Reading aloud: Linguistic variation and the success in reading early learning

Abstract

In an interface between psycholinguistics and sociolinguistics, considering stylistic monitoring (speech → oral activities → reading aloud) and the necessary conditions for early literacy, this paper presents the reading proiles of 3rd grade students from elementary school and relates them to performance on a reading comprehension test and to the occurrence of variable features of speech in reading aloud. he results show that the reading aloud which presents variable features of speech cannot be considered "inaccurate" instead, these features occurred only in proicient and word-to-word types of reading, and only by students who reached higher levels on the test.