Early-reading researcher Edmund Burke Huey questioned how readers understood what they were reading. His book Psychology and Pedagogy of Reading (1908) argued that silent reading was “the art of thought getting” (in Pearson & Goodin, 2010, p. 13). He believed that it was during silent reading, not oral reading, that students had the opportunity to think about what was being read and to decide, on their own, what the text meant.
