Communication Dans Un Congrès Année : 2024

A reading karaoke to improve reading rate, reading prosody and comprehension

Résumé

Several training programs have been shown to significantly improve abilities in reading rate, prosody, and comprehension. Among them are repeated reading focusing on prosody (Calet et al., 2017), choral reading with an expert model (Chard, 2002), and visual cueing of syntactic boundaries (Levasseur, 2008).In this study, we used a reading karaoke app based on these three principles. Pupils synchronized their reading with the audio of an expert model and the highlighting of syntactic groups in the text. We tested the impact of a three-week training with the karaoke on reading rate, reading prosody, and syntactic consciousness.97 pupils from grades 3 and 4 participated in this study. Over three weeks, the experimental group (N=53) attended 10 sessions, based on the repeated reading of three texts with the karaoke, while the control group (N=44) stayed with their teachers, business as usual. We pre- and post-tested their reading rate and prosody on the trained texts and a new text, as well as syntactic consciousness. We controlled for vocabulary, oral comprehension, and non-verbal reasoning. We used multiple multilevel linear regressions to test the effect of the training.Our model showed an effect of the karaoke on reading rate and reading prosody, specifically expressivity and phrasing. We found these positive effects on the trained text and on the new text. We also demonstrated a positive effect of the training on syntactic consciousness. The results obtained with only a short period of use are encouraging for planning long-term programs using the karaoke.

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Dates et versions

hal-04664520 , version 1 (30-07-2024)

Identifiants

  • HAL Id : hal-04664520 , version 1

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Erika Godde, Marie-Line Bosse, Gérard Bailly. A reading karaoke to improve reading rate, reading prosody and comprehension. SSSR 2024 - 31st Annual Conference Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Jul 2024, Copenhague, Denmark. ⟨hal-04664520⟩
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