Effectiveness of Rate of Aural Message on Reading and Listening

Neville, Mary H.

doi:10.1080/0013188750180105

Cited by 8 publications

(7 citation statements)

References 5 publications

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“…The boys' reading fluency and comprehension also improved. These findings are supported by other researchers in the field of audio reading: notably Topping et al (1996), Medcalf (1989), Dring (1989) and Neville (1975). Audio reading provided these boys with an interactive model of fluent and efficient reading which conveyed meaning through accessing literary conventions which good readers take for granted.…”

supporting

confidence: 75%

If you can’t read it then audio read it

Byrom¹

1998

Reading

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supporting

confidence: 75%

If you can’t read it then audio read it

Byrom¹

1998

Reading

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“…For these 5 students, the LR efficiency was 54.24 Wpm, which is impractically slow. Carver (1990), quoting Neville's (1975) experimental results, claimed that slowing down the speech rate to 68 wpm hampers the intelligibility of the speech. Witkin (1993) also stated that because of the structure of the short-term memory (STM) store, if input is too slow, less material is stored at one time, and there is more likely to be greater loss between STM and long-term memory (LTM).…”

Section: Discussionmentioning

confidence: 99%

“…One technique to develop automaticity in reading and listening was demonstrated by Neville (1975), who studied the use of time-compressed speech to pace reading rate. For the group that was paced by listening while they read silently, reading comprehension test scores increased as more time was given (rate decreased).…”

Section: Limitations and Pedagogical Implicationsmentioning

confidence: 99%

The Relationship between Listening and Reading Rates of Japanese EFL Learners

Hirai

1999

The Modern Language Journal

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It has been claimed that the first language (L1) optimal listening rate (LR) is comparable to the reading rate (RR) of college students if the material is relatively easy (e.g., Hausfeld, 1981). However, it is questionable whether these two rates are comparable for second language (L2) learners who have not had the same amount of exposure to spoken English as L1 learners. This study seeks to find the answers to this question by establishing and examining the relationship between the LR and RR of 56 Japanese college students of English at different proficiency levels. Experimental results showed that optimal LRs and RRs are also similar among English as a foreign language (EFL) learners. However, a majority of the less proficient learners in the study encountered considerable difficulty in listening comprehension. Consequently, it was difficult to estimate their optimal LRs. Important pedagogical implications for English teaching and learning are discussed.IN RECENT YEARS, THE ROLE OF TEMPORAL variables in facilitating listening comprehension has been discussed by many researchers in the field of second language acquisition (SLA). One of the important temporal variables that affects comprehension is listening rate (or speech rate; see Griffiths, 1991). Anderson-Hsieh and Koehler (1989) claimed that even for native speakers of English, the rate of speech is a critical factor, especially for the comprehension of heavily accented English speech. Schmidt-Rinehart (1994) reported that 40% of the university students studying Spanish in her study felt that the most difficult part of listening to academic lectures was the "linking" concept in pronunciation, and 14% of them felt that the rate of speech had the greatest effect on comprehensibility. A survey conducted by Powers (1985) also revealed that among various specific listening activities, teachers perceived nonnative speakers as having greater difficulty in following lectures at faster rates. As a result of the apparent sensitivity of nonnative speakers to speech rate, Griffiths (1991) stressed that rate variation can be incorporated into listening comprehension teaching methodology through the use of speech compression and expansion.Also, the cognitive processes involved in listening and reading comprehension seem to be quite similar. For example, O' Malley and Chamot (1990) claimed that both listening and reading comprehension are viewed theoretically as active processes in which individuals focus on selected aspects of either aural or visual input, construct meaning from passages, and relate what they hear or read to existing knowledge. These similarities imply that there may well be a strong relationship between the LRs and RRs of EFL learners.In this respect, research on EFL learners' LRs (or speech rates) should not always be treated separately from RRs. Whereas little is as yet known about the direct relationship between the LRs and RRs of EFL learners, this study aims to investigate the relationship between EFL learn-

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“…Efforts to increase reading speed in children have commonly resulted in decreased comprehension (Bonsall & Dornbush, 1969;Neville, 1975;Swalm & Kling, 1973) and have led researchers to --= ~ _ _ _ _ _____ recommend concentration of training on comprehension and development of basic learning skills before proceeding to an emphasis on speed. In fact, there is some concern that emphasis on speed in reading at too early an age may retard the development of flexibility in reading strategies or even basic skills.…”

mentioning

confidence: 99%

Cognitive processes in skimming stories.

Masson

1982

Journal of Experimental Psychology: Learning, Memory, and Cogni

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for their guidance and contributions to this work. I am grateful to James Miller for his help in conducting the simulations reported in Experiment 4, and to Linda Sala for many important discussions about skimming and reading in general. I also thank Henry Roediger, Douglas Vipond, and an anonymous reviewer for their helpful editorial suggestions.Requests for reprints should be sent to Michael Masson,

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Effectiveness of Rate of Aural Message on Reading and Listening

Cited by 8 publications

References 5 publications

If you can’t read it then audio read it

If you can’t read it then audio read it

The Relationship between Listening and Reading Rates of Japanese EFL Learners

Cognitive processes in skimming stories.

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