The Effects of Oral and Silent Reading on Reading Comprehension

This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders’ reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and correlational statistics. Results revealed that silent reading was stronger for narrative passages in retell measures, but there was no difference for comprehension questions. The expository passages revealed no difference between the reading modes. Comprehension of narrative texts was consistently stronger than expository texts in both silent and oral reading.     

The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary were included in structural equation models in order to determine their impact on reading fluency and comprehension. Results suggested that oral and silent reading fluency represent separate constructs, but only oral reading fluency contributed to reading comprehension. Vocabulary was found to contribute uniquely to comprehension even after controlling for reading fluency.     

A Comparison of Reading Rates,Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading—a gradual increase in rate from texts one through three, a drop-off on text four, and the fastest speed on text five. A portion of the sample engaged in abnormally rapid silent reading relative to their oral reading rates coupled with low comprehension. Implications for instruction are discussed.     

副中央凹信息量对中文朗读和默读的调节作用

以往研究者对默读过程中的副中央凹加工进行了大量研究,但很少探讨这一加工进程在朗读过程中的作用.本研究采用移动窗口范式,通过改变移动注视窗口的大小来操纵副中央凹获得的信息量(1字窗口、3字窗口和正常阅读),探讨在中文默读和朗读条件下副中央凹获得的信息量的差异.结果表明,朗读比默读占用更多的资源,与默读相比,朗读时的注视时间更长、注视次数更多;重要的是,副中央凹信息可以提高朗读和默读过程中的阅读速度.然而,与朗读过程相比,副中央凹信息的促进作用在默读过程中更为明显.因此,副中央凹信息量对中文朗读和默读都起着调节的作用.     

The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia

Journal of Psycholinguistic Research - Dyslexia is characterized by poor word reading. In research, education, and diagnosis, oral reading is commonly assessed, and outcomes are generalized to...     

The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High- and Low-Income Students

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills–Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test–Tenth Edition (SAT-10) during 2003–2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below proficiency benchmarks for DORF. For below benchmark students, DORF scores strongly predicted SAT-10 comprehension. For above benchmark students (a) DORF scores predicted comprehension for high- but not low-income students; (b) statistically significant differences in reading fluency, comprehension, and vocabulary existed between high- and low-income students; (c) reading vocabulary equally predicted comprehension for students of differing economic backgrounds; and (d) reading fluency did not predict comprehension for low-income students beyond what was accounted for by vocabulary.     

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

We evaluated the validity of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) ORF (Oral Reading Fluency) for predicting performance on the Florida Comprehensive Assessment Test (FCAT-SSS) and Stanford Achievement Test (SAT-10) reading comprehension measures. The usefulness of previously established ORF risk-level cutoffs [Good, R.H., Simmons, D.C., and Kame’enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257–288.] for third grade students were evaluated on calibration (n_S1 = 16,539) and cross-validation (n_S2 = 16,908) samples representative of Florida's Reading First population. The strongest correlations were the third (February/March) administration of ORF with both FCAT-SSS and SAT-10 (r_S = .70–.71), when the three tests were administered concurrently. Recalibrated ORF risk-level cut scores derived from ROC (receiver-operating characteristic) curve analyses produced more accurate identification of true positives than previously established benchmarks. The recalibrated risk-level cut scores predict performance on the FCAT-SSS equally well for students from different socio-economic, language, and race/ethnicity categories.     

汉语儿童语素意识对阅读理解的影响:默读流畅性的中介效应

通过对149名小学一年级学生两年的追踪研究,在控制了一般认知能力、语音意识以及所关注变量自回归效应的情况下,探讨默读流畅性在语素意识与阅读理解关系中的作用。结果发现：（1）儿童语素意识、默读流畅性及阅读理解随时间均有显著发展;（2）一年级下学期儿童的默读流畅性在一年级上学期语素意识影响二年级上学期阅读理解过程中的中介作用显著,而二年级上学期的默读流畅性在一年级下学期语素意识影响二年级下学期阅读理解过程中的中介作用不显著。结果表明,在小学低年级阶段,默读流畅性在早期语素意识与之后的阅读理解中发挥跨时间点的中介作用,且该中介效应随儿童认知技能的发展会发生一定的变化。     

汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究

对196名小学二年级儿童进行为期三年的追踪测查,使用交叉滞后模型检验了儿童字词阅读流畅性和篇章朗读流畅性等不同层面口语流畅性与阅读理解的关系。在控制了一般认知能力、汉字识别、口语词汇知识、快速命名和自回归效应之后发现：（1）模型比较的结果支持字词阅读流畅性对阅读理解作用的单向预测模型,儿童二年级时字词阅读流畅性对三年级的阅读理解,以及三年级时字词阅读流畅性对四年级的阅读理解均有显著预测作用;（2）模型比较的结果支持篇章朗读流畅性与阅读理解的双向预测模型,前一个测量时间点的篇章朗读流畅性可以稳定地预测后一个测量时间点的阅读理解,同时,前一个测量时间点的阅读理解也可以稳定地预测后一个测量时间点的篇章朗读流畅性。结果表明在排除了自回归效应和其他变量的作用后,只存在字词阅读流畅性对阅读理解的单向预测关系,而篇章朗读流畅性与阅读理解之间存在双向预测关系,这一发现支持了认知资源和自动化理论,并对阅读的交互-补偿模型进行了一定的补充。     

The Effects of Familiarization with Oral Expository Text on Listening and Reading Comprehension Levels

This study examined the effects of text type and early familiarization with oral expository text structures on listening and reading comprehension levels. Second-grade students read and listened to narrative and expository texts, and their comprehension was assessed with a sentence verification task. Half of the students had participated in a nine-week long intervention designed to familiarize them with oral expository structures in the previous year while in first grade. The findings indicated that familiarization did not lead to the expected advantage of listening over reading for either expository or narrative text. Implications concerning the conceptualization of comprehension as a unitary process construct are discussed.     

Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status,Genre, and Text Position

This study examined how comprehension-based silent reading rate (CBSRR) is affected by grade, genre, and text position. Second and fourth graders read 2 grade-specific passages (one narrative, one informational) in 4 sections, each followed by 4 comprehension questions. Analyses of rate with a criterion level of comprehension showed higher performances on informational than narrative texts and better performances as students moved through sections of a text. Percentages of students attaining CBSRR decreased across the four sections of both genres and at both grade levels. Implications of findings are discussed and question are raised about text complexity and silent reading patterns.     

阅读中的元理解监测与元理解调控

采用“阅读－关键词处理－元理解监测－测验1－选择文章重读－测验2”的流程, 探讨元理解监测对元理解调控与阅读理解成绩的影响。结果显示, 延迟写关键词相对于即时写和不写关键词更利于监测精 确性的提高; 延迟关键词组借助精确的监测能做出有效的元理解调控, 选出测验1中得分低的文章重读, 并在测验2中有较好表现, 而其他两组只能选出其认为难的、而非得分低的文章重读, 在测验2中表现不 佳。元理解监测的精确性影响元理解调控的有效性, 进而影响阅读理解成绩。     

词边界信息对发展性阅读障碍儿童朗读和默读影响的眼动研究

以发展性阅读障碍儿童及与其年龄和阅读能力相匹配的儿童为对象,要求他们朗读或默读正常呈现或以词间空格形式呈现的文本,采用眼动仪记录儿童的眼动轨迹,目的是探讨词边界信息的引入对三组儿童朗读和默读的影响。结果发现,相较于正常儿童,阅读障碍儿童需要更多的总注视时间和总注视次数,更短的平均眼跳距离;与默读相比,所有儿童在朗读方式下的阅读加工更困难;相较于默读,词边界信息更多促进了儿童的朗读。     

High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation

This study aimed at investigating the actual strategic behaviors of high and low achievers in reading comprehension and their relation with respective performance. The participants were 45 individually examined third graders, 20 high and 25 low reading comprehension achievers. Cognitive, metacognitive, and motivational aspects of the participants' strategic behaviors during text comprehension was directly recorded by two observers by means of a structured observation form. The results revealed a relatively different profile of strategic behaviors between high and low achievers. Students' strategic behaviors during dealing with text comprehension were strongly related to respective performance for both groups.     

A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students

This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF) winter benchmark, indicating the potential for reading failure. Participants engaged in a supplemental, computer-based reading program designed to improve reading fluency and comprehension. Treatment sessions were conducted 3–4 times per week, for 14–16 weeks. Following the treatment, each participant received the DIBELS ORF spring benchmark as a post-test measure. A pre-intervention/post-intervention analysis showed that all of the participants increased their reading fluency, 5 of the 8 participants reduced their risk status, and 7 of the 8 students increased their reading rate. All of the students improved their comprehension scores. The results support supplementary interventions and computer-based reading programs. The findings are discussed in the context of reading needs and instruction for African American primary-aged students.     

Phonemic Processes in Children's Listening and Reading Comprehension

Two experiments were conducted to investigate the role of phonemic activation in children's listening and reading comprehension. Phonemically confusing stories were presented in a listening comprehension task to kindergarten and second-grade children and in a reading comprehension task to second-grade children only. Rhymes induced phonemic confusion more consistently than did alliteratives in both the listening and reading tasks at both grade levels, suggesting that rhyme is inherently more confusing than alliteration, and furthermore, that phonemic information is activated in similar ways when children listen and when they read silently. Children's reading skill was also assessed to examine a possible relationship between reading skill and phonemic sensitivity, but no significant interactions between children's reading skill and their sensitivity to phonemic confusion were found in the reading task. In the listening task, all groups showed phonemic confusion in gist recall scores, but prereaders were less likely than readers to exhibit susceptibility to phonemic confusion in verbatim recall scores.     

Intercultural Rhetoric and Reading Comprehension in a Second Language

Intercultural rhetoric has been studied in the context of second language writing for many decades. This article looks at the topic from a new perspective and offers an experimental study of the effects of intercultural rhetoric on reading comprehension. The experiment was set in Hong Kong, China, and assessed the reading comprehension (using a rational cloze design and quantitative and qualitative recall protocols) of 490 school students who were presented with four rhetorically different texts. Results suggest that the rhetoric of the students’ first language (Chinese) had clear effects on reading comprehension.     

小学一年级阅读流畅性对二、三年级阅读理解的预测

采用追踪研究考察了124名小学一年级儿童的阅读流畅性对其二、三年级阅读理解的影响。结果发现,在控制了性别、家庭社会经济地位、推理能力、汉字识别、口语词汇及多种阅读相关认知技能之后,儿童一年级时的字词流畅性可以预期其二、三年级时的阅读理解水平,句子流畅性对二年级时阅读理解的变异有独特解释作用,但对三年级时阅读理解的变异没有显著的解释作用。相对于句子流畅性,字词流畅性在小学低年级阶段对阅读理解的贡献更大。