In their2014 article for Contemporary Education Psychology, C. M. Bohn-Gettler andP. Kendeou further note how “These verbalizations can provide a measureof the actual cognitive processes readers engage in during comprehen-sion” (208)

Looking back on his first encounters withAmbrose, Bishop of Milan, in the late fourth century, Augustineremembers noticing the curious way Ambrose would read: ‘his eyeswould scan over the pages and his heart would scrutinize theirmeaning – yet his voice and tongue remained silent’.7 This –reading in silence – is not normal, and Augustine wonders whatcould possess Ambrose to adopt such a practice. (Was it to preservehis voice? Or a way of avoiding unwanted discussions about the texthe was reading?)

This method wasespecially popular during the 1920's and 30's, which period wasalso characterized by the shift in emphasis from oral readingto silent reading. It was found that ability to read orally didnot necessarily mean ability to read silently and that instruction in oral reading was not always adequate if silent readingwas the goal.