ERIC Number: ED022656
Record Type: RIE
Publication Date: 1968-Jul
Reference Count: 0
The Effect of Subvocal Speech on Reading. Final Report.
Hardyck, Curtis D.
The development of reading ability and the nature of reading processes after the ability has been developed were investigated. A theoretical model of reading ability development was systematically tested by investigating the importance of muscular and auditory feedback in the initial stages, by investigating the relationship of vocalization and subvocalization to the difficulty level of reading material, and by evaluating an effective technique for the elimination of subvocalization in adults. Two experiments allowing specific testing of theoretical predictions were performed on college students. Following these, a study was undertaken on high school students. It was found that subvocalization was more prevalent when difficult materials were read and that it could be eliminated when nondemanding material was read. High school students did not respond to treatment as did college students, nor was the treatment as lasting. Non-reverters scored higher on IQ and reading tests and required fewer treatments. References are included. (JB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Berkeley.