In human communication, direct speech (e.g., Mary said: "I'm hungry") is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, for silent reading, the representational consequences of this distinction are still unclear. Although many of us share the intuition of an "inner voice," particularly during silent reading of direct speech statements in text, ...

Researchers have established a relationship between beginning readers' silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs...

Words that are read aloud are better remembered than those read silently. Recent research has suggested that, rather than reflecting a benefit for produced items, this production effect may reflect a cost to reading silently in a list containing both aloud and silent items (Bodner, Taikh, & Fawcett, 2013). This cost is argued to occur because silent items are lazily read, receiving less attenti...

Breen and Clifton (Stress matters: Effects of anticipated lexical stress on silent reading. Journal of Memory and Language, 2011, 64, 153-170) argued that readers' eye movements during silent reading are influenced by the stress patterns of words. This claim was supported by the observation that syntactic reanalysis that required concurrent metrical reanalysis (e.g., a change from the noun form...

As you might experience it while reading this sentence, silent reading often involves an imagery speech component: we can hear our own "inner voice" pronouncing words mentally. Recent functional magnetic resonance imaging studies have associated that component with increased metabolic activity in the auditory cortex, including voice-selective areas. It remains to be determined, however, whether...

EEGs of extensively screened dyslexics and normal rcadcrs were recorded while they read easy and difficult texts silently and orally, and during two other verbal tasks which also differed in overt spcaking but had m~ reading component: narrative speaking and listening to a story. Mid-temporal, central and parietal leads were referenced to linkcd ears and to ('z. Largc differences bctwecn tasks ...