Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Reading Ability | 13 |
| Reading Skills | 13 |
| Silent Reading | 13 |
| Reading Comprehension | 10 |
| Oral Reading | 9 |
| Reading Research | 5 |
| Elementary School Students | 3 |
| Reading Processes | 3 |
| Comparative Analysis | 2 |
| Content Area Reading | 2 |
| Correlation | 2 |
| More ▼ | |
Author
Publication Type
| Reports - Research | 7 |
| Journal Articles | 4 |
| Speeches/Meeting Papers | 2 |
| Dissertations/Theses | 1 |
Education Level
| Elementary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| High Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Direct linkValle, Araceli; Binder, Katherine S.; Walsh, Caitlin B.; Nemier, Carolyn; Bangs, Katheryn E. – School Psychology Review, 2013
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…
Descriptors: Eye Movements, Word Frequency, Intonation, Grade 2
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
Download full textBarganz, Robert A. – 1971
The purpose of this study was to investigate the ability of good and poor readers in grade five to recognize the form of derived words where morphophonemic alternation occurs but orthographic consistency exists. A 2 x 2 x 4 factorial design was used to investigate the effects of reading ability, word reality (real and pseudo), and mode of…
Descriptors: Grade 5, Morphophonemics, Oral Reading, Orthographic Symbols
Rousch, Peter Desmond – 1972
Twenty-eight fourth graders, categorized as having high or low conceptual awareness, were used in this study to examine the effect of conceptual background on overt reading behavior; to compare overt reading behavior to post-reading performance; to analyze the relationship between overt reading behavior and cloze test behavior and performance; to…
Descriptors: Cloze Procedure, Concept Formation, Grade 4, Oral Reading
Peer reviewedMyles, Brenda Smith; Hilgenfeld, Tracy D.; Barnhill, Gena P.; Griswold, Deborah E.; Hagiwara, Taku; Simpson, Richard L. – Focus on Autism and Other Developmental Disabilities, 2002
A study examined the reading performance of 16 individuals (ages 6-16) with Asperger syndrome. The Classroom Reading Inventory found students exhibited reading levels commensurate with their grade levels on Instructional, Frustration, and Listening Capacity. Silent Reading and Independent Reading levels, however, were below grade level. (Contains…
Descriptors: Asperger Syndrome, Autism, Decoding (Reading), Elementary Secondary Education
Miller, Samuel D.; Smith, Donald E. P. – 1984
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…
Descriptors: Differences, Elementary Education, Oral Reading, Reading Ability
Amoroso, Henry Carmelo, Jr. – 1978
Students from Trinidad and Tobago, West Indies, participated in a study to determine their overall reading ability as measured by norm- and criterion-referenced reading tests and to discover the extent to which linguistically related reading difficulties were manifested in their oral and silent reading performance. The Gates-MacGinitie Reading…
Descriptors: Doctoral Dissertations, Elementary Education, Foreign Countries, Nonstandard Dialects
Karlin, Robert – 1971
Subject-area teachers are not expected to be reading experts, but they can help students overcome reading difficulties. Students often fail to meet the subject-matter demands due to lack of purpose in reading content, unfamiliarity with technical vocabulary, and the heavy concept load and idea density in the material. Teachers can use reading…
Descriptors: Content Area Reading, Developmental Reading, Reading Ability, Reading Instruction
DeGuise, Richard A. – 1978
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…
Descriptors: Directed Reading Activity, Literature Appreciation, Reading Ability, Reading Achievement
Zimmerman, Howard C. – 1970
A lack of efficiency and effectiveness among many students today in either oral or silent reading, a major mode of modern communication, is cited. It is reasoned that constructive steps must be taken toward improving reading abilities in both the high schools and colleges. The author refers specifically to steps that should be taken in Ohio by the…
Descriptors: Colleges, Educational Problems, Mass Media, Nonverbal Communication
HUUS, HELEN – 1967
THE THREE LEVELS NECESSARY FOR SKILL IN CRITICAL READING ARE (1) LITERAL MEANING, (2) INTERPRETATION, AND (3) ASSIMILATION AND PSYCHOLOGICAL INTEGRATION. TO RENDER JUDGMENTS AND EVALUATIONS OF VARIOUS READINGS, THE CRITICAL READER MUST DETERMINE THE WORTH, VALIDITY, AND QUALITY OF THE TEXT. HE TRIES TO MAINTAIN OBJECTIVITY, ATTEMPTS TO FIND THE…
Descriptors: Content Area Reading, Critical Reading, Interpretive Reading, Literary Discrimination
Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary – Dyslexia, 2004
Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Skills, Attention Deficit Disorders
Sposato, Susan E. – 1979
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,…
Descriptors: Comparative Analysis, Elementary School Students, Grade 2, Intermode Differences
