READING ALOUD
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P231
2025-10-01
304
READING ALOUD
Experimental work on reading sometimes requires subjects to read aloud, so as to provide a record of the process. In an approach known as miscue analysis, the reader’s mistakes are analysed both quantitatively and qualitatively. One aim is to establish to what extent erroneous words are similar in form to the target and to what extent they are similar in meaning. Advocates of a whole word approach to reading sometimes claim that miscue analysis evidence shows a high preponderance of semantic errors; from this, they conclude that form does not play an important part in skilled reading. However, it is difficult to determine whether these errors are errors of identification, of interpretation or of memory. Furthermore, other researchers have produced conflicting results which suggest that reading aloud errors are relatively rare and that the majority involve substitutions of orthographically similar but semantically inappropriate words.
Results from miscue analysis should be treated with caution, as reading aloud is only about half as fast as silent reading and may not share the same processes. Studies have been made of the eye-voice span, the time that elapses between fixating a word on the page and reading it aloud. The average span is about two words– which indicates that reading aloud cannot provide insights into the actual on-line process of reading. Most semantic reading aloud errors must occur well after word meaning has been accessed.
The eye-voice span seems to be determined by the constraints of working memory, which would become overburdened if the eye moved too far ahead. However, this again entails modifying the normal reading process. Reading aloud relies on delaying techniques such as shorter saccades (eye movements), and fixations where the eye lingers longer than normal.
Further reading: Gough and Wren (1999); Rayner and Pollatsek (1989: 180–1)
الاكثر قراءة في Linguistics fields
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