ABSTRACT The role of speech and inner speech in reading is contentious and the study of inner speech in reading is fraught with methodological problems. An approach sometimes used is the ‘e‐cancelling’ method, where subjects are instructed to mark all incidences of the letter ‘e’ in a text so that inferences can be made from underlining ‘e's that would be silent versus those that would be sounded in speech. However, this method does not work well in the French language and, in attempting to use letter cancelling approaches with French children aged 7–8 years, we have used other vowels as targets. In this paper we present some results about the effects on rate of reading and comprehension of various tasks intended to induce attention to the sound of parts of the text. Our conclusion, in line with that of Liva (1987) and other researchers, is that, at this early stage of reading development, reference to the sound of text does not inhibit comprehension.
Journal of Research in Reading – Wiley
Published: Feb 1, 1995