To test the assumption that questions measuring literal comprehension and those measuring inferential comprehension are equally valid indices for both oral and silent reading tests at all skill levels, questions from the Analytic Reading Inventory were classified as either literal or inferential. Subjects, 94 children in grades two to five, read…

Success in the study of literature depends on the student's ability to establish connections between word and object, between words and phrases, and between memorable experiences in all fields of learning and the reading of literature, which is interdisciplinary by nature. In understanding a literary work, a reader must make affective memory…

A sample of 48 second grade and fifth grade children, containing equal numbers of high and low ability readers, participated in a study that explored the degree to which oral and silent reading represented the same cognitive process for different age and ability level children. Their reading rates and comprehension scores for both oral and silent…

To develop a new model of the reading process, a longitudinal study investigated the importance of the concepts of cohesion and register (fiction or nonfiction) in the assessment of text readability. Subjects, 436 8-year-olds (Cohort A), 474 10-year-olds (Cohort B), and 445 13-year-olds (Cohort C) from 23 urban and rural British schools--most of…

Once a year, all children in grades two through four in the schools of a suburb of Copenhagen, Denmark, are administered silent reading tests. The test scores become the basis for an hour-long dialogue between the respective classroom teacher and a reading specialist. The focus of the dialogue is the improvement of instruction for each child, and…