Revisiting Silent Reading
Why So Much Oral Reading?
Richard L. Allington
In this chapter, Richard L. Allington and Anne McGill-Franzen review the evidence on the dominance of oral reading practice in the primary grades and in lessons designed for older struggling readers. They raise questions about evidence supporting the heavy reliance on oral reading practices with younger and struggling readers. Finally, they conclude that little research supports current practice and suggest a research and development agenda that should lead to more effective instructional practices.
Allington, R.L., & McGill-Franzen, A. (2010).
Why So Much Oral Reading?.
In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 45-56). Newark, DE: International Reading Association.