Do+7th+graders+comprehend+non-fiction+passages+better+when+they+read+silently,+read+aloud,+or+are+read+aloud+to?-+Leah,+Kelly,+and+Dana

We created a website that contains all of our information on this page and more. We have many visuals that better display our information. The link for the site is: [|www.metacognitivesymposium.weebly.com]  __**Question:**__ Do seventh graders comprehend nonfiction passages best when they read silently to themselves, read aloud to themselves, or are read aloud to?  __**Hypothesis:**__ We predicted that the comprehension level would be worst when they are read aloud to. We think this because the test subject would not have to pay attention to the reader. They could easily zone out or become distracted. We think that the passage with the best comprehension levels would be when the subject is reading out loud to themselves. We came upon this theory because they have to read every single word of it. They cannot skim when reading aloud. Therefore, they would hear, see, and say all information which gives them three interactions with the content of the passage. We figured that silent reading would not have the best comprehension because our subjects would be able to skim the passage. We didn't think reading silently would work best or worst. __**Variables:**__Throughout our experiment, we had many variables. Some had to be changed, others had to be controlled. Our manipulated or independent variable is the way the passage is read (silently, aloud, or read aloud to). Our dependent variable, which changed because of our manipulated variable, was comprehension. We also had a long list of controlled variables. Some of them included reading level of the passages, number and type of questions on comprehension quiz, age group of test subjects, instructions given, and number of times allowed to read the passage. We also made sure that the articles that were read aloud, silently, and to were consistently the same. __**Procedure:**__ Here is the procedure we followed for test subject: 1.) Dana takes general information from test subject that Kelly retrieved. 2.) Leah reads instructions and overview of project from script. 3.) Test subject receives Passage 1 and reads silently to themselves. 4.) Subject hands Kelly back Passage 1 when they are finished reading. 5.) Kelly hands them quiz and Leah gives them instructions on how to take it. 6.) They take quiz and give it to Kelly when they're done. 7.) Repeat steps 2-6 with Passages 2 (which is them reading aloud to themselves) and 3 (which Leah reads to them). 8.) Dana records data. 9.) Repeat steps 1-8 with new test subject, alternating male and female so you have equal amounts.

__**Inferences and Conclusions:**__ By closely and carefully analyzing all of our collected data, we have come up with several conclusions. Our first is that our hypothesis was somewhat incorrect. It was partially correct because Passage 3, which was being read aloud to, did in fact have the worst average comprehension levels as we predicted. However, our other predictions were off. The highest comprehension levels were when subjects read passages silently. We had thought that it would be when they read aloud. We were wrong. Other conclusions we made were based on other results we had. In our results, we compared not only not only the different reading types, but age and gender as well. Overall, the average score for boys on all three tests was a 4.1. The females, however, and an average score of 4.3. In conclusion, the females seemed to have higher average scores. Another conclusion we came upon were that the 12-year-olds had a higher comprehension average than the 13-year-olds. The 12-year-olds had a higher percentage of people who got a score of four or five compared to the 13-year-olds. Overall, our results led us to several conclusions; some of which were expected, and others which we did not predict. Here was our results chart filled with the data we gathered:

__** Recommendations :  **__ We have one basic recommendation for students who are trying to comprehend passages to the best of their ability. We would suggest that people read silently when reading different passages. Based on our experiment, that was the method that had the best comprehension. If this method seems to not work the best for you, then the next method we would suggest would be reading aloud to yourself. Both methods work well, and we hope they work for you, too! For teachers, we recommend that you have at least one or two read aloud sessions in class every week. This will give a chance for students to be exposed to reading aloud. Also have one or tow silent reading sessions. When you do both, kids will be able to see what works for them. It will be an easy way for them to get better at comprehension strategies. Also, try to read out loud to them as little as possible because they won't comprehend the passage nearly as well.