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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: tool and model accuracy changes quickly

Subclaims¶

q3 i3 In children, oral and silent text reading fluency were very strongly correlated (r = 0.922 overall). → Madelon van den Boer 2022 q3 i3 In adolescents, oral–silent correlations were moderate, and for typical readers the standardized oral word reading test correlated with oral text reading (r = 0.662) but not significantly with silent text reading (r = 0.283). → 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 · associational · r2

Study 1 correlations: oral–silent r = 0.922 overall, r = 0.862 for children with dyslexia and r = 0.840 for typical readers (all p < 0.001), indicating the two modes are largely interchangeable in primary school children.

"Oral and silent text reading fluency were very strongly correlated for the total group of participants (r = 0.922, p < 0.001)"

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 · r1

Study 2 correlations: oral–silent r = 0.784 overall, r = 0.646 (dyslexia) and r = 0.676 (typical). For typical readers the standardized One Minute Test correlated with oral but not silent text reading (Fisher's z = 2.597, p < 0.001); for adolescents with dyslexia the two correlations were similar (Fisher's z = 0.799, p = 0.212).

"for typical readers the correlation with oral reading was stronger than with silent reading (oral: r = 0.662, p = 0.001; silent: r = 0.283, p = 0.191; Fisher's z = 2.597, p < 0.001)"

Discussion¶

Learner Variables¶

• Reading Fluency — predictor: learners who differ on it differ in outcomes

Related Claims¶

• For children and adolescents with dyslexia, the silent reading deficit is as large as or larger than the oral reading deficit — related
• Children with dyslexia read texts significantly more slowly than typical readers in both oral and silent reading — related
• Adolescents read silently faster than orally, and this oral–silent difference is smaller for adolescents with dyslexia than for typical readers — related
• 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 — related
• For children in Grades 3–5, with and without dyslexia, oral and silent text reading fluency do not differ — related
• Word-level reading fluency is positively associated with intertextual integration among K-12 students, including readers with developmental dyslexia — related
• Skimming rate correlates strongly with normal silent reading rate (r = +0.71) — related