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Oral and silent reading in adolescents: evidence from Russian. / Zubov, Vladislav; Petrova, Tatiana; Alexeeva, Svetlana.

ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics. ed. / Antonis Botinis. Athens : ExLing Society, 2021. p. 273-276.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Harvard

Zubov, V, Petrova, T & Alexeeva, S 2021, Oral and silent reading in adolescents: evidence from Russian. in A Botinis (ed.), ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics. ExLing Society, Athens, pp. 273-276, Exling 2021, Афины, Greece, 11/10/21.

APA

Zubov, V., Petrova, T., & Alexeeva, S. (2021). Oral and silent reading in adolescents: evidence from Russian. In A. Botinis (Ed.), ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics (pp. 273-276). ExLing Society.

Vancouver

Zubov V, Petrova T, Alexeeva S. Oral and silent reading in adolescents: evidence from Russian. In Botinis A, editor, ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics. Athens: ExLing Society. 2021. p. 273-276

Author

Zubov, Vladislav ; Petrova, Tatiana ; Alexeeva, Svetlana. / Oral and silent reading in adolescents: evidence from Russian. ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics. editor / Antonis Botinis. Athens : ExLing Society, 2021. pp. 273-276

BibTeX

@inproceedings{33664aa7b52e48e78427530a4b7a9b7b,
title = "Oral and silent reading in adolescents: evidence from Russian",
abstract = "This study aimed to answer two questions: what type of reading contributes to more successful text processing and understanding, and what are the main characteristics of silent and oral reading for Russian-speaking secondary school children. Results show that while reading orally, participants with reading disorders comprehend the text poorly. They have a limited amount of attentional resources available for any given cognitive tasks, and thus, the greater the amount of attention they paid to text processing, the less is available for text understanding. However, in silent reading, the same participants demonstrate good comprehension if they read slowly, i.e. make more fixations and regressions. Their cognitive resources are spent on text comprehension, which is eventually what reading is aimed at.",
keywords = "reading aloud, silent reading, Russian, adolescences, eye-tracking",
author = "Vladislav Zubov and Tatiana Petrova and Svetlana Alexeeva",
year = "2021",
language = "English",
pages = "273--276",
editor = "Antonis Botinis",
booktitle = "ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics",
publisher = "ExLing Society",
address = "Greece",
note = "null ; Conference date: 11-10-2021 Through 13-10-2021",
url = "https://exlingsociety.com/exling-2021/registration-2021.html",

}

RIS

TY - GEN

T1 - Oral and silent reading in adolescents: evidence from Russian

AU - Zubov, Vladislav

AU - Petrova, Tatiana

AU - Alexeeva, Svetlana

N1 - Conference code: 12

PY - 2021

Y1 - 2021

N2 - This study aimed to answer two questions: what type of reading contributes to more successful text processing and understanding, and what are the main characteristics of silent and oral reading for Russian-speaking secondary school children. Results show that while reading orally, participants with reading disorders comprehend the text poorly. They have a limited amount of attentional resources available for any given cognitive tasks, and thus, the greater the amount of attention they paid to text processing, the less is available for text understanding. However, in silent reading, the same participants demonstrate good comprehension if they read slowly, i.e. make more fixations and regressions. Their cognitive resources are spent on text comprehension, which is eventually what reading is aimed at.

AB - This study aimed to answer two questions: what type of reading contributes to more successful text processing and understanding, and what are the main characteristics of silent and oral reading for Russian-speaking secondary school children. Results show that while reading orally, participants with reading disorders comprehend the text poorly. They have a limited amount of attentional resources available for any given cognitive tasks, and thus, the greater the amount of attention they paid to text processing, the less is available for text understanding. However, in silent reading, the same participants demonstrate good comprehension if they read slowly, i.e. make more fixations and regressions. Their cognitive resources are spent on text comprehension, which is eventually what reading is aimed at.

KW - reading aloud

KW - silent reading

KW - Russian

KW - adolescences

KW - eye-tracking

UR - https://exlingsociety.com/images/Proceedings/ExLing_2021/ExLing_2021_proceedings.pdf#page=283

M3 - Conference contribution

SP - 273

EP - 276

BT - ExLing 2021. Proceedings of 12th International Conference of Experimental Linguistics

A2 - Botinis, Antonis

PB - ExLing Society

CY - Athens

Y2 - 11 October 2021 through 13 October 2021

ER -

ID: 88349943