The differential effectiveness of oral and silent reading on comprehension was evaluated for two third-grade children who were hyperactive and who displayed comprehension deficits. Oral reading resulted in significantly fewer comprehension errors than did silent reading. Time to read a story and number of comprehension errors were negatively correlated. Several possible mechanisms involved in the effect of responding orally were discussed.
No takes yet. Share an insight, caveat, or question.
Dubey et al. (1975) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: