Abstract
Abstract This study examined the impact of different types of narrative text (story versus play) and modes of reading (silent versus group oral) on the reading comprehension of high, average, and low ability junior high students. All subjects encountered the same four story plots, two in the form of a story and two in the form of a play. Counterbalancing resulted in each subject participating in all four text/mode treatment combinations. Low ability and average ability students benefitted more from reading plays than from reading stories. The low ability readers also performed considerably better when oral reading was done in a group setting. In fact, the performance of low ability readers equalled high ability readers when both participated in group oral readings of plays. The type of text and mode of reading did not appear to affect the high ability readers’ comprehension as they performed equally well under all treatment conditions. In light of these results, the oral reading of plays should be considered as a useful, alternative component of the junior high reading and language arts curricula.
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