We examined whether different encounters of reading material influence the likelihood of mind wandering, memory for the material, and the ratings of interest in the material. In a within-subjects design participants experienced three different reading encounters: (1) reading a passage aloud, (2) listening to a passage being read to them, and (3) reading a passage silently. Throughout each readi...

There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these diff...

Abstract The concept of historical significance is seen as a key reasoning. Assigning based on criteria and related to the identity who assigns significance. However, little known about reasoning-, reading-, writing processes when students attribute aim this study investigate how experienced history teachers with master’s degree reason, read, write while thinking aloud. We analyzed think-aloud ...

Functional neuroimaging and lesion studies have frequently reported thalamic and putamen activation during reading and speech production. However, it is currently unknown how activity in these structures interacts with that in other reading and speech production areas. This study investigates how reading aloud modulates the neuronal interactions between visual recognition and articulatory areas...

Oral Reading for Language in Aphasia (ORLA) is a treatment technique in which the person with aphasia repeatedly reads aloud sentences and paragraphs, first in unison with the clinician, and then independently. Based on neuropsychological models of reading, ORLA was developed to improve reading comprehension in individuals with aphasia by providing practice in the phonological and semantic read...