Adolescents read silently faster than orally, and this oral–silent difference is smaller for adolescents with dyslexia than for typical readers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Study 2, silent text reading was faster than oral text reading, with a large main effect of reading mode. → Madelon van den Boer 2022 q3 i3 The mode × group interaction was significant, indicating the oral–silent difference was smaller for adolescents with dyslexia than for typical readers. → Madelon van den Boer 2022 (2)

Evidence¶

Madelon van den Boer 2022¶

Madelon van den Boer, Loes Bazen, Elise de Bree. (2022). The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-022-09856-w

q3 · i3 · causal · r2

Study 2 RM ANOVA with 54 adolescents with dyslexia and 24 typical readers (Grade 10): a large main effect of reading mode, F(1,74) = 239.93, p < 0.001, ηp2 = 0.764, with silent reading faster than oral in both groups.

"silent text reading was faster than oral text reading (F(1,74) = 239.93, p < 0.001, ηp2 = 0.764)"

Madelon van den Boer 2022 (2)¶

Madelon van den Boer, Loes Bazen, Elise de Bree. (2022). The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-022-09856-w

q3 · i3 · associational · r2

Study 2 interaction of reading mode × group, F(1,74) = 12.03, p = 0.001, ηp2 = 0.140, a large effect. Relative to their own oral rate, "silent reading was 47.2% faster for typical readers, and 40.2% faster for adolescents with dyslexia"; both follow-up t-tests were significant.

"The significant interaction effect indicated that this difference was smaller for adolescents with dyslexia than for typical readers (F(1,74) = 12.03, p = 0.001, ηp2 = 0.140)"

Discussion¶

Learner Variables¶

• Decoding — moderator: an instructional effect differs with it
• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The oral–silent reading difference increases with reading experience, plausibly because a less extensive orthographic lexicon forces dyslexic readers to rely on phonological processing during silent reading — a broader claim this one bears on
• For children and adolescents with dyslexia, the silent reading deficit is as large as or larger than the oral reading deficit — related
• Oral and silent text reading fluency correlate strongly in children but only moderately in adolescents, and a standardized oral word reading test relates to silent reading differently by group — related