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|Title:||Auditory and Visual Selective Attention and Reading Ability|
|Author(s):||Richardson, Brian Eurus|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||While selective attention has been the subject of a considerable number of research studies, comparatively few of those studies have examined that variable in relation to reading ability. Similarly there is a dearth of studies looking at selective attention in both auditory and visual modalities.
In this study 96 subjects were involved, 48 from Grade Three and 48 from Grade Six. Subjects were selected for participation according to their reading scores in the Metropolitan Achievement Test. At each grade level 16 subjects were selected from each of three percentile ranges on that test - the 20-39 range, the 50-69 range, and the 80-99 range. Subjects were required to (a) read, silently, a grade level passage while ignoring intrusion words typed in red, and (b) listen to female voice reading a grade level passage while ignoring intrusion words spoken by a male voice. After a series of multiple choice comprehension questions, checks were made to establish whether subjects had ignored the intrusion material.
The four principal findings of this study were - (1) good readers displayed better selective attention abilities than did poor readers; (2) in the visual area embedded intrusion material was more distracting than was peripheral intrusion material; (3) auditory intrusion material was more difficult to ignore then visual intrusion material; (4) poor readers performed at least as well on auditory material as they did on visual material.
The results of the research are discussed both in the terms of their implications for the teacher, and in terms of selective attention theory.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-12|