Reading comprehension among graduate students
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Published on: January 10, 2014
Anthony J Onwuegbuzie1, Kathleen M T Collins
1Department of Human Development and Psychoeducational Studies, School of Education, Howard University, Washington, DC 20059, USA. tonyonwuegbuzie@aol.com
Abstract:
The present purpose was to examine graduate students' reading comprehension and reading vocabulary by comparing their scores on a standardized reading rest with scores obtained by a large normative sample of undergraduates. Participants were 59 graduate students from various disciplines, enrolled in three sections of an introductory educational research course at a southeastern university. These students were administered the Nelson-Denny Reading Test-Form G. Analysis showed these students had higher scores on the reading comprehension portion than did the normative sample of 5,000 undergraduate students from 38 institutions (Cohen d=.71). Also, the graduate students' scores on the reading vocabulary portion were higher (d=.45).
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