Reading Aloud vs Reading Silently: The Science Behind Better Reading
Can Children Develop Their Reading Skills Better With Reading Aloud?
When incorporating ASR (Automatic Speech Recognition) technology into children’s reading, reading aloud is the primary method used. This allows the technology to assess and track their reading development. While silent reading certainly has its place in a well-rounded reading strategy, there is a compelling case for giving reading aloud a more prominent role.
But how does reading aloud compare to the traditional method of silent reading when it comes to developing children’s reading skills?
What is Reading?
To compare the benefits of reading aloud and reading silently, it’s essential to understand what reading involves. According to the national curriculum, the ‘Simple View of Reading’ model proposed by Philip Gough and William Tunmer (1986) breaks reading down into two main components:
Decoding (word reading) – the ability to recognise words, often by sounding them out and blending phonemes together.
Language comprehension – the ability to derive meaning from words, sentences, and context.
Both decoding and comprehension are necessary for becoming a proficient reader. Research shows that once children can decode accurately and quickly, putting in the ‘reading miles’ is key to further development.
How Reading Aloud Supports Decoding Skills
Phonics and Word Recognition
Children learn to decode words through phonics instruction, typically in Key Stage 1. The introduction of phonics screening checks in 2012 has led to significant improvements in word recognition, with 89% of pupils meeting the expected standard by the end of KS1 in 2023.
While phonics instruction is crucial, reading aloud reinforces these skills by exposing children to phonemes in different contexts and improving recall. Producing sounds themselves—rather than simply imagining them through reading silently—enhances their ability to internalise letter-sound mappings. This is especially helpful for encountering unfamiliar words.
Fluency Development
Fluency acts as a bridge between decoding and comprehension. A fluent reader reads accurately, at an appropriate speed, and with correct intonation (prosody). The Standards and Testing Agency (STA) suggests that reading at around 90 words per minute is a good fluency benchmark for KS1 pupils.
Reading aloud helps children:
Adjust their reading speed to avoid stumbling.
Engage more with punctuation for natural-sounding speech.
Apply stress and intonation, making reading more engaging.
Greater fluency fosters enjoyment, encouraging children to read more often.
Oracy and Speaking Skills
Reading aloud also strengthens oracy skills—the ability to express oneself clearly through spoken language. Surveys suggest pupils who would benefit most from more speaking activities include:
Pupils with English as an Additional Language (EAL) – 73%
Disadvantaged pupils – 71%
Pupils with low attainment – 68%
Reading aloud provides a valuable opportunity to develop these skills, particularly for children from language-poor households with fewer conversational opportunities.
Building Confidence
Confidence is a significant barrier to participation in reading and public speaking activities. Only 45% of children reported feeling confident in their reading in 2021, a drop of 8 percentage points from 2016.
Reading aloud, especially in a private setting, allows children to build confidence independently before progressing to reading in front of peers.
How Reading Aloud Supports Language Comprehension
Closing the Vocabulary Gap
Before children learn to read, they develop vocabulary through speaking and listening. However, children from language-poor households hear significantly fewer words than their peers. Studies estimate this ‘word gap’ can reach tens of millions of words by the time children start school.
For example, children from literacy-rich households who are read to regularly will have heard 1,483,300 words by age five, compared to 63,750 words for those read to only a few times a week.
Reading aloud can bridge this gap by providing additional language exposure and reinforcing new vocabulary through speaking practice.
Improved Retention and Recall
Reading comprehension depends on the ability to retain and recall information. Research consistently shows that children remember words and information better when they read aloud compared to reading silently. One study found that children recognised 87% of words read aloud compared to 70% of words read silently.
This is due to the ‘production effect’—the combination of speaking words (motor activity) and hearing them spoken (auditory input), which strengthens memory retention.
The Education Endowment Foundation (EEF) recommends oral reading as a method for improving comprehension, and studies suggest oral language training leads to significant improvements in reading comprehension.
Key Takeaways: Reading Aloud vs. Silent Reading
The reading framework states that reading volume—or “reading miles”—is critical to developing reading skills. While both reading aloud and silent reading contribute to this, reading aloud has distinct advantages:
Supports phonics progress – Reinforces phonics knowledge through active speech production.
Develops fluency – Helps children read more naturally with appropriate pacing, stress, and intonation.
Improves oracy skills – Enhances spoken language abilities, particularly for disadvantaged pupils.
Builds confidence – Reduces anxiety around public reading and speaking.
Enhances retention and recall – The ‘production effect’ leads to greater memory of words and information.
Given these benefits, reading aloud should play a greater role in national reading strategies. Increased emphasis on reading aloud in education frameworks and curricula could significantly enhance children’s reading proficiency, confidence, and overall language development.
