ERIC Number: ED350580
Record Type: Non-Journal
Publication Date: 1992-Oct
Reference Count: N/A
Micro-Experimental Analysis of the Small-Group Reading Lesson: Social and Cognitive Consequences of Silent Reading.
Wilkinson, Ian A. G.; Anderson, Richard C.
This study examined a social-organizational hypothesis that explains how silent reading in small-group lessons might influence students' learning. One hundred children in four third-grade classes, each divided into three ability groups, received two silent and two oral reading lessons. Group dynamics were measured from videotapes of the lessons. Students' learning was measured from story recall and passage and word reading. Results showed that positive effects of silent reading were mediated by student attention and teacher-student discussion; students were more attentive during silent reading than they were during oral reading and they reinstated more story information in discussion. However, there was no net benefit of silent reading on learning. The reason was the blank, unproductive time when students had to wait for others to finish reading before discussion could resume. This slowed the pace of the lessons and seemed to offset benefits accruing from attention and discussion. These results are consistent with the social-organizational hypothesis that positive effects of silent reading are socially constructed. Benefits of silent reading may be realized only if teachers organize their lessons to make best use of available time and adapt their instruction to capitalize on students' increased attention during silent reading and their responsiveness to story content during discussion. (Seven figures and 24 tables of data are included; 97 references are attached.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Reading, Urbana, IL.