A Pilot Study: The relationship between reading-aloud performance and reading proficiency in English

This pilot study investigated whether there is a correlation between English reading proficiency of Japanese EFL learners and their ability to read aloud properly. The former was measured through a reading comprehension test under the format of the Test of English as a Foreign Language (TOEFL), whereas the latter was evaluated in terms of (1) the use of correct breath/sense groups, (2) rate of reading, and (3) comprehension of a read-aloud passage. The subjects were 25 university students whose level of proficiency in English ranges from ‘intermediate’ to ‘advanced.’ They were given two tasks: the reading-aloud of a short passage and a TOEFL-type reading test. The analysis of the obtained data implied that the recognition of correct breath/sense group does not always facilitate comprehension while reading aloud. Also implied were that the ability to read aloud fast did not necessarily contribute to comprehension while reading aloud.