Date of Award
7-1954
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
William Hertzog Thompson
Second Advisor
Frances Edwards
Third Advisor
Stanley Davis
Abstract
Reading, a complex psycho-physiological, thought-provoking process if concerned with the communication of ideas from writer to reader (16). In reading, one is not having first-hand experience with human events. Rather, he is having vicarious experiences by interpreting the written record of another person’s experience. Many skills and abilities; i.e., word recognition, drawing of inferences, the organization of ideas, comprehension of meaning, and a host of others, are involved in the reading process. However, reading does not involve these skills individually. They operate together in meaningful situations to serve one’s purpose.
Learning to read is a central concern of all children, parents, teachers, principals, and others who have anything to do with the elementary school. Most people assume the child should begin to learn to read when he is about six years old. Is this assumption justified?
Recommended Citation
Fuller, Gale L., "A study of the effect of chronological age on reading performance in the first, second and third grades" (1954). Student Work. 152.
https://digitalcommons.unomaha.edu/studentwork/152
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Comments
A Thesis presented to The Faculty of the Department of Psychology Division of Graduate Studies of the University of Omaha In Partial Fulfillment of the Requirements for the Degree Master of Arts.