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Direct linkRumbaugh, Christopher M.; Landau, Joshua D. – Reading Psychology, 2018
Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief…
Descriptors: Undergraduate Students, Reading Aloud to Others, Oral Reading, Silent Reading
