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Direct linkConradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D. – Reading & Writing Quarterly, 2016
This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…
Descriptors: Poverty, Reading, Reading Instruction, Reading Comprehension
Kim, James S.; White, Thomas G. – Scientific Studies of Reading, 2008
The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and…
Descriptors: Silent Reading, Reading Fluency, Grade 3, Reading Instruction
German, Diane J.; Newman, Rochelle S. – Reading Psychology, 2007
We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…
Descriptors: Silent Reading, Oral Reading, Oral Language, Familiarity
Trudel, Heidi – Reading Teacher, 2007
Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…
Descriptors: Private Schools, Sustained Silent Reading, Student Attitudes, Independent Reading
