ArticleJournal of psycholinguistic research2022
The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia.
Article in Journal of psycholinguistic research, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed, 9 citations in OpenAlex.
- Do Oral and Silent Word-Reading Fluency Rely on the Same Cognitive-Linguistic Skills? Evidence from a Cross-Sectional Study in Greek.Journal of psycholinguistic research · 2024Article
- Reading-to-Writing Mediation model of higher-order literacy.Frontiers in psychology · 2023Article
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Authors and funding
3 authors at 1 institution in 1 country.
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Abstract
Dyslexia is characterized by poor word reading. In research, education, and diagnosis, oral reading is commonly assessed, and outcomes are generalized to silent reading, although similarities and differences between oral and silent reading are poorly understood. We therefore compared oral word reading, oral text reading and silent text reading. Children (n = 40; aged 8-11) and adolescents (n = 54; aged 14-18) with dyslexia, and typical readers (n = 18, and n = 24 respectively), read a word-list and an age-appropriate text aloud, and silently read a text including instructions for simple tasks. Whereas oral and silent reading fluency were comparable for children, silent reading was more fluent than oral reading for adolescents. Importantly, the silent reading deficit of children and adolescents with dyslexia was as large as in oral reading or larger, highlighting the need for a focus on both reading modes in research, diagnosis and treatment of dyslexia.
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