Increasing reading comprehension of two hyperactive children: preliminary investigation.
The differential effectiveness of oral and silent reading on comprehension was evaluated for two third-grade children who were hyperactive and who displayed comprehension deficits. Oral reading resulted in significantly fewer comprehension errors than did silent reading. Time to read a story and number of comprehension errors were negatively correlated. Several possible mechanisms involved in the effect of responding orally were discussed.
D001288:Attention; D001307:Auditory Perception; D002648:Child; D005260:Female; D006801:Humans; D006948:Hyperkinesis / Q000150:complications*; D007257:Information Theory; D007859:Learning Disabilities / Q000209:etiology / Q000628:therapy*; D008297:Male; D011932:Reading; D014705:Verbal Behavior; D014796:Visual Perception