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Original Articles

Comprehension After Oral and Silent Reading: Does Grade Level Matter?

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Pages 183-194 | Published online: 09 Jun 2011

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Read on this site (9)

José-Pablo Escobar & Ricardo Rosas Díaz. (2023) Direct and Indirect Effects of Inhibition and Flexibility to Reading Comprehension, Reading Fluency, and Decoding in Spanish. Reading Psychology 44:2, pages 117-144.
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Sarah Raspin, Ruth Smallwood, Sarah Hatfield & Lauren Boesley. (2019) Exploring the use of the ARROW literacy intervention for looked after children in a UK local authority. Educational Psychology in Practice 35:4, pages 411-423.
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Naomi Schimmel & Molly Ness. (2017) The Effects of Oral and Silent Reading on Reading Comprehension. Reading Psychology 38:4, pages 390-416.
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Rachel H. Dickens & Elizabeth B. Meisinger. (2017) Examining the Effects of Reading Modality and Passage Genre on Reading Comprehension in Middle School Students. Reading Psychology 38:3, pages 321-347.
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Rachel H. Dickens & Elizabeth B. Meisinger. (2016) Examining the Effects of Skill Level and Reading Modality on Reading Comprehension. Reading Psychology 37:2, pages 318-337.
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Guy Trainin, Elfrieda H. Hiebert & Kathleen M. Wilson. (2015) A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students. Reading Psychology 36:7, pages 595-626.
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Kathryn L. Roberts. (2013) Comprehension Strategy Instruction During Parent–Child Shared Reading: An Intervention Study. Literacy Research and Instruction 52:2, pages 106-129.
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Articles from other publishers (22)

Anna Chrabaszcz, Nadait I. Gebremedhen, Travis A. Alvarez, Corrine Durisko & Julie A. Fiez. (2023) Orthographic learning in adults through overt and covert reading. Acta Psychologica 241, pages 104061.
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Tamar Degani, Orr Yagev Bar-David & Lior Levy Adam. (2022) Does brief exposure to a written text affect spelling performance in a second language?. Reading and Writing 36:7, pages 1901-1935.
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Rafael Alejo-González, Manuel Lucero, Mary Schleppegrell & Ana Sánchez. (2023) Student-teacher interaction in CLIL and non-CLIL elementary education. Journal of Immersion and Content-Based Language Education 11:1, pages 4-28.
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Elizabeth B. Meisinger, Ashley M. Breazeale & Lyle H. Davis. (2021) Word- and Text-Level Reading Difficulties in Students With Dyslexia. Learning Disability Quarterly 45:4, pages 294-305.
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Li-Chih Wang, Zhengye Xu, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Hsiao-Yuan Cho & Ji-Kang Chen. (2022) Age differences in the relation between Chinese students’ prosodic sensitivity and reading comprehension: From nine to fifteen years. Cognitive Development 64, pages 101234.
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Magdalena Łuniewska, Marta Wójcik & Katarzyna Jednoróg. (2022) The effect of inter-letter spacing on reading performance and eye movements in typically reading and dyslexic children. Learning and Instruction 80, pages 101576.
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Zhiqiang Yang, Yongqiang Zeng, Zhifang Li & Zhiqing Lin. (2022) Interrogating the Construct of PRETCO-Oral: Longitudinal Evidence From Raters and Test-Takers. Frontiers in Psychology 13.
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Erika Godde, Marie-Line Bosse & Gérard Bailly. (2019) A review of reading prosody acquisition and development. Reading and Writing 33:2, pages 399-426.
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Xiaomeng Chen, Lelin Liang, Minghui Lu, Miloň Potměšil & Jingxun Zhong. (2019) The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China. Research in Developmental Disabilities 91, pages 103424.
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Melissa F. Robinson, Elizabeth B. Meisinger & Rachel E. Joyner. (2018) The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities. Learning Disability Quarterly 42:2, pages 105-116.
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Melanie R. Kuhn & Paula J. Schwanenflugel. (2019) Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers). Journal of Adolescent & Adult Literacy 62:4, pages 363-368.
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Anna Kucharská. (2018) Porozumění textům žáků 4. ročníků. ORBIS SCHOLAE 9:3, pages 69-86.
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Massimo Ciuffo, Jane Myers, Massimo Ingrassia, Antonio Milanese, Maria Venuti, Ausilia Alquino, Alice Baradello, Giacomo Stella & Antonella Gagliano. (2017) How fast can we read in the mind? Developmental trajectories of silent reading fluency. Reading and Writing 30:8, pages 1667-1686.
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Klára Špačková. (2017) Text comprehension in Czech fourth-grade children with dyslexia. Journal of Language and Cultural Education 5:1, pages 1-19.
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Paula J. Schwanenflugel & Rebekah George Benjamin. (2016) Lexical prosody as an aspect of oral reading fluency. Reading and Writing 30:1, pages 143-162.
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Anna Katharina Diergarten & Gerhild Nieding. (2016) Online emotional inferences in written and auditory texts: a study with children and adults. Reading and Writing 29:7, pages 1383-1407.
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Vera Lúcia Orlandi Cunha & Simone Aparecida Capellini. (2016) Caracterização do desempenho de escolares do 3º ao 5º ano do ensino fundamental em compreensão de leitura. Revista CEFAC 18:4, pages 941-951.
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Madelon van den Boer, Elsje van Bergen & Peter F. de Jong. (2014) Underlying skills of oral and silent reading. Journal of Experimental Child Psychology 128, pages 138-151.
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Michael S. Franklin, Benjamin W. Mooneyham, Benjamin Baird & Jonathan W. Schooler. (2013) Thinking one thing, saying another: The behavioral correlates of mind-wandering while reading aloud. Psychonomic Bulletin & Review 21:1, pages 205-210.
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Vera Lúcia Orlandi Cunha & Simone Aparecida Capellini. (2014) Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school. CoDAS 26:1, pages 28-37.
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Stephen B. Kucer. (2014) What retellings can tell us about the nature of reading comprehension in school children. The Australian Journal of Language and Literacy 37:1, pages 31-44.
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Jerry L. Johns, Susan K. L’Allier & Beth Johns. 2012. Using Informative Assessments towards Effective Literacy Instruction. Using Informative Assessments towards Effective Literacy Instruction 39 72 .

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