difference between passages was nonsignificant for good readers.
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