van den Boer Madelon, van Bergen Elsje, de Jong Peter F
Research Institute of Child Development and Education, University of Amsterdam, 1090 GE Amsterdam, The Netherlands.
Department of Experimental Psychology, University of Oxford, Oxford OX1 3UD, UK.
J Exp Child Psychol. 2014 Dec;128:138-51. doi: 10.1016/j.jecp.2014.07.008. Epub 2014 Aug 28.
Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes.
许多研究都对阅读及阅读发展进行了考察。然而，这些研究中的大多数都聚焦于朗读，而非更为主要的默读模式。同样，在学校及阅读障碍诊断中，通常也是评估朗读能力而非默读能力。更重要的是，通过对朗读的考察所获得的见解往往被推广到默读上。在本研究中，我们检验了这种推广是否合理。我们通过考察这些阅读模式是否与相同的潜在技能相关，直接比较了朗读和默读的流畅性。共有132名四年级学生朗读单词、句子和文本，123名同学默读相同的材料。作为潜在技能，我们考虑了语音意识、快速命名和视觉注意广度。所有技能都与两种阅读模式显著相关。语音意识对朗读和默读的贡献相同。然而，快速命名与朗读的相关性比与默读的相关性更强。视觉注意广度与两种阅读模式的相关性同样强，但仅对默读有显著的独特贡献。简而言之，基于与阅读相关认知技能的关系，我们表明朗读和默读确实是相当相似的阅读模式。然而，我们也发现了一些差异，这使得在跨阅读模式推广研究结果时需谨慎。
