Silent Reading Reconsidered
Reinterpreting Reading Instruction and Its Effects
Bibliographic Data
| ID | 8223022 |
|---|---|
| Authors | Ian A G Wilkinson (0000-0002-5092-7459, University of Illinois Urbana-Champaign, corresponding author), Ian Wilkinson (0000-0003-3832-3326, University of Illinois Urbana-Champaign), Ian B Wilkinson (0000-0001-6598-9399, University of Illinois Urbana-Champaign, corresponding author), James L Wardrop (University of Illinois Urbana-Champaign), Richard C Anderson (University of Illinois Urbana-Champaign), Richard C E Anderson (0000-0001-6808-0201, University of Illinois Urbana-Champaign) |
| Year | 1988 |
| Volume | 25 |
| Issue | 1 |
| Pages | 127 |
| Publication date | 1988-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1163163 |
| OpenAlex | W4245933623 |
| Language | EN |
| Citations received | 8 |
| References cited | 13 |
Results of Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. Leinhardt et al. examined a causal model of classroom processes influencing reading achievement and showed that time spent in silent, rather than oral, reading was positively related to gains in reading achievement. The present study reanalyzed the Leinhardt et al. data using linear structural equation modeling. We show that students’ entry-level reading abilities had a significant direct effect on time spent in silent reading but no such effect on time spent on oral or “indirect” reading. When entry-level abilities were more adequately controlled, silent reading no longer showed a significant effect on posttest reading performance. Under alternative models of the data, there is even the suggestion that time spent in oral reading had more effect on final reading achievement
Developmental psychology · Linguistics · Mathematics education · Reading (process · Structural equation modeling · Computer Science · Educational Strategies and Epistemologies · Online and Blended Learning · Philosophy · Psychology · Reading and Literacy Development
Peer interaction and learning in small groups
Fluency
Sociocognitive Processes in Guided Silent Reading
Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children
A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents
Oral reading in the school literacy curriculum
Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices
Time Spent Reading and Reading Growth
Reading Comprehension Instruction in Five Basal Reader Series
The Reading Group
An Examination of Ability Grouping for Reading Instruction
Allocated Academic Learning Time Revisited, or Beyond Time on Task
Classroom Observation Schemes
Reading Instruction and Its Effects
Reading Instruction in Special Education Resource Rooms
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.22 |
| Citation span | 1989 - 2020 (32) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |