Vocalization and pauses in fast-paced reading

Research output: Contribution to journalArticlepeer-review


Previous research (Breznitz, 1987a) indicated that prompting first graders to read faster than usual increases their comprehension. The present study was conducted to clarify which of the speech elements that comprise reading time is affected when reading pace is accelerated. First-graders (N = 76) read aloud three parallel forms of a comprehension test, at self- and fast-paced rates consecutively, followed by a second self-paced reading. Vocalization time, pause time, pause frequency, and the average length of vocalizations and pauses were determined with an automatic vocal transaction analyzer. During fast-paced reading, children made fewer and shorter pauses, vocalized at a faster rate, and tended to speak in longer units. The speech characteristics indicative of fast-paced reading were significantly correlated with reading comprehension, even during self-paced reading, and can serve as indicators of effective reading.

Original languageEnglish
Pages (from-to)153-159
Number of pages7
JournalJournal of General Psychology
Issue number2
StatePublished - Apr 1990

ASJC Scopus subject areas

  • Gender Studies
  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)


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