This dissertation is about implicit prosody, the prosodic structure that readers assign during silent reading. The dissertation has several goals: determining which reading tasks are appropriate for studying implicit prosody, establishing how grammatical principles could guide incremental assignment of prosodic structure, and investigating how…

In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and…

Reviews research indicating that subvocalization does not hinder reading ability and may assist less able readers. (Author/FL)

There is a paucity of Vygotskian influenced inner speech research in relation to the reading process. Those few studies which have examined Vygotskian inner speech from a reading perspective tend to support the notion that inner speech is an important covert function that is crucial to the reading process and to reading acquisition in general.…

Argues for the acceptance of subvocalization while reading. (FL)

Examines the phenomenon of "silent speech" (unconsciously translating what is read into a speechlike code to create meaning) based upon research of cognitive psychologists and psycholinguists. Develops a phonological model of reading based on this research; applies the model to technical communication--use of punctuation and pronouns,…

Describes successful remedial work with a 16 year old whose habit of moving his lips while reading (subvocalization) indicated disrupted reading fluency. (SR)

Three experiments explored whether recoding to speech during reading occurs before or after lexical access, or not at all. Tests determined the effects of a concurrent shadowing task on lexical information retrieval. Results indicate a model of reading in which speech recoding occurs after lexical access, with temporary word storage. (CHK)

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)

Suggests that readers participate in literary texts by creating and perceiving voices in the work. (HOD)

Research supported by the U.S. Office of Education, under provisions of the Cooperative Research Program. (DD)

A project designed (1) to determine the incidence of vocalism during silent reading in intermediate-grade children classified as either reading retardates or achievers and (2) to determine the desirability of this vocalism as an adjunct to the reading process was described. The major conclusions reached were that implicit speech is a natural…

The development of reading ability and the nature of reading processes after the ability has been developed were investigated. A theoretical model of reading ability development was systematically tested by investigating the importance of muscular and auditory feedback in the initial stages, by investigating the relationship of vocalization and…

This study investigated the efficacy of four different reading treatments for reading disabled children. EMG biofeedback training for suppression of subvocalization and individualized reading instruction were combined in an orthogonal design to assess their independent and combined effects on subvocalization, comprehension, and vocabulary mastery.…