Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Five elementary-aged mentally retarded students participated in a study of two previewing procedures' effects on oral reading and listening. Results indicated that systematic previewing procedures were related to higher performance levels than was baseline (no previewing). The listening procedure was generally related to higher rates of words read…

Differences between oral and silent reading suggest both must be assessed in order to reveal thought processes. (MKM)

The prevailing assumption underlying practice in the classroom is that children acquire most of their new words from context during silent reading. The trouble with learning from silent reading is that many pupils do not read widely or quickly enough. Reading aloud to children will, however, allow them to participate in activity that they all can…

Reading test questions were classified as literal or inferential. The kind of question was controlled to determine the influence of test format on comprehension. Analysis of variance indicated no direct effects attributable to test format or kinds of comprehension. Contentions of deficits in automaticity and attentional focus in poor readers were…

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)

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)

Describes a study of the relationship between silent and oral reading comprehension as measured by an individualized diagnostic instrument. (RB)

Finds that grade two students' comprehension scores did not differ significantly between oral reading and silent reading, while grade three and four students' comprehension scores were significantly higher after oral reading. Argues that these findings are consistent with a Vygotskian model of the transition from oral to silent reading. (SR)

Practice in oral and silent reading is an important component in the development of reading skills. Observational techniques were used to investigate the actual amount of time a second-grade class spent reading during reading instruction. Results are discussed with regard to effects of practice time on student reading. (Author/DF)

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

Compares how third- and fifth-grade learning-disabled and non-learning-disabled students use orthographic cues and contextual information during oral and silent reading. Finds that reliance on orthographic cues was consistently more pronounced in the oral than in the silent condition for all groups. Finds differences for students with and without…

Children aged 7 to 9 were tested for their recall after hearing, orally reading, and silently reading comparable stories. Boys exhibited very poor recall performance after silent reading compared with their recall after listening and after oral reading. Girls showed comparable recall performance across all three language reception modes.…

This paper constructs a taxonomy for non-oral reading based on Kenneth and Yetta Goodman's reading research. Cloze type deletions reveal how proficient readers and low ability readers from 6 to 14 years of age use graphophonic, syntactic, and semantic cues. It compares performance of Australian children on oral reading and outline strategies with…