"READ IN YOUR HEAD": A VYGOTSKIAN ANALYSIS OF THE TRANSITION FROM ORAL TO SILENT READING

Abstract

Studies have demonstrated that beginning and poor readers typically comprehend text better after reading orally rather than silently,whereas more advanced readers tend to show superior understanding after silent reading. Recently, researchers have referred to Vygotsky's sociohistorical theory when interpreting these results. The purpose of the present study was to construct in greater detail an explanatory model for these findings using Vygotskian concepts such as internalization and egocentric speech, and to assess and further develop this model with an empirical study. The reading comprehension of 73 children in grades 2, 3, and 4 was determined after they read oral and silent reading passages. In order to separate grade-level and competency-level effects, the children's teachers rated the students' reading competency, and their ratings were used as a covariate. It was expected that grade 2 and 3 children would comprehend text better after oral reading, whereas it was predicted that the grade 4 pupils would show greater understanding after silent reading. The predictions were partially supported. It was found that the grade 2 students' comprehension scores did not differ significantly between the two modes. In contrast, grade 3 and 4 students' comprehension scores were significantly higher after oral reading. Although all of the predictions were not confirmed, it is argued that the findings are consistent with a Vygotskian model of the transition from oral to silent reading.Results are discussed in terms of Vygotsky's ideas, and suggestions for future research are presented.

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