The Effects of a Reading Intervention to Teach Silent Reading with Comprehension on the Speaker-As-Own-Listener Capability among Third Grade Students and Comparisons with Fluent Readers

I conducted two experiments on silent reading. Experiment I was a non-intervention experimental comparison study conducted with 60 participants. Data were collected across two reading conditions 1) reading aloud or 2) reading silently and answering multiple choice comprehension questions. The data were analyzed within and between two groups, elementary-age and adult readers, across the two conditions using a repeated measure ANOVA. The results indicated significant differences in fluency rates between age groups and reading conditions and non-significant effects between and within subjects for reading comprehension. Adult readers read on average, two times faster with accurate reading comprehension in the silent reading condition compared to the read aloud condition and when compared to elementary-aged participants across both reading conditions. The results indicated that fluent adult readers are more efficient when reading silently. Experiment II tested the effects of a treatment package designed to teach participants to read silently on reading comprehension with six third graders using a delayed non-concurrent multiple probe design. Participants selected for the study could not read silently and respond correctly to comprehension questions. All of the participants had fluent vocal textual responding at a minimum rate of 90 correct words per minute with no more than two errors for their reading level and speaker-as-own-listener comprehension when they read aloud. The dependent variables consisted of silent reading probes and listener and speaker comprehension responses. The independent variable was a reading instruction treatment package using a peer-yoked contingency game board. During intervention sessions, participants rotated between opportunities to read silently and listening to audio recordings of spoken text. Participants completed selection and production questions to assess comprehension following each reading condition. Participants were matched in pairs based upon reading capabilities, reading repertoires, and the peer contingences that were arranged during intervention sessions with a yoked contingency game board. During intervention, progression on the peer-yoked contingency game board was contingent upon silent reading and criterion level responding to comprehension questions for both participants in the pair. Following the intervention, all participants acquired silent reading and criterion level comprehension