Nate,
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) .
"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".
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).
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.
Ilda
nate wrote:
> 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
> http://www.geocities.com/~nschmolze/
> schmolze who-is-at students.wisc.edu People with great passions, people who
> accomplish great deeds,
> People who possess strong feelings even people with great minds
> and a strong personality, rarely come out of good little boys and
> girls
> L.S. Vygotsky
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"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".
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).
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.
Ilda
nate wrote:
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
http://www.geocities.com/~nschmolze/
schmolze@students.wisc.edu People with great passions, people who accomplish great deeds,
People who possess strong feelings even people with great minds
and a strong personality, rarely come out of good little boys and girls
L.S. Vygotsky
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