ERIC Number: ED163399
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Sequential Aspects of Silent and Oral Reading.
Sherman, Richard H.
The commonly-used instructional sequence in which children read material silently and then read it orally is simply not effective. The arguments presented by E.A. Betts in 1957 for silent before oral reading can be countered point by point. Studies that have compared various reading conditions have had serious limitations and have failed to show whether silent before oral reading facilitates reading comprehension and rate. In fact, oral reading may be used for three purposes--diagnosis, information gain, and communication with others--and a classification scheme can be devised that separates oral reading into manageable teaching units. In a study of aspects of silent and oral reading, 180 pupils in grades two, four, and six were assigned to six conditions: silent-oral-test, oral-silent-test, silent-silent-test, oral-oral-test, silent-test-oral, and oral-test-silent. The conditions were evaluated in terms of comprehension and reading rate. Among the major conclusions were that there were no advantages among any multiple reading condition for comprehension, indicating that all multiple conditions work equally well and that there is no need to stress the silent-oral condition. (Tables of study results and the classification scheme for oral reading are included.) (GW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (22nd, Washington, D.C., October 19-21, 1978)