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Savasçi, Merve; Akyel, Ayse Semra – TEFLIN Journal: A publication on the teaching and learning of English, 2022
This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential…
Descriptors: Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Hiebert, Elfrieda H.; Daniel, Mark – Reading and Writing: An Interdisciplinary Journal, 2019
This exploratory study was designed to evaluate the interplay of students' rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an…
Descriptors: Reading Comprehension, Reading Tests, Reading Rate, Correlation
Gao, Tao; Zhao, Junfeng; Li, Xiaoming; Mao, Yuchen; Chen, Qiong; Harrison, Sayward E. – Educational Psychology, 2020
The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the…
Descriptors: Reading Rate, Achievement Gap, Chinese, Intervention
Schimmel, Naomi; Ness, Molly – Reading Psychology, 2017
This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…
Descriptors: Oral Reading, Silent Reading, Reading Comprehension, Elementary School Students
Spichtig, Alexandra N.; Hiebert, Elfrieda H.; Vorstius, Christian; Pascoe, Jeffrey P.; Pearson, P. David; Radach, Ralph – Reading Research Quarterly, 2016
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…
Descriptors: Reading Comprehension, Silent Reading, Efficiency, Educational History
McLaughlin, Ramona; Kamei-Hannan, Cheryl – Journal of Visual Impairment & Blindness, 2018
Introduction: The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods: A single-subject alternating randomized treatment…
Descriptors: Reading Instruction, Visual Impairments, Silent Reading, Oral Reading
Gao, Tao; Zhao, Junfeng; Dou, Kai; Wang, Yujie; Li, Xiaoming; Harrison, Sayward E. – School Psychology International, 2018
This study used a quasi-experimental design to investigate the impact of Rapid Reading Skills Training (RRST) on some reading outcomes for primary school students in central China and also examined the influence of cognitive flexibility on intervention outcomes. A sample of 108 students (mean age = 11.75 years) were recruited. Students' cognitive…
Descriptors: Foreign Countries, Quasiexperimental Design, Reading Skills, Speed Reading
Dickens, Rachel H.; Meisinger, Elizabeth B. – Reading Psychology, 2016
The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading…
Descriptors: Reading Comprehension, Reading Skills, Oral Reading, Silent Reading
Nakashima, Kohji; Stephens, Meredith; Kamata, Suzanne – Reading Matrix: An International Online Journal, 2018
Leading scholars (Gilbert, 2009; Walter, 2008) have highlighted the importance of phonological processing in learning to read. Nevertheless, reading in Japan has traditionally been taught without adequate attention to the role of phonological processing. Accordingly, it was speculated that Japanese university students would demonstrate superior…
Descriptors: Foreign Countries, Silent Reading, Reading Comprehension, Phonemic Awareness
McLean, Stuart; Poulshock, Joseph – Reading in a Foreign Language, 2018
We compared three methods for increasing reading amount and reading self-efficacy among L2 learners. (1) We required a word-target group to read at least 2,500 words a week outside class. (2) We required a sustained silent reading (SSR) group to do (a) in class SSR for 15 minutes every week, and (b) to read one book per week. (3) We required a…
Descriptors: Self Efficacy, Reading Skills, English (Second Language), Second Language Learning
Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M. – Reading Psychology, 2015
This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…
Descriptors: Correlation, Silent Reading, Oral Reading, Reading Fluency
Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Quinn, Jamie M.; Vaughn, Sharon – Remedial and Special Education, 2018
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students…
Descriptors: Instructional Effectiveness, After School Education, Remedial Reading, Intervention
Shimono, Torrin R. – Reading in a Foreign Language, 2018
The progression of silent reading rates and reading comprehension were examined among Japanese university students (N = 55) over one academic semester. Participants were divided into three quasi-experimental groups. The first group practiced a combination of timed reading and repeated oral reading with attention paid to chunking and prosody. The…
Descriptors: Oral Reading, Reading Fluency, Second Language Learning, Second Language Instruction
Chen, Chih-Ming; Lin, Yu-Ju – Interactive Learning Environments, 2016
Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading…
Descriptors: Visual Aids, Reading Comprehension, Attention Control, Cognitive Processes
McClintock, Brenna; Pesco, Diane; Martin-Chang, Sandra – International Journal of Language & Communication Disorders, 2014
Background: Many lines of evidence now suggest that inferencing plays a substantial role in text comprehension. However, inferencing appears to be difficult for children with language impairments, many of whom are also struggling readers. Aims: To assess the effects of a "think-aloud" procedure on inference generation and narrative text…
Descriptors: Language Impairments, Reading Difficulties, Reading Comprehension, Protocol Analysis