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1	Linguistic Complexity and Planning Effects on Word Duration in Hindi Read Aloud Speech
	Ranjan, Sidharth; Rajkumar, Rajakrishnan; Agarwal, Sumeet
	In: Proceedings of the Society for Computation in Linguistics (2022)
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2	Application of Reading Aloud in Middle School Oral English Teaching
	WEI, Huimin; LIU, Zhiliang
	In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 60-66 ; 1923-1563 ; 1923-1555 (2021)
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3	Simulating length and frequency effects across multiple tasks with the Bayesian model BRAID-Phon
	Saghiran, Ali; Valdois, Sylviane; Diard, Julien
	In: 42nd Annual Virtual Meeting of the Cognitive Science Society ; https://hal.archives-ouvertes.fr/hal-02913396 ; 42nd Annual Virtual Meeting of the Cognitive Science Society, Jul 2020, Toronto, Canada. pp.3158-3163 ; https://cognitivesciencesociety.org/cogsci-2020/ (2020)
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4	Predicting Multidimensional Subjective Ratings of Children' Readings from the Speech Signals for the Automatic Assessment of Fluency
	Bailly, Gérard; Godde, Erika; Piat-Marchand, Anne-Laure...
	In: LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020) ; https://hal.archives-ouvertes.fr/hal-03039160 ; LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020), May 2020, Marseille, France. pp.317-322 ; https://lrec2020.lrec-conf.org/en/ (2020)
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5	A leitura em voz alta: Contributos da leitura em voz alta
	Coradinho, Catarina. - 2020
	Abstract: As investigações relativas à leitura em voz alta têm vindo a aumentar. O interesse por esta competência surge da assunção de que a mesma assume um papel determinante na aprendizagem da leitura, traduzindo-se numa fonte de conhecimento e contribuindo para uma leitura proficiente. O presente relatório reflete as evidências encontradas num projeto de investigação-ação. Contando com 26 participantes do 1.º ano de escolaridade de um contexto de ensino particular na área metropolitana de Lisboa, o projeto teve como objetivos: compreender em que medida a leitura em voz alta é importante numa fase inicial de aprendizagem da leitura, desenvolver a leitura em voz alta no grupo de alunos participantes e conhecer a perceção da professora cooperante relativamente à leitura em voz alta. Através das estratégias de leitura mediada pelo professor, a pares e em coro foi possível compreender que, no grupo de alunos onde foram implementadas, as mesmas contribuíram significativamente para que estes desenvolvessem o gosto pela leitura, estabelecessem relações com o professor e entre os pares, compreendessem a importância da partilha com o outro e conhecessem diferentes tipologias textuais. Os momentos de leitura em voz alta contribuíram para o aumento da autoestima e/ou autoconfiança dos alunos, para o aumento do seu léxico e para que fossem verificadas melhorias nas suas leituras individuais. Assistiram-se ainda a melhorias ao nível da dicção, da colocação da voz e da fluência nas leituras feitas pelos alunos. Por sua vez, a professora cooperante acredita na importância da leitura em voz alta, assumindo que deve ser trabalhada desde cedo. Mais, remete o conceito da leitura em voz alta para a oralidade e para a verbalização dos escritos e apesar de, até então, não diversificar as estratégias de leitura em voz alta em contexto de sala de aula, admite a necessidade de passar a introduzir novos momentos de leitura em voz alta nas rotinas do grupo. ; Investigations regarding reading aloud have been increasing. The interest in this competence arises from the assumption that it assumes a determining role in learning to read, translating itself into a source of knowledge and contributing to a proficient reading. This report reflects the evidence found in an action research project. With 26 participants from the 1st year of schooling in a context of private education in the metropolitan area of Lisbon, the project aimed to: understand the importance of reading aloud in an initial phase of learning to read, develop reading aloud in the group of participating students and getting to know the cooperating teacher's perception of reading aloud. Through the reading strategies mediated by the teacher, in pairs and in chorus, it was possible to understand that, in the group of students where they were implemented, they contributed significantly for them to develop a taste for reading, establish relationships with the teacher and between peers, understand the importance of sharing with others and know different textual typologies. The moments of reading aloud contributed to increase students' self-esteem and / or self-confidence, to increase their lexicon and to improve their individual readings. There were also improvements in terms of diction, placement of voice and fluency in the readings made by students. In turn, the cooperating teacher believes in the importance of reading aloud, assuming that it must be worked on early. Furthermore, it refers the concept of reading aloud to orality and verbalization of writings and although, until then, it did not diversify reading aloud strategies in the classroom context, admits the need to start introducing new moments of reading aloud in the group's routines.
