Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

10-15-2019

Journal or Book Title

Reading Psychology

First Page

1

Last Page

37

DOI

10.1080/02702711.2019.1673602

Abstract

This study examined how comprehension-based silent reading rate (CBSRR) is affected by grade, genre, and text position. Second and fourth graders read 2 grade-specific passages (one narrative, one informational) in 4 sections, each followed by 4 comprehension questions. Analyses of rate with a criterion level of comprehension showed higher performances on informational than narrative texts and better performances as students moved through sections of a text. Percentages of students attaining CBSRR decreased across the four sections of both genres and at both grade levels. Implications of findings are discussed and question are raised about text complexity and silent reading patterns.

Comments

This accepted article is published as Hayden, E., Hiebert, E.H., Trainin, G. Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status, Genre, and Text Position. Reading Psychology. Oct. 15. 2019;1-37. Doi: 10.1080/02702711.2019.1673602. Posted with permission.

Copyright Owner

Taylor & Francis Group, LLC

Language

en

File Format

application/pdf

Available for download on Thursday, April 15, 2021

Published Version

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