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Direct linkPrior, Suzanne M.; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel; O'Quinn, Chantell; Harvey, Shannon – Literacy Research and Instruction, 2011
The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read…
Descriptors: Reading Comprehension, Silent Reading, Oral Reading, Reading Ability
Mostow, Jack; Nelson-Taylor, Jessica; Beck, Joseph E. – Journal of Educational Computing Research, 2013
A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation…
Descriptors: Oral Reading, Intelligent Tutoring Systems, Sustained Silent Reading, Comparative Analysis
Download full textFrench, Michael P.; Rumschlag, Karen – Language and Literacy Spectrum, 2004
The purpose of the present investigation was to sample the range of texts selected by 21 students in sustained silent reading in a single fourth-grade classroom. Using a sampling technique developed by French and Foster (1992), single pages from sampled texts were evaluated. The evaluation found that most students were reading fiction (n = 14),…
Descriptors: Sustained Silent Reading, Reading Material Selection, Grade 4, Elementary School Students
