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Direct linkHintermeier, Lisa; Hautala, Jarkko; Aro, Mikko – Scientific Studies of Reading, 2023
Purpose: The present study investigated whether the number of syllables affects developing readers' word recognition when controlling for word length and word frequency and, if so, whether the effect is dependent on reading fluency. The target language was Finnish, a language with a transparent orthography and a simple syllable structure. Method:…
Descriptors: Coding, Syllables, Reading Fluency, Reading Difficulties
Martiniello, Natalina; Barlow, Meaghan; Wittich, Walter – Scientific Studies of Reading, 2022
Tactile, motor and cognitive capacities decline with age, but little is known about how this relates to braille reading outcomes. This study investigated correlates of braille reading speed among working-age and older adults. Texts were read in two modes (oral/silent) and two media (paper/electronic braille display) by 46 blind adults (age range…
Descriptors: Braille, Adults, Older Adults, Visual Impairments
Pan, Jinger; Yan, Ming; Laubrock, Jochen; Shu, Hua – Scientific Studies of Reading, 2019
What is the time course of activation of phonological information in logographic writing systems like Chinese, in which meaning is prioritized over sound? We used a manipulation of phonological regularity to examine foveal and parafoveal phonological processing of Chinese phonograms at lexical and sublexical levels during Chinese sentence reading…
Descriptors: Chinese, Sentences, Eye Movements, Phonological Awareness
Pan, Jinger; Laubrock, Jochen; Yan, Ming – Scientific Studies of Reading, 2021
In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late…
Descriptors: Phonology, Reading Processes, Error Patterns, Oral Reading
Edwards, Ashley A.; Schatschneider, Christopher – Scientific Studies of Reading, 2020
Previous research has revealed conflicting results with regard to the role of the magnocellular visual system in reading and dyslexia. In order to investigate this further, the present study examined the relationship between performance on two magnocellular tasks (temporal gap detection and coherent motion), reading rate (oral and silent), and…
Descriptors: Reading Rate, Reading Research, Correlation, College Students
Kuperman, Victor; Van Dyke, Julie A.; Henry, Regina – Scientific Studies of Reading, 2016
The present study examined the "visual scanning hypothesis", which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in 3…
Descriptors: Eye Movements, Naming, Reading Ability, Undergraduate Students
Korinth, Sebastian P.; Fiebach, Christian J. – Scientific Studies of Reading, 2018
This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement…
Descriptors: Reading Improvement, Feedback (Response), Eye Movements, Feasibility Studies
O'Brien, Beth A.; Wallot, Sebastian; Haussmann, Anna; Kloos, Heidi – Scientific Studies of Reading, 2014
Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children's silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with…
Descriptors: Correlation, Oral Reading, Silent Reading, Reading Fluency
Kim, Young-Suk; Wagner, Richard K.; Foster, Elizabeth – Scientific Studies of Reading, 2011
In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency…
Descriptors: Reading Comprehension, Listening Comprehension, Silent Reading, Reading Fluency
Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J. – Scientific Studies of Reading, 2011
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…
Descriptors: Reading Comprehension, Reading Difficulties, Silent Reading, Reading Fluency
de Jong, Peter F.; Share, David L. – Scientific Studies of Reading, 2007
This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks…
Descriptors: Grade 3, Silent Reading, Oral Reading, Independent Reading
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
