ERIC Number: ED272843
Record Type: RIE
Publication Date: 1986
Reference Count: 0
The Effects of Silent Reading (Monitored and Unmonitored) and Oral Reading (by the Teacher and by the Students) on the Comprehension Scores of Low-Ability Second and Third Graders.
Cieslak, Susan E.; Parmer, Patricia A.
A study compared the effects of silent reading and oral reading on the comprehension scores of 15 second-grade and 14 third-grade low-ability reading students. The instruments used were selected from the Macmillan Series r program. First, students were introduced to new vocabulary from the teacher's manual for a particular reading selection. Next, the methods of reading each selection were varied in the following ways: oral reading by the students, oral reading to the class by the teacher, silent reading monitored by the teacher, and silent reading not monitored by the teacher. After each method, students were given a comprehension sheet to complete. Score percentages were charted, the means computed, and an analysis of variance was calculated. Results for the second grade indicated that monitored silent reading and oral reading by the teacher were superior methods for reading comprehension. For the third grade subjects, oral reading by the teacher was shown to be superior. Monitored silent reading resulted in the lowest scores. The results indicated that the teacher was the most effective and influential factor in the classroom for teaching reading comprehension. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A