Revisiting Silent Reading
Developmental Considerations in Transferring Oral Reading Skills to Silent Reading
Timothy B. Jones
This chapter examines the developmental nature of the process of reading silently and its effect on the total process of reading. Published, scholarly observations dating back to the 19th century and continuing up to the present have suggested the developmental link between speech and silent reading. Recent research conducted with primary and secondary students provides evidence of various speech behaviors employed by beginning and struggling readers as they read to themselves. These speech behaviors can, over time, negatively affect efficient reading. Therefore, literacy teachers must be aware of the levels of vocalization that often accompany the process of reading to one's self. Likewise, literacy teachers must be instructionally prepared to help readers who vocalize to become more proficient in processing text silently.
Wright, G., BBB, B., Sherman, R., & Jones, T.B. (2010).
Developmental Considerations in Transferring Oral Reading Skills to Silent Reading.
In E.H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 57-66). Newark, DE: International Reading Association.