Comprehension After Oral and Silent Reading: Does Grade Level Matter?

Prior, Suzanne; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel R.; O'Quinn, Chantell; Harvey, Shannon

doi:10.1080/19388071.2010.497202

Cited by 36 publications

(44 citation statements)

References 18 publications

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“…Prior et al, 2011) and also in contrast with findings about superior comprehension performance in the case of young readers (e.g. Diakidoy et al, 2005).…”

Section: Performance Across Research Samplecontrasting

confidence: 73%

“…By the end of their elementary years, the superiority shifts from the oral mode to silent reading. As Prior et al (2011) argue, findings also indicate that we should not regard silent reading as an identical copy of oral reading. In accordance with Vygotsky's theory of speech, an internalised phenomenon is reconstructed and modified -and once decoding skills are mastered, reading aloud can become disturbing for understanding the meaning of the text.…”

Section: Reading Modementioning

confidence: 85%

“…When considering early reading comprehension, some of the research findings indicate the advantage of oral reading in comparison to silent reading (e.g. Prior et al, 2011). In other words, beginner readers achieve better comprehension scores after oral than after silent reading.…”

Section: Reading Modementioning

confidence: 99%

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Measures of comprehension for Czech firstto fourth-grade pupils

Kucharská¹,

Špačková²

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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Abstract:The present findings are drawn from the project Reading comprehension -Typical Development and its Risks aiming to map the developmental dynamics of the reading comprehension skills of Czech children. In this paper, we focus on the issue of comprehension measures. Because of the lack of such measures in the Czech Republic, the research team designed three new tools: an oral reading comprehension (Rabbits), a silent reading comprehension (Going on a trip), and a listening comprehension test (Little Star). All of these tests have an identical structure, similar content features and assess the literal and inferential comprehension of a story.First, we report on the reliability and validity of these tests using data from a study involving 467 firstto fourth-graders. Second, we compare the comprehension scores (global, implicit, and explicit) and investigate the differences between grades in the patterns of these comprehension skills. We discuss the possibility of the application of these measures as diagnostic tools in education and research.Keywords: comprehension tests, reading comprehension, listening comprehension, silent reading, oral reading, literal and inferential comprehension Résumé : Ces résultats de recherche sont tirés du projet Compréhension de lecture-Développement typique et ses risques, dont le but principal est d'établir la dynamique des habiletés en compré-hension de lecture chez les enfants tchèques. Dans cette publication, nous mettons l'emphase sur les problèmes des mesures de compréhension. Dû au manque de telles mesures en République Tchèque, l'équipe de recherche a conçu trois nouveaux outils: un test de lecture à haute voix (Rabbits), un test de lecture silencieuse (Going on a trip), et un test d'écoute (Little Star). Tous ces tests ont une structure identique et des caractéristiques similaires et évaluent la compréhension littérale et déductive d'une histoire. Premièrement, nous évaluons la fiabilité et la validité de ces tests en prenant les données d'une étude impliquant 467 élèves de la première à la quatrième année. Ensuite, nous comparons les résultats de compréhension (généraux, implicites et explicites) et étudions les différences entre les

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“…Prior et al, 2011) and also in contrast with findings about superior comprehension performance in the case of young readers (e.g. Diakidoy et al, 2005).…”

Section: Performance Across Research Samplecontrasting

confidence: 73%

Section: Reading Modementioning

confidence: 85%

See 1 more Smart Citation

Measures of comprehension for Czech firstto fourth-grade pupils

Kucharská¹,

Špačková²

2016

Actes Du Symposium International Sur La Litéracie À L’école = International Symposium for Educational Literacy (SILE/ISEL)

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“…This fact has preoccupied educational researchers from various countries, pointing to the importance of assessing reading in the educational context, due to its importance, concerning the performance in other curriculum subjects. This distinction in performance ends up influencing further learning 20,27 . For this reason, the characterization of the students' performances in reading comprehension has fundamental importance, for making an intervention as early as possible when a problem is detected, in order to work with specific skills, amiIng to elmiInate possible difficulties enabling the students to develop their total potential.…”

Section: Discussionmentioning

confidence: 99%

Caracterização do desempenho de escolares do 3º ao 5º ano do ensino fundamental em compreensão de leitura

Cunha

Capellini

2016

Rev. CEFAC

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RESUMO Objetivo: caracterizar o desempenho de escolares do 3º ao 5º ano do ensino fundamental I em compreensão de leitura. Métodos: os participantes deste estudo foram 378 escolares, divididos em 3 grupos, sendo: GI (102 escolares do 3º ano), GII (121 escolares do 4º ano), GIII (155 escolares do 5º ano). Todos os escolares foram avaliados por meio de protocolo de avaliação de leitura, composto por quatro textos, sendo dois textos expositivos e dois textos narrativos, cada um com oito questões, sendo quatro perguntas literais e quatro inferenciais, duas relacionadas à microestrutura e duas à macroestrutura do texto. Resultados: na análise estatística observou-se que os escolares apresentaram números inferiores de respostas incorretas no decorrer da seriação escolar, indicando que as experiências de leitura durante os anos de escola contribuíram para o desempenho de compreensão, também a segunda leitura proporcionou a alguns escolares melhora em seu desempenho nas respostas às perguntas dos textos. Também foi observado que os escolares tiveram médias superiores para perguntas inferenciais, bem como para questões de macroestrutura. Conclusão: verificou-se que as médias superiores foram para as perguntas literais dos textos expositivos e para perguntas inferenciais dos textos narrativos, indicando que cada tipo de texto apresentou uma dificuldade específica para os alunos. Foi possível, portanto, mediante a aplicação de protocolo de avaliação, caracterizar o desempenho dos escolares, assim como suas dificuldades em compreensão de leitura.

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“…When considering comprehension, research evidence (e.g. Fletcher & Pumfrey, 1988;Prior et al, 2011) indicates that the reading aloud is superior to silent reading in the case of young and less experienced readers. Our findings indicate that children with dyslexia comprehend better when reading silently than when reading aloud (the test scores were higher for silent reading); however, it again does not guarantee that their level of comprehension will reach the level of their classmates.…”

Section: Implications and Future Researchmentioning

confidence: 99%

Text comprehension in Czech fourth-grade children with dyslexia

Špačková

2017

Journal of Language and Cultural Education

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In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

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Comprehension After Oral and Silent Reading: Does Grade Level Matter?

Cited by 36 publications

References 18 publications

Measures of comprehension for Czech firstto fourth-grade pupils

Measures of comprehension for Czech firstto fourth-grade pupils

Caracterização do desempenho de escolares do 3º ao 5º ano do ensino fundamental em compreensão de leitura

Text comprehension in Czech fourth-grade children with dyslexia

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