Citations (33)
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Héctor García-Rodicio, María-Ángeles Melero & María-Belén Izquierdo. (2018) A comparison of reading aloud, silent reading and follower reading. Which is best for comprehension? / Una comparación de lectura en voz alta, lectura en silencio y lectura de seguimiento. ¿Cuál es mejor para la comprensión?. Journal for the Study of Education and Development 41:1, pages 138-164.
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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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Wolfram Verlaan, Daniel L. Pearce & Guang Zeng. (2017) Revisiting Sticht: The Changing Nature of the Relationship Between Listening Comprehension and Reading Comprehension Among Upper Elementary and Middle School Students Over the Last 50 Years. Literacy Research and Instruction 56:2, pages 176-197.
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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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Articles from other publishers (21)
Ray J. T. Liao, Renka Ohta & Kwangmin Lee. (2023) The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners. Language Testing, pages 026553222311676.
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Barbara J. McClanahan. 2021. Poverty Impacts on Literacy Education. Poverty Impacts on Literacy Education
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Young-Suk Grace Kim, Yaacov Petscher & Christian Vorstius. (2019) Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers. Contemporary Educational Psychology 58, pages 102-120.
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Athanasia Papastergiou & Vasileios Pappas. (2019) A comparison of sighted and visually impaired children’s text comprehension. Research in Developmental Disabilities 85, pages 8-19.
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Sofia Rapti & George Pavlidis. (2019) READING DIFFERENCES BETWEEN GREEK DYSLEXIC AND NON-DYSLEXIC UNIVERSITY STUDENTS IN GREECE. The Modern Higher Education Review:4, pages 101-120.
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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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Benjamin Piper & Stephanie Simmons Zuilkowski. (2015) Assessing reading fluency in Kenya: Oral or silent assessment?. International Review of Education 61:2, pages 153-171.
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Leanne R. Ketterlin-Geller, Paul Yovanoff & Gerald Tindal. (2016) Developing a New Paradigm for Conducting Research on Accommodations in Mathematics Testing. Exceptional Children 73:3, pages 331-347.
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Caroline J. Edmonds & Linda Pring. (2006) Generating inferences from written and spoken language: A comparison of children with visual impairment and children with sight. British Journal of Developmental Psychology 24:2, pages 337-351.
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Paul Yovanoff, Luke Duesbery, Julie Alonzo & Gerald Tindal. (2005) Grade-Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency. Educational Measurement: Issues and Practice 24:3, pages 4-12.
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R. Steve McCallum, Shannon Sharp, Sherry Mee Bell & Thomas George. (2004) Silent versus oral reading comprehension and efficiency. Psychology in the Schools 41:2, pages 241-246.
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Julie MontaliLawrence Lewandowski. (2016) Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers. Journal of Learning Disabilities 29:3, pages 271-279.
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