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Ilda,
The quote was more or less a connection between Vygotsky and the =
reference of the LCHC research. I do not necessarily disagree with you, =
but can we agree that assistance if it be reading aloud or instruction =
when it is no longer needed can be a deterrent to performance. For =
example, the finger thing (for reading not defiance) can be a way for a =
child to not lose his/her place on a given page, but it also can be a =
deterrent to reading when it is no longer needed. As was mentioned it =
can be more of a tool for social control that assisting reading =
performance.
The quote for me was understood in respect to a level of =
internalization of a more proficient reader in which reading aloud was =
at a slower rate than understanding or comprehension. I think we can =
both agree that the first year of schooling as being overly optimistic =
in which silent reading surpasses oral reading. At times I need to =
read something rather difficult by reading it aloud. This of course =
allows me to explicitly focus in a more deliberate fashion than I would =
normally. Other times that is not necessary and if I did read it aloud =
it would get in the way of understanding the text (thought -silent =
reading surpasses speech-oral reading by large degree). For me, it is a =
matter of assisting the students performance. For example having the =
child read orally and pointing serves that function, but both can also =
be a way of social control in which the practice has not adapted to the =
child's changing needs of assistance. =20
Also in reference to comprehension I am not sure how well I would do =
on a worksheet on, lets say, "Thinking and Speech". The assumption is =
that I probably understand or comprehend it because I am an adult, but =
if I was assessed in a similar fashion to how students are assessed I =
would definitely need to read it again. I am not sure if I believe in =
anything such as "development of reading" in which one does a-b-c etc. =
By believing it is not so much a questioning if such a thing exists, but =
rather if such a belief has any relevance.
Nate =20
----- Original Message -----=20
From: Ilda Carreiro King=20
To: xmca who-is-at weber.ucsd.edu=20
Sent: Wednesday, March 31, 1999 9:51 AM
Subject: Re: Reading: silent or aloud
Nate,=20
I again find this to be a simplistic explanation based on people who =
are already reading rather than the development of reading skill. I =
work with many students for whom silent reading does not produce =
comprehension as described. But fluency (silent or oral) is necessary =
for optimum comprehension, primarily because the mind (working memory) =
is devoting resources to understanding rather than the process of word =
identification (sounding out or contextually driven) .=20
"Not only the process of reading itself, but as strange as it may =
seem, understanding is better with silent reading. Most think that =
understanding is greater with slower reading; however, actually with =
rapid reading, understanding is better or the different processes occur =
at different rates and the rate of understanding is more camparible with =
a rapid reading rate".=20
Again, higher order thinking is measured at higher rates when students =
are fluent- meaning rate and accuracy of reading- not just rate of =
reading. Some students speed through a piece but do not understand it =
because they have misread or eliminated words or not understood the =
complexity of language relationships presented. This was investigated =
with the 1992 NAEP results where students who did not achieve proficient =
levels of higher order thinking skills turned out to not be fluent =
readers- (see Marilyn Jaeger Adams or NAEP results on WEB).=20
I also have some students who must read aloud to achieve =
understanding. I would also point out that when people have difficulty =
understanding a section, they often default to rereading a section where =
they typically slow down and read aloud or at least subvocalize or move =
their lips which is also captured in Vygtoskian theory (and others) as =
the intermediary stage to innerspeech.=20
Ilda=20
nate wrote:=20
V.4 The History of the Development og Higher Mental =
FunctionsDevelopment of Written Language "Research into writing has =
shown that, in contrast to the old school which cultivated reading =
aloud, silent reading is socially the most important form of written =
language and has two important advantages in addition. From the first =
year of schooling, silent reading surpasses reading aloud in number of =
fixations of eye movements over the line. Therfore, the process of eye =
movement in itself and percepryions of letters is facilitated in silent =
reading, the character of movement becomes rhythmical and reverse =
movement of the eyes occurs less often. Vocalization of visual symbols =
impedes reading and speech reactions slow down perception, hamper it, =
and break up attention. Not only the process of reading itself, but as =
strange as it may seem, understanding is better with silent reading. =
Most think that understanding is greater with slower reading; however, =
actually with rapid reading, understanding is better or the different =
processes occur at different rates and the rate of understanding is more =
camparible with a rapid reading rate". pp. 142-3 Curiously wondering if =
Vygotsky was referring to the LCHC research Mike mentioned? Nate =
Schmooze=20
http://www.geocities.com/~nschmolze/=20
schmolze who-is-at students.wisc.edu People with great passions, people who =
accomplish great deeds,=20
People who possess strong feelings even people with great minds=20
and a strong personality, rarely come out of good little boys and =
girls=20
L.S. Vygotsky =20
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"Not only the process of reading =
itself, but=20
as strange as it may seem, understanding is better with silent =
reading. =20
Most think that understanding is greater with slower reading; however, =
actually with rapid reading, understanding is better or the different=20
processes occur at different rates and the rate of understanding is =
more=20
camparible with a rapid reading rate".
Again, higher order thinking is measured at higher rates when = students are=20 fluent- meaning rate and accuracy of reading- not just rate of = reading. =20 Some students speed through a piece but do not understand it because = they have=20 misread or eliminated words or not understood the complexity of = language=20 relationships presented. This was investigated with the = 1992 NAEP=20 results where students who did not achieve proficient levels of higher = order=20 thinking skills turned out to not be fluent readers- (see Marilyn = Jaeger Adams=20 or NAEP results on WEB).=20
I also have some students who must read aloud to achieve = understanding. I=20 would also point out that when people have difficulty understanding a = section,=20 they often default to rereading a section where they typically slow = down and=20 read aloud or at least subvocalize or move their lips which is = also=20 captured in Vygtoskian theory (and others) as the intermediary stage = to=20 innerspeech.=20
Ilda=20
nate wrote:=20