This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students’ comprehension levels, motivation, and fluency skills. A mixed experimental design was used model study. conducted in a Turkish public school academic year 2017–2018, with 62 second-grade students, 22 first group, 20 second control it lasted for 11 weeks. The IRA within research scope were performed by...

Promoting healthy child development lies at the heart of paediatric practice, yet a major challenge facing the field is applying evidence based standards. However, the evidence is clear as regards reading aloud to children. Ample research demonstrates that reading aloud to young children promotes the development of language and other emergent literacy skills, which in turn help children prepare...

How does the meaning of a word affect how quickly we can recognize it? Accounts of visual word recognition allow semantic information to facilitate performance but have neglected the role of modality-specific perceptual attention in activating meaning. We predicted that modality-specific semantic information would differentially facilitate lexical decision and reading aloud, depending on how pe...

Aloud reading of novel words is achieved by phonological decoding, a process in which grapheme-to-phoneme conversion rules are applied to "sound out" a word's spoken representation. Numerous brain imaging studies have examined the neural bases of phonological decoding by contrasting pseudoword (pronounceable nonwords) to real word reading. However, only a few investigations have examined pseudo...

OBJECTIVES To assess whether talking or reading (silently or aloud) could affect heart rate variability (HRV) and to what extent these changes require a simultaneous recording of respiratory activity to be correctly interpreted. BACKGROUND Sympathetic predominance in the power spectrum obtained from short- and long-term HRV recordings predicts a poor prognosis in a number of cardiac diseases....

Naming latency experiments in which monosyllabic items are read aloud are based on the assumption that the vocal response is not initiated until the phonology of the entire syllable has been computed. Recently, this assumption has been challenged by A. H. Kawamoto, C. T. Kello, R. Jones, and K. Bame (1998), who argued instead that the reading-aloud response begins as soon as the initial phoneme...