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Peer reviewedPrior, Suzanne M.; Welling, Katherine A. – Reading Psychology, 2001
Finds that grade two students' comprehension scores did not differ significantly between oral reading and silent reading, while grade three and four students' comprehension scores were significantly higher after oral reading. Argues that these findings are consistent with a Vygotskian model of the transition from oral to silent reading. (SR)
Descriptors: Elementary Education, Individual Development, Oral Reading, Reading Comprehension
