Dyslexia is characterized by poor word reading. In research, education, and diagnosis, "oral" reading is commonly assessed, and outcomes are generalized to "silent" reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and…

The purpose of this meta-analysis was to evaluate the potential of two silent reading fluency measures as indicators of reading competence. Specifically, we analyzed score differences between the "Test of Silent Contextual Reading Fluency" (TOSCRF), the "Test of Silent Word Reading Fluency" (TOSWRF), and other standardized…

Fostering English reading interest and engagement among young learners in non-native settings demands innovative strategies. Previous studies emphasized the role of teachers in enhancing reading interest, for example, through dialogic reading due to its interactive nature. However, this approach is challenging to implement on a large scale.…

The goal of this study was to examine the relation of morphological skills with reading fluency in 2nd grade Greek-speaking children and if phonological awareness and vocabulary mediate their relation. The sample consisted of 105 2nd grade Greek-speaking students (46 males; Mage = 7.83 years, SD = 3.31). Morphological awareness was assessed with…

Researchers tend to use oral- and silent-reading fluency measures interchangeably and to generalize research findings across reading modes, especially from oral to silent reading. In this study, we sought to examine if oral and silent word-reading fluency rely on the same cognitive-linguistic skills. Three hundred and forty-five Greek children (80…

Purpose: This study examines the developmental interplay between silent reading fluency and reading comprehension from Grade 1 to Grade 9 (age 7 to 15) in a large Finnish sample (N = 2,518). Of particular interest was whether the associations are bidirectional or unidirectional. Methods: Children's silent reading fluency and reading comprehension…

Background: Mind wandering--that is, a shift in the contents of thought away from an ongoing task--can have detrimental consequences for students' reading comprehension. To date, no evidence is available on the effects of text-to-speech solutions on rates of mind wandering during reading. Objectives: The study aimed to evaluate the effects of…

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…

This dissertation is about implicit prosody, the prosodic structure that readers assign during silent reading. The dissertation has several goals: determining which reading tasks are appropriate for studying implicit prosody, establishing how grammatical principles could guide incremental assignment of prosodic structure, and investigating how…

The current study examined whether or not lexical access is influenced by detailed phonological features during the silent reading of Chinese sentences. We used two types of two-character target words (Mandarin sandhi-tone and base-tone). The first characters of the words in the sandhi-tone condition had a tonal alternation, but no tonal…

In order to examine whether syntactic processing is a necessary prerequisite for semantic integration in Japanese, cortical activation was monitored while participants engaged in silent reading task. Congruous sentences (CON), semantic violation sentences (V-SEM), and syntactic violation sentences (V-SYN) were presented in the experiment. The…

Previous research shows that processing times on emotion words (both negative and positive) are faster than on non-emotional neutral words. In the current study, we explored how personality traits (the Big Five and the trait emotional intelligence factors) may further influence the processing of emotion versus non-emotion words by conducting two…

This study examined silent reading rates (SRRs) in relation to students' estimated academic vocabulary grade levels (EVGLs) and comprehension accuracy (Comprehension Items Correct; compIC). Analyses were based on data from 288,934 students in grades 2-12 who completed an adaptive silent reading assessment that yielded measures of the three…

The present study evaluated if lexical expertise, defined as the quality and quantity of a reader's word representations, influenced college students' ability to learn novel homophones while reading. In two experiments novel homophones (e.g. 'brale') and novel nonhomophones (e.g. 'gloobs') were embedded in sentences. In Experiment 1, novel…

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…