	Keyword: 1.º ciclo do ensino básico; 1st cycle of basic education; aprendizagem da leitura; estratégias; fluência na leitura; fluency in reading; learning to read; leitura em voz alta; reading aloud; strategies
	URL: http://hdl.handle.net/10400.26/34188
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6	Phonetic Correlates of Sublexical Contributions to Reading Aloud Familiar Words
	Irons, Sarah Tucker. - 2020
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7	Die verzauberte Stunde : warum Vorlesen glücklich macht
	Sievers, Frank (Übersetzer); Cox Gurdon, Meghan. - Berlin : Insel Verlag, 2019
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	UB Frankfurt Linguistik
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8	Reading without spaces: The role of precise letter order
	Mirault, Jonathan; Snell, Joshua; Grainger, Jonathan
	In: ISSN: 1943-3921 ; EISSN: 1943-393X ; Attention, Perception, and Psychophysics ; https://hal-amu.archives-ouvertes.fr/hal-02138871 ; Attention, Perception, and Psychophysics, Springer Verlag, 2019, 81 (3), pp.846-860. ⟨10.3758/s13414-018-01648-6⟩ (2019)
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9	Onset-to-Onset Temporal Eye-Voice Span as an Indicator of Cognitive Investment in Reading Aloud and Sight Translation: An Empirical Study Drawing on Eye-tracking and Audio-recording Data
	ZHOU, HAO. - 2019
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10	Häusliche Lernumwelt und Spracherwerb in den ersten Lebensjahren
	Attig, Manja; Weinert, Sabine. - : Thieme, 2019. : Stuttgart [u.a.], 2019
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11	Early brain sensitivity to word frequency and lexicality during reading aloud and implicit reading
	Faisca, Luis; Reis, Alexandra; Araújo, Susana. - : Frontiers Media, 2019
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12	Reading Aloud Activity in ESP Class in the Perspectives of Students
	Titien Indrianti
	In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 7, Iss 2, Pp 37-42 (2019) (2019)
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13	Oral reading: practices and purposes in secondary classrooms
	Brooks, Maneka Deanna; Frankel, Katherine K.. - : EMERALD GROUP PUBLISHING LTD, 2018
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14	Reading Aloud: Children's Attitudes toward being Read to at Home and at School
	Ledger, Susan; Merga, Margaret K
	In: Australian Journal of Teacher Education (2018)
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15	Automatic assessment of reading ability of children ; Avaliação automática da capacidade de leitura de crianças
	Proença, Jorge Daniel Leonardo. - 2018
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16	Investigating lexico-semantic access of pseudohomophones with a picture task
	Hackl, Andrea. - 2018
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17	Frageintonation im Deutschen : zur intonatorischen Markierung von Interrogativität und Fragehaltigkeit
	Michalsky, Jan. - Berlin : de Gruyter, 2017
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	UB Frankfurt Linguistik
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18	Lesen und Deutsch lernen : Wege der Förderung früher Literalität durch Kinderliteratur
	Dirim, İnci (Herausgeber); Titelbach, Ulrike (Herausgeber). - Wien : Praesens Verlag, 2017
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	UB Frankfurt Linguistik
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19	Estudio longitudinal sobre el aprendizaje lector en las primeras edades ; Longitudinal study on learning to read in early ages
	Gutiérrez-Fresneda, Raúl; Díez Mediavilla, Antonio; Jiménez-Pérez, Elena. - : Ministerio de Educación, Cultura y Deporte (España), 2017
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20	Comma Effect in Reading Russian Sentences with Syntactic Ambiguity ; «Эффект запятой» при чтении предложений с синтаксической неоднозначностью на русском языке
	Vlasov, Mikhail S.; Trofimova, Elena B.; Trofimova, Ulyana M.. - : Сибирский федеральный университет. Siberian Federal University, 2017
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