Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of…

Eye movements provide a sensitive window into cognitive processing during reading. In the present study, we investigated beginning readers' longitudinal changes in temporal and spatial measures of eye movements during oral versus silent reading, the extent to which variation in eye movements is attributable to individual differences and text…

This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills…

Our understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders' oral and silent reading using eye-tracking technology at the beginning and…

Research on reading acquisition and on the processes underlying it usually examined reading orally, while silent reading, which is the more common mode of reading, has been rather neglected. As accumulated data suggests that these two modes of reading only partially overlap, our understanding of the natural mode of reading may still be limited.…

A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation…

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…

Investigates the internalization process of reading among 32 first graders. Finds that more of the experimental group students (who were allowed to "mumble read" during instructional and silent reading time) were reading silently as well as having higher reading placements than the control group (whose vocalizations were suppressed). (RS)

The relationship between first graders' listening comprehension and reading comprehension was examined in a study involving 64 children. Two forms of the Gates-MacGinitie Reading Test, Primary A, were administered--one orally and one silently. No significant difference was found between the mean score of the silent test and that of the oral test.…

THE RESULTS OF THE CONTINUATION OF USOE PROJECT 2745 WHICH EVALUATED THE READING ACHIEVEMENT OF STUDENTS TAUGHT BY THE INITIAL TEACHING ALPHABET (ITA), THE DIACRITICAL MARKING SYSTEM (DMS), AND A TYPICAL BASAL READING SERIES (TO) ARE REPORTED. A NEW SET OF DMS MATERIALS WAS DEVELOPED AND USED IN SEVEN FIRST GRADES. THE READING ACHIEVEMENT OF THESE…

Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)

Intended to be used as an assessment instrument in conjunction with North Carolina's Basic Education Program, this communication skills notebook reflects an instructional program that is developmentally appropriate for first and second graders. The notebook contains resource materials which include strategies for teachers to use in evaluating…