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ERIC Number: EJ928251
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1938-8071
Comprehension after Oral and Silent Reading: Does Grade Level Matter?
Prior, Suzanne M.; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel; O'Quinn, Chantell; Harvey, Shannon
Literacy Research and Instruction, v50 n3 p183-194 2011
The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read grade-appropriate passages and answered comprehension questions. A clear grade-related trend was found in which oral reading was the superior mode for comprehension in first through fifth grades. In sixth grade, neither mode was superior to the other for comprehension. Finally, silent reading emerged as the better mode for comprehension in seventh grade. A Vygotskian model of the internalization of reading is discussed as well as implications of the findings for reading instruction. (Contains 1 figure and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test