Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Search research articles

Related Experiment Videos

Vocalization and pauses in fast-paced reading.

¹School of Education, University of Haifa, Israel.

The Journal of General Psychology

|April 1, 1990

Summary

Prompting first-graders to read faster improves reading comprehension. Accelerated reading involves shorter pauses and faster vocalization, which are indicators of effective reading skills.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Learning disabilities in Darier's disease patients.

Journal of the European Academy of Dermatology and Venereology : JEADV·2013

Same author

Effects of accelerated reading rate on processing words' syntactic functions by normal and dyslexic readers: event related potentials evidence.

The Journal of genetic psychology·2001

Same author

Effects of accelerated reading rate on syntactic processing of Hebrew sentences: electrophysiological evidence.

Genetic, social, and general psychology monographs·2001

Same author

Syntactic processing of Hebrew sentences in normal and dyslexic readers: electrophysiological evidence.

The Journal of genetic psychology·2000

Same author

Phonological and orthographic processing of Hebrew words: electrophysiological aspects.

The Journal of genetic psychology·1998

Same author

Differences in concentration ability among low- and high-SES Israeli students: a follow-up study.

The Journal of genetic psychology·1998

Area of Science:

Educational Psychology
Speech Science

Background:

Previous research suggests faster reading improves comprehension in first-graders.
The specific speech elements affected by accelerated reading pace require clarification.

Purpose of the Study:

To identify which speech elements change during accelerated reading.
To determine the relationship between these speech changes and reading comprehension.

Main Methods:

Seventy-six first-graders read comprehension tests at self-paced and fast-paced rates.
An automatic vocal transaction analyzer measured vocalization time, pause time, pause frequency, and unit length.
Speech characteristics were analyzed during different reading paces.

Main Results:

Fast-paced reading involved fewer and shorter pauses, faster vocalization rates, and longer speech units.
These speech characteristics correlated significantly with reading comprehension.
The identified speech patterns are indicators of effective reading.

Conclusions:

Accelerated reading pace alters speech patterns in first-graders.
Specific speech characteristics during fast reading are linked to comprehension abilities.
These findings offer insights into effective reading mechanisms and assessment.

Related Experiment Videos