NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Recognition and Recall Performance Both Benefit from the Production Effect with Content-Specific Information
Peer reviewed Peer reviewed
Direct linkDirect link
Rumbaugh, Christopher M.; Landau, Joshua D. – Reading Psychology, 2018
Two experiments assessed how reading aloud versus reading silently would benefit recognition and recall performance of content-specific vocabulary (i.e., the production effect). Participants studied 30 terms from an American history curriculum by reading half of the vocabulary aloud, while the remaining words were read silently. After a brief…
Descriptors: Undergraduate Students, Reading Aloud to Others, Oral Reading, Silent Reading
The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High- and Low-Income Students
Peer reviewed Peer reviewed
Direct linkDirect link
Paleologos, Timon M.; Brabham, Edna G. – Reading Psychology, 2011
Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test-Tenth Edition (SAT-10) during 2003-2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Academic Achievement
Oral Reading Instruction: Retiring the Bird in the Round (Research into Practice).
Peer reviewed Peer reviewed
Beach, Sara Ann – Reading Psychology, 1993
Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…
Descriptors: Elementary Education, Instructional Effectiveness, Literature Reviews, Oral Reading