Abstract
This study used a 2 (listening vs. reading) × 2 (easy vs. hard) experimental design to estimate the effects of information input and story difficulty on fifth graders’ comprehension performance. This study also investigated the effects of information input and story difficulty on students with different reading abilities. The participants were 141 fifth graders. The results were listed as follows:
- With regard to the MANOVA result, significant main effects of story difficulty and task presentation were found on the comprehension score. Also, the MANOVA results showed that the listening groups had a better performance on the correct words recalled and comprehension test. On the incorrect words recalled, for the easy story, the listening group recalled more incorrect words than the reading group, but no significant difference was found between reading and listening groups for the difficult story.
- With regard to story difficulty, students who read/listened to the easy story had a better performance on the comprehension score and the correct words recalled than students who read/listened to the hard story. On the incorrect words recalled, for the easy story, the listening group had more incorrect words recalled than the reading group, but for the hard story no significant difference was found.
| Keywords: | reading comprehension; listening comprehension; story structure; story difficulty; information input |
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