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Direct linkRobinson, Melissa F.; Meisinger, Elizabeth B.; Joyner, Rachel E. – Learning Disability Quarterly, 2019
This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading (N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on…
Descriptors: Silent Reading, Oral Reading, Reading Comprehension, Factor Analysis
Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W. – Learning Disability Quarterly, 2014
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…
Descriptors: At Risk Students, Reading Rate, Silent Reading, Statistical Distributions
Peer reviewedHarber, Jean R. – Learning Disability Quarterly, 1980
The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)
Descriptors: Auditory Perception, Elementary Education, Learning Disabilities, Oral Reading
Peer reviewedRose, Terry L.; Sherry, Lee – Learning Disability Quarterly, 1984
Five junior high learning disabled students read a passage silently before reading it aloud or listened to the teacher read the passage aloud while following silently before reading aloud. Among results were that the systematic prepractice procedures were related to higher performance levels than the baseline (no prepractice). (Authors/MC)
Descriptors: Drills (Practice), Junior High Schools, Learning Disabilities, Listening
Peer reviewedFuchs, Lynn S.; Maxwell, Linn – Learning Disability Quarterly, 1988
The study assessed the effects of reading mode (oral versus silent), production format (oral versus written), and structural importance of text on the reading comprehension of 44 learning-disabled males in grades three to eight. Analysis of variance on idea units recalled at four levels of thematic importance indicated a three-way interaction.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Learning Disabilities, Oral Interpretation
Peer reviewedSwanson, H. Lee – Learning Disability Quarterly, 1983
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)
Descriptors: Decoding (Reading), Elementary Secondary Education, Inner Speech (Subvocal), Learning Disabilities
