Results in Silent Versus Oral Reading.

Abstract

, JOURNAL OF EDUCATIONAL PSYCHOLOGY gave the results in silent and oral reading with one hundred and twelve sixthgrade pupils of the Cincinnati schools tested in May, 1914. The purpose was to find by which method pupils were able to reproduce the more points included in the "Alice in Wonderland" material read. If they read more lines silently than orally, would they not only reproduce more points, but would they be able to reproduce a greater per cent, of possible points covered? Six two-minute tests were given in each of the methods of reading. Without exception, each class (five) reproduced a greater percentage of possible points by the silent method. Seventy-one per cent, of the children taken separately did better by this method. In May, 1915 and 1916, the same tests were conducted with three hundred and forty pupils from the third to the tenth grade, the ninth not included. These tests were identical in every way with the above except that each of the six in 1915 and 1916 was for one minute instead of two as in the case of the one hundred and twelve sixth-grade pupils. Fifteen out of seventeen classes did better by the silent method of reading. Seventy per cent, of the children taken separately did better by this method. The results by grades are given in Table I. The last column shows the per cent, of points each pupil did better by the silent method of reading.

An investigation of silent versus aloud reading comprehension of elementary students using Maze assessment procedures

“…Previous research designed to answer this question has provided mixed results (Fuchs et al, 1988;Juel & Holmes, 1981;McCallum, Sharp, Bell, & George, 2004). Some research studies have shown that students comprehend significantly more information when they read silently than they do when they read aloud (Jones & Lockhart, 1919;Mead, 1915Mead, , 1917Pinter, 1913). Other studies report findings indicating that students comprehend significantly more when they read aloud compared to when they read silently (Collins, 1961;Duffy & Durrell, 1935-36;Hale et al, 2007;Rowell, 1976).…”

Comparing comprehension following silent and aloud reading across elementary and secondary students: Implication for curriculum-based measurement.

“…Furthermore, these theories suggest that the mode of reading (silent versus aloud) may have differential effects on comprehension, depending upon the skill of the reader (Kragler, 1995). Some researchers have found evidence that individuals comprehend more information after reading silently when compared to reading aloud (Jones & Lockhart, 1919;Mead, 1915Mead, , 1917Pinter, 1913). To explain these findings, some researchers contend that the process of oral reading requires the reader to allocate a portion of their limited cognitive resources to pronunciation, intonation, and emphasis of words.…”

Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode

“…On the one hand, some researchers have admitted that individuals can gain more information when reading silently than in a loud way (Pinter, 1913;Mead, 1915Mead, , 1917Jones & Lockhart, 1919). And they find the answer to explain this phenomenon that during the reading process readers' limited resources has to be distributed to more aspects, such as pronunciation, intonation, structure of words, even the division of paragraphs.…”