The purpose of the present study was to compare the brain regions and systems that subserve lexical and sublexical processes in reading. In order to do so, three types of tasks were used: (i) silent reading of very high frequency regular words (lexical task); (ii) silent reading of nonwords (sublexical task); and, (iii) silent reading of very low…

A study examined the effect on speed and comprehension performance of one silent rereading following an initial silent reading. Each of 17 fourth grade students silently read two 500-word selections, which were written at the third grade level, and then responded orally to 20 literal and above-literal questions based on the materials. The silent…

A dynamic model of reading that represents the processes of gaining idiosyncratic integrated meaning from the silent reading of continuous textual discourse has been developed. It includes the roles of the affective interactions as well as the cognitive connections and integrations energized during the silent reading of a continuous text. The…

Three problems in the use of eye movement data for the study of language processing are discussed in this report: the perceptual span problem, the data summary problem, and the eye-mind lag problem. Recent research on perception during reading that bears on these problems is also described. Finally, a general approach to the use of eye movement…

Describes an experiment investigating the reading comprehension performance of fifth grade readers under three reading conditions: listening, silent reading, and round robin oral reading. Finds that comprehension declined from listening, to silent, to round robin oral reading. (RAE)

Analysis of late-blind Norwegian adults' (N=35) reading rates (texts and single words) in contracted and uncontracted Braille revealed that: rates were higher for reading contracted versions of text and single words, and highest for contracted single words. "Slow" readers saved more time when reading texts which frequently used…

Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Forty-six fourth-grade boys were tested to determine to what extent their substitution miscues affected their silent reading comprehension ability and their retelling ability following oral reading. It was found that, while substitution miscues generally detracted from comprehension and retelling, not all substitutions detracted equally. (MKM)

Examines whether using a combined silent reading-listening mode to administer the "Social Studies Inference Test" optimized information gathering. Finds that the combined modality produced more correct inferences than did silent reading alone. Finds only one gender difference--girls'"caution score" was higher than that for…

Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

Investigates effects of silent reading embedded in small-group lessons typical of much classroom reading instruction. Finds both positive and negative effects--students were more attentive during silent reading and were more responsive to story content than during oral reading, but the slower pace of silent reading offset these benefits. (RS)

Study investigated the effects of retelling practice sessions on the prose comprehension of fourth grade proficient and less proficient readers. For four sessions, they read silently, rendered free recall, then retold if desired. Researcher assessments indicated such practice in retelling caused significant improvements in quantity and quality of…

Contains part of the Keefe Inventory of Silent Reading, a silent informal reading inventory. Presents a case study of a student to whom it was administered, including analysis of this individual's reading ability and description of the specific strategies used with this individual on the basis of the results of the inventory. (RS)