Abstract
The present purpose was to examine graduate students' reading comprehension and reading vocabulary by comparing their scores on a standardized reading test 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).
Original language | English |
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Pages (from-to) | 879-882 |
Number of pages | 4 |
Journal | Psychological Reports |
Volume | 90 |
Issue number | 3 PART 1 |
DOIs | |
Publication status | Published - Jun 2002 |
Externally published | Yes |
ASJC Scopus subject areas
- General Psychology