A Study on the Effects of Korean Reading Methods on Advanced Learners` Comprehension and Expression - by Comparing Oral Reading and Silent Reading -

2017 ◽  
Vol 72 ◽  
pp. 205-228  ◽  
Author(s):  
Yiwen  Wang  ◽  
Mijin  Won 
Keyword(s):  
Oral Reading ◽  
Silent Reading ◽  
Advanced Learners ◽  
Reading Methods

scholarly journals THE EFFECTS OF READING METHOD ON THE COMPREHENSION PERFORMANCE OF THIRD SEMESTER STUDENTS OF BALIKPAPAN FOREIGN LANGUAGE ACADEMY

2019 ◽  
Vol 1 (2) ◽  
pp. 28-39
Author(s):  
Muhammad Rochman
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Oral Reading ◽  
Real World ◽  
Silent Reading ◽  
Reading Methods ◽  
Significant Difference

In this study the researcher investigated the relative effects of different reading methods on the comprehension performance of Balikpapan Foreign Language Academy EFL Third Semester students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language lecturers and students use all available reading methods in order to identify which method best serves their study objectives.

Increasing Reading Comprehension of Two Hyperactive Children: Preliminary Investigation

1975 ◽  
Vol 41 (3) ◽  
pp. 691-694 ◽  
Author(s):  
Dennis R. Dubey ◽  
Susan G. O'Leary
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Reading Time ◽  
Preliminary Investigation ◽  
Silent Reading ◽  
Third Grade ◽  
Differential Effectiveness ◽  
Hyperactive Children

The differential effectiveness of oral and silent reading on comprehension was evaluated for two third-grade children who were hyperactive and who displayed comprehension deficits. Oral reading resulted in significantly fewer comprehension errors than did silent reading. Time to read a story and number of comprehension errors were negatively correlated. Several possible mechanisms involved in the effect of responding orally were discussed.

Oral Reading, Silent Reading, and Listening Comprehension: a Comparative Study

1978 ◽  
Vol 10 (2) ◽  
pp. 203-207 ◽  
Author(s):  
Denise B. Elgart
Keyword(s):  
Comparative Study ◽  
Oral Reading ◽  
Repeated Measures ◽  
Listening Comprehension ◽  
Relative Effectiveness ◽  
Latin Square ◽  
Silent Reading ◽  
Third Grade Students ◽  
Significant Difference ◽  
Reading Materials

Comprehension is achieved through three different modes of reception — oral reading, silent reading, and listening. The relative effectiveness of each of the three modes has been examined, but has yielded conflicting results due to intersubject variation and difference in degree of reading materials. The purpose of this study was to use a research design which eliminated those two sources of error as they affect a comparison of the three modes of reception — oral reading, silent reading, listening on comprehension. Forty-five third-grade students were selected. The pupils read orally, read silently, and listened to selections taken from the Gates-MacGinitie Reading Comprehension Test-Primary C, Form 2. An Analysis of Variance using a Latin Square Design with repeated measures was used. Results indicated that there was a significant difference between the three modes of reception with oral reading significantly more effective than silent reading in comprehending material.

scholarly journals How many words do we read per minute? A review and meta-analysis of reading rate

2019 ◽  
Author(s):  
Marc Brysbaert
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Meta Analysis ◽  
Silent Reading ◽  
Reading Rate ◽  
English As Second Language ◽  
Old Adults ◽  
Non Fiction ◽  
The Difference ◽  
Oral Reading Rate

Based on the analysis of 190 studies (18,573 participants), we estimate that the average silent reading rate for adults in English is 238 words per minute (wpm) for non-fiction and 260 wpm for fiction. The difference can be predicted by taking into account the length of the words, with longer words in non-fiction than in fiction. The estimates are lower than the numbers often cited in scientific and popular writings. The reasons for the overestimates are reviewed. The average oral reading rate (based on 77 studies and 5,965 participants) is 183 wpm. Reading rates are lower for children, old adults, and readers with English as second language. The reading rates are in line with maximum listening speed and do not require the assumption of reading-specific language processing. Within each group/task there are reliable individual differences, which are not yet fully understood. For silent reading of English non-fiction most adults fall in the range of 175 to 300 wpm; for fiction the range is 200 to 320 wpm. Reading rates in other languages can be predicted reasonably well by taking into account the number of words these languages require to convey the same message as in English.

Braille Reading Rates as a Function of Reading Tasks

1996 ◽  
Vol 90 (3) ◽  
pp. 227-236 ◽  
Author(s):  
M. Knowlton ◽  
R. Wetzel
Keyword(s):  
Cognitive Processes ◽  
Oral Reading ◽  
Silent Reading ◽  
Reading Task

This study of the cognitive processes of braille reading compared the reading of 23 adult braille readers in four different reading conditions: oral reading, silent reading, studying, and scanning. The findings provide support for the idea that braille reading is process driven and that reading rates vary, depending on the purpose of the reading task.

scholarly journals Pistas prosódicas en la desambiguación de oraciones de relativo: hablantes bilingües frente a estudiantes de L2

2016 ◽  
Vol 5 (2) ◽  
pp. 70-80
Author(s):  
Irene Checa-Garcia
Keyword(s):  
Noun Phrase ◽  
Relative Clause ◽  
Reaction Times ◽  
Silent Reading ◽  
Spanish Speakers ◽  
Advanced Learners ◽  
Prosodic Cues ◽  
Bilingual Processing

<p class="AbstractText">This study investigates the preferences for attachment of a relative clause (RC) to a complex noun phrase (NP) of the type: NP1 of NP2, in Spanish-English bilinguals and advanced learners of Spanish. Spanish speakers show a moderate preference for attaching the RC to the first NP, while speakers of English prefer the second NP. Subjects were presented this construction in written (Experiment 1) and oral (Experiment 2) forms. Results show no group had a preference for either attachment in silent reading, Low Attachment was preferred with a pause after NP1 by learners, and High Attachment was preferred in the absence of any pause by bilinguals and learners. However, the learner group behaved distinctively in Experiment 2 in two ways: their reaction times were shorter, and their choice for the kind of RC attachment was more sensitive to the absence of a pause being more likely to choose Low Attachment, as English monolinguals. These results suggest that advanced learners are influenced by their L1 more heavily in oral comprehension than in reading, while bilinguals take longer for processing prosodic cues. Reasons for a slower bilingual processing are posited. Lastly, implications for prosody teaching are drawn from these results.</p>

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