Subvocalization and reading for meaning

Slowiaczek, Maria L.; Clifton, Charles

doi:10.1016/s0022-5371(80)90628-3

Cited by 139 publications

(84 citation statements)

References 7 publications

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“…Nevertheless, subvocalization does seem to be used in many reading situations. Slowiaczek and Clifton (1980) have offered two hypotheses to explain how subvocalization can aid in reading comprehension. According to the memory hypothesis, subvocalization is used to translate the visual input into a phonological code, because the phonological representation lasts longer in working memory.…”

Section: Discussionmentioning

confidence: 99%

Detection errors in a task with articulatory suppression: Phonological receding and reading

Goldman

Healy

1985

Memory & Cognition

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In two experiments, subjects read passages of text and circled instances of a target letter under normal conditions or while engaged in articulatory suppression. In Experiment 1, subjects searching for the letter e made a disproportionately large number of errors on the word "the" and more errors when e occurred in unstressed than in stressed syllables of three-syllable words. In Experiment 2, subjects searching for the letter f made an exceedingly large number of errors on the word "of." Articulatory suppression significantly reduced the stress effect in the three-syllable words but did not reduce the tendency to make errors on "the" or "of," suggesting that phonological recoding is responsible for this effect of stress but does not influence the unitization processes of reading.In a study published in 1966, D. W. J. Corcoran noticed that subjects made an inordinate number of errors in detecting specific letters in the frequent and familiar word "the." Although Corcoran explained this finding by proposing that subjects skip over the word' 'the" because of its syntactic and semantic redundancy, Healy (1976) proposed that this finding was due to unitization. She hypothesized that readers tend to employ the largest reading units available to them. In familiar, highfrequency words, these units are presumably larger than single letters, and might, in fact, be the entire word. Therefore, subelements of these familiar word units, that is, letters, would be likely to be missed in a letter detection task. Healy's experiments supported this hypothesis; she found a bias toward errors in familiar versus unfamiliar words, even when syntactic and semantic redundancy was eliminated because only nouns, not function words, were used, and these words were scrambled in the text.Healy and Drewnowski (1983) extended this investigation and refined the unitization model in an experiment in which they showed that letter detection improved dramatically when test words were misspelled. It was clear that these words were being scanned, not skipped over, or else the misspellings would not have drawn the readers' attention to more of the target letters. Drawing on the interactive reading model proposed by McClelland and Rumelhart (1981) and the earlier work on automatic processing by LaBerge and Samuels (1974) and others, Healy and Drewnowski proposed that written text is processed in a parallel fashion at all levels that are available to the reader. Thus, processing may be occurring

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Section: Discussionmentioning

confidence: 99%

Detection errors in a task with articulatory suppression: Phonological receding and reading

Goldman

Healy

1985

Memory & Cognition

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“…Word recognition accuracy is hypothesized to be maximized when the reader attempts to correctly decode words. Prosody is reasoned to help the reader better understand the text by aiding the integration of information across clauses and sentences (Bader, 1998;Slowiaczek & Clifton, 1980;Walther et al, 1999), while also assisting with syntactic ambiguity (Fodor, 2002). What is not always maximized is pacing, the third indicator of fluent reading.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Fluency Differences by Text Genre in Proficient and Struggling Secondary Students

Paige¹,

Magpuri-Lavell²,

Rasinski³

et al. 2015

ALS

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Reading fluency has been found to be an essential component of proficient reading and is a significant part of the Common Core State Standards (CCSS, 2010; NRP, 2000). Previous research has found that students may often differ in their ability to fluently read narrative and informational text. In this study we examine differences in fluent reading by text-genre in a sample of 108 ninth-grade readers. We also investigate these same differences based on whether a student is a proficient or struggling reader. Results for the total sample of readers show that oral reading fluency is more languid when students read informational texts. Additionally, large differences are found when readers are blocked as either proficient or struggling. Instructional implications are discussed.

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“…Apparently, our memory relies more on phonological than on orthographic codes when information needs to be retained. In the experimental literature, there is a great deal of evidence that persons required to retain small amounts of material even for a short period of time rely heavily on some form of phonological code (e.g., Levy, 1977;Slowiaczek & Clifton, 1980). This has been the basis of the hypothesised phonological loop in the working memory model (Baddeley, 1986), and studies with patients whose word span was seriously reduced because of brain damage, have indicated that these patients have diculties with text comprehension when the sentences are long and complex (e.g., Baddeley, Vallar, & Wilson, 1987;Caspari, Parkinson, LaPointe, & Katz, 1998).…”

Section: Introductionmentioning

confidence: 99%

Sentence reading: Do we make use of orthographic cues in homophones?

2000

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Starting from the ®nding that currently phonological models of visual word processing predominate, we examined what happened when important morphological information is disclosed in the orthography but not in the phonology. To do so, we made use of a peculiarity in Dutch. In this language, some forms of the present and the past tense of verbs are homophones or homographs. This allowed us to look at the power of orthographic and phonological cues to derive the tense of the verb. Two experiments showed that orthographic cues alone suce to recover the tense of the verb, and that this recovery does not take more time than tense recovery on the basis of a combination of orthographic and phonological cues. On the basis of these results, we conclude that orthographic cues in homophones are very ecient during silent reading. Our ®ndings, however, do not allow us to conclude whether this is due to a direct route from orthography to meaning, or to a specialised, morpho-syntactic back-up strategy elicited by certain sequences of letters. Ó

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Subvocalization and reading for meaning

Cited by 139 publications

References 7 publications

Detection errors in a task with articulatory suppression: Phonological receding and reading

Detection errors in a task with articulatory suppression: Phonological receding and reading

Fluency Differences by Text Genre in Proficient and Struggling Secondary Students

Sentence reading: Do we make use of orthographic cues in homophones?

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