ERIC Number: ED278986
Record Type: RIE
Publication Date: 1986-Oct
Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects. Technical Report No. 390.
Wilkinson, Ian; And Others
Results reported by Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. G. Leinhardt and colleagues examined a causal model of classroom processes influencing reading achievement and found that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. To clarify the interpretation of these results, a study reanalyzed the Leinhardt data, which used students in 11 elementary classrooms for learning disabled students. Using linear structural equation modeling, the reanalysis showed that students' entry-level reading abilities had a significant direct effect on time spent in silent reading, but no such effect on time spent on oral or "indirect" reading. When entry-level abilities were more adequately controlled by incorporating measurement error into the model, silent reading no longer showed a significant effect on posttest reading performance. Indeed, under alternative models of this data, there was even the suggestion that time spent in oral reading had more effect on final reading achievement. These finding have important implications for the oral versus silent reading debate, as well as for the more general question of the relationship between time spent in reading and student achievement. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.