Classroom Grouping for Silent-Reading Drill

1921 ◽  
Vol 22 (4) ◽  
pp. 269-278 ◽  
Author(s):  
May Ayres Burgess
Keyword(s):  
Silent Reading ◽  
Classroom Grouping

Lexical Stress Effects in Silent Reading

2008 ◽  
Author(s):  
Mara E. Breen ◽  
Charles E. Clifton
Keyword(s):  
Silent Reading ◽  
Lexical Stress ◽  
Stress Effects

Effects of auditory stimulation on covert oral behavior during silent reading.

1968 ◽  
Vol 76 (4, Pt.1) ◽  
pp. 649-655 ◽  
Author(s):  
F. J. McGuigan ◽  
William I. Rodier
Keyword(s):  
Silent Reading ◽  
Auditory Stimulation ◽  
Oral Behavior

Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting

2009 ◽  
Vol 158 ◽  
pp. 97-134
Author(s):  
Sandra Siok Lee
Keyword(s):  
Learning Strategies ◽  
Short Story ◽  
Vocabulary Learning ◽  
School Setting ◽  
Silent Reading ◽  
Extended Period ◽  
Operational Definition ◽  
Sustained Silent Reading ◽  
Extensive Reading ◽  
Reading Research

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

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