EXAMINING COMPARATIVE EFFECT OF READING METHODS ON READING COMPREHENSION

Abstract

The present experiment investigated whether different reading methods
would have any effect on reading comprehension performance. It was
hypothesized that reading comprehensive performance would be better with
subvocalization than other reading methods. The independent variable was
reading methods and the dependent variable was performance (speed and
accuracy). To conduct this experiment, 60 school students were taken with age
ranges from 8 to 10 years. The Latin Square design was used to conduct this
experiment. Recall scores were obtained for each participant in terms of four
reading methods: silent reading, subvocalization, reading aloud and listening
music while reading. Results of the One-way ANOVA and Post Hoc test showed
that only reading time vary among four reading methods. Multiple comparisons
showed that there is a significant difference in reading time between silent
reading and reading aloud. So, the result did not support the hypothesis of
subvocalization as a better reading method.