Testing the Maximum Potential Hypothesis in Struggling College Readers' Comprehension Processes

• In Event: Dimensions of Adult Literacy and College Reading Comprehension

Abstract

Students enrolled in a college preparatory course for a high-stakes reading ability test were asked to (a) read, (b) listen to, and (c) read+listen to short texts (about 200 words long) with a time limit of seven minutes per condition. The audio of the text was played three times during conditions b and c. Students had continuous access to printed copy of text under conditions a and c. No significant differences were found in students’ comprehension scores between conditions b and c, confirming the hypothesis of listening comprehension setting the maximum potential of reading comprehension in struggling college readers. No significant differences were found between conditions a and c indicating that struggling college readers reach this potential in seven minutes.

Authors

• Omer Ari, Georgia State University

• Brendan D. Calandra, Georgia State University