The development of reading ability and the nature of reading processes after the ability has been developed were investigated. A theoretical model of reading ability development was systematically tested by investigating the importance of muscular and auditory feedback in the initial stages, by investigating the relationship of vocalization and…

This study investigated the efficacy of four different reading treatments for reading disabled children. EMG biofeedback training for suppression of subvocalization and individualized reading instruction were combined in an orthogonal design to assess their independent and combined effects on subvocalization, comprehension, and vocabulary mastery.…

An overview of research on implicit speech from 1868 to 1970 is presented. Various studies are reviewed in which a variety of mechanical devices were used to examine the physiological changes that occur during silent reading. Edfelt's use of a mingograph in 1950 was considered a breakthrough, along with his conclusion that efforts to eliminate…

Two experimental groups and a control group were employed for this research, which was designed to measure the effect of cloze training upon the reading comprehension of fourth-grade pupils when the training focused upon the use of structure words and verbalizations by pupils concerning responses to cloze exercises. Pretest measures of reading…

This system has five techniques, each of which deals with a crucial part of the reading process. They are (1) language experience; (2) information reading; (3) life skills; (4) context clues; and (5) silent reading. (Author/AM)

The role of subvocalization in 12 learning disabled (LD) adolescent readers' comprehension difficulties was studied. Nondisabled and LD readers were compared on silent reading and listening comprehension of noun lexical, verb lexical, semantic, and inferential sentences under conditions of suppressed and nonsuppressed subvocalization. (Author/SW)

Results of this study showed that when all students in each method were considered together, significant differences emerged only at second grade; however when reading level of the students was considered, it was found that good readers comprehended better through some form of reading then through listening. (Author/MB)

Presents data on the impact of oral and silent reading on reading comprehension. Hypothesizes that reading comprehension is enhanced significantly by silent, rather than oral reading, and that re-reading is an effective mode for increasing comprehension in either mode. (EKN)

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.…

Describes a reading scheme in which seventh-grade students engage in sustained silent reading for one class period per week and the reading gains made by the students in the first six months of the year. (HTH)

Describes a program designed by educators in the Mukwanago, Wisconsin school system that used a variety of methods to encourage student reading, including a district-wide sustained silent reading day and a multiweek parent involvement program. (FL)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Reports on a study comparing four reading practice methods (sustained silent reading, programed textbooks, programed cassette tapes, and programed skill development kits) used with Upward Bound students. Sustained silent reading was found to be significantly more successful in improving educationally deprived students' literal and inferential…

Development of children's phonological and orthographic processing was studied from middle of grade 1 to end of grade 4. Signs of reliance on phonological processing were found on reading aloud, spelling, and silent reading tasks, even with indicators of reliance on orthographic processing. Phonological and orthographic processing appeared to be…