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Few issues concerned with the complex art of teaching reading have remained controversial for as long as the topic of lip movement during silent reading. Educators do not seem to be in agreement concerning this phenomenon which most teachers in the elementary school have observed. Some reading specialists support the theory that lip movement may be an aid to comprehension in the lower grades, but that it may be a deterrent to comprehension in the intermediate grades. Other specialists, who are equally gifted in the diagnosing and handling of reading problems, feel that lip movement is a desirable, developmental learning reinforcement activity and that its elimination should not be prematurely precipitated. What relationship is there, then, between lip movement and reading achievement? Do good readers have a higher incidence or a lower incidence of lip movement than do poor readers? Do boys use lip movement to a greater degree than do girls? Does the difficulty of the material make a difference in the amount of lip movement? Before attempting to answer the above questions, one should consider the findings of research in this area.

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