# data[].attributes.body
Elgart, D. B. (1978). Oral reading, silent reading, and listening comprehension: A comparative study. Journal of Reading Behavior.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific studies of reading.

Hale, A. D., Skinner, C. H., Williams, J., Hawkins, R., Neddenriep, C. E., & Dizer, J. (2007). Comparing comprehension following silent and aloud reading across elementary and secondary students: Implication for curriculum-based measurement. The Behavior Analyst Today.

Nuttall, .C.( 2005).Teaching Reading Skills in a foreign language.Oxford: Macmillan Education.

# data[].attributes.body
1 - Oral reading fluency indicates reading competence.
2 - Less skilled readers benefit more from reading aloud than skilled readers.
3 - Reading aloud follows a “bottom up” process.
4 - Listening comprehension

is more effective than Silent reading comprehension.
5 - It is helpful that the teacher reads the text aloud
6 - If you are not an efficient reader in your L1, you probably won’t be efficient in the L2

# data[].attributes.body
1 - Efficient readers subvocalise.
2 - The skills of the reader do not interfere on reading silent or aloud.
3 - Reading aloud is better to comprehension than silent.
4 - Pronunciation and intonation does not affect comprehension while reading aloud.
5 - There is no way of knowing if a student contributing to a silent reading research is really reading what they are being asked to.
6 - Semantic context does not affect word recognition while reading aloud or silent.

# data[].attributes.body
Semantic context DOES affect word recognition while reading aloud or silent.

There are two semantic aspects that affect word recognition. The first one is the automatic-activation process, which is a stimulus information that activate a memory location that are nearby in the network. This process is obligatory, is fast acting, and requires no attention capacity. The second one is the conscious attention mechanism, which relies on context to formulate a prediction about the upcoming word and directs the limited capacity processor to the memory location of the expected stimulus. This slow acting process is optional, it utilises attentional capacity, and inhibits the retrieval of information from unexpected locations (Fuchs, Fuchs, and Hosp, 2001).