Silent reading involves subvocalization where words are internally heard
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Peer-reviewed literature confirms that silent reading is accompanied by subvocalization, where written symbols are transformed into internal auditory patterns or an inner voice.
Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults’ silent reading fluency. We hypothesized that learners’ contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults’ silent reading fluency. Our structural modeli
Most beginning foreign language textbooks offer little or no guidance in developing the reading skill, yet reading proficiency is crucial to success in thirdand fourth-semester courses. The method of intensive guided reading described here, while based primarily upon our own experience and experimentation, implements some of the observations on the reading process set forth initially by Kenneth Goodman and elaborated by others.' According to Goodman, reading is a very complex psycholinguistic process which in the early stages involves recoding, not decoding, into aural input, and eventual decoding for meaning. With experience, the recoding and decoding occur simultaneously, but in the early reading stages oral and silent reading are very similar, and are described as follows by Goodman: "The recoded graphic input must be supplemented, principally with the intonational aspects of speech. Sequences of phonemes or morphemes must be perceived as fitting together into sequences of phrases and syntactical patterns. Relative stress must be assumed, junctures inserted, pitch modulated, so that when the recoding is complete it must sound like familiar language."2 Guided oral reading provides the training and establishes the discipline necessary for the development of appropriate pronunciation, stress and intonation patterns and recognition of syntactic units. While it may be true that "the phoneme-grapheme relationship is learned very early" (Walz 139), in our experience constant atte
Abstract: Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults silent reading fluency. We hypothesized that learners contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults silent reading fluency. Our structu
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