Oral reading fluency is crucial to successful reading comprehension. Difficulties to effectively read aloud with fluency often pose challenges to develop more complex reading skills. Although there exists research on teaching oral reading fluency using repeated readings, there is limited research on the effectiveness of listening while reading…

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…

We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…

This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…

From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders.…

We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week…

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.…

The present study explored how average- and high-skilled second-grade readers (as identified by their Woodcock-Johnson III Test of Academic Achievement Broad Reading scores) differed on behavioral measures of reading related to comprehension: eye movements during silent reading and prosody during oral reading. Results from silent reading implicate…

The purpose of this study was to measure the influence of prior knowledge on reading comprehension. Twenty second-graders who were reading at, or not more than one year above, grade level were pretested to determine the extent of their prior knowledge about the topic they would be reading. Based on their pretest scores, the students were divided…

A study investigated the role of phonemic information in young readers' silent reading comprehension. Subjects, 56 children in grades 2 and 4, from Seattle parochial schools, were blocked into groups based on their grade and skill level (skilled and less skilled). Each subject saw 48 sentences presented in a random order on an Apple II…

The purpose of this study was to determine if the comprehension of 33 second grade students on a standardized test is the same whether the test is read silently or orally. The students silently read Level B, Form 1 of the "Gates MacGinitie Reading Test"; during the month that followed, individual students read Level B, Form 2, of the test orally,…