Abstract
<p>The comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers of varying grade levels was examined in both oral and silent reading modes. Twenty-four subjects in each of four grades (2,4,6,8) read grade-appropriate passages orally and silently. Target passages each had an orthographically altered word embedded in the text. More altered words were recognized by older readers, suggesting progressive reliance on orthographic cues with grade. This developmental pattern is consistent with previous research substantiating an interactive compensatory reading model. Results included a marked difference in cue system implementation in oral and silent reading modes. A greater number of altered words were identified in the oral reading mode. This difference reached significance in three of the four grade levels: Grade 4, F (1,23) = 19.58, p < .001; in Grade 6, F (1,23) = 9.38, p < .005; and in Grade 8, F (1,23) = 6.18, p < .02. These results cast suspicion on diagnostic and instructional practices which assume similar word recognition processing in both reading modes.</p>