Underlying skills of oral and silent reading

Boer, Madelon van den; Bergen, Elsje van; Jong, Peter F. de

doi:10.1016/j.jecp.2014.07.008

Cited by 66 publications

(73 citation statements)

References 47 publications

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“…First, we have shown that RAN is a unique predictor of oral reading fluency, but not of silent reading fluency. These results reinforce those of previous studies showing that RAN is more strongly related to oral reading fluency than silent reading fluency (e.g., Georgiou et al, 2013; van den Boer et al, 2014) and suggest that articulation is important for the RAN-reading relationship. Second, non-alphanumeric RAN tasks appear to predict oral reading fluency equally well as alphanumeric RAN tasks, and almost for the same reasons.…”

Section: Discussionsupporting

confidence: 91%

“…This has implications for the role of articulation in the RAN-reading relationship. If articulation plays a significant role in the RAN-reading relationship, RAN should predict more strongly oral reading fluency than silent reading fluency (see Georgiou et al, 2013; van den Boer et al, 2014, for some preliminary evidence in support of this argument).…”

Section: Introductionmentioning

confidence: 99%

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How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

2016

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We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

2016

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“…However, the paths from parental reading to PA, RAN, and VAS were similar in magnitude, and although all captured unique variance in reading, their variances also partly overlapped, possibly due to shared phonological demands (van den Boer et al, 2014). For VAS this study provides the first piece of evidence that it is influenced by familial factors.…”

Section: Discussionmentioning

confidence: 68%

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Bergen

Bishop

Zuijen

et al. 2015

Scientific Studies of Reading

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“…Hence, it is necessary to explore the underlying mechanism of reading fluency in order to help these struggling readers to bring up their comprehension skills. The majority of relevant studies have focused on oral reading fluency which is the primary reading mode (Kim et al, 2011; van den Boer et al, 2014). However, much less is known on silent reading fluency, which is the more common mode of reading (van den Boer et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The majority of relevant studies have focused on oral reading fluency which is the primary reading mode (Kim et al, 2011; van den Boer et al, 2014). However, much less is known on silent reading fluency, which is the more common mode of reading (van den Boer et al, 2014). Some researchers suggested that silent reading and oral reading may essentially involve the same processes, except that there was the addition of articulatory demands for oral reading (Ashby et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

et al. 2017

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Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

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Underlying skills of oral and silent reading

Cited by 66 publications

References 47 publications

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

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