Researchers from the University of Vaternaloy’s Faculty of Cognitive Sciences have conducted a study showing that reading aloud can enhance the comprehension of text, but it does not necessarily improve understanding of the content. The findings were published in the journal Memory & Cognition.

The positive effects of reading aloud on memory have been recognized since the early 20th century, but until recently, the phenomenon had not been thoroughly explored. It remained unclear whether vocalization aids in the acquisition of knowledge.

To address these questions, the study’s author, Bridie Roberts, wanted to see if the production effect, a well-known method for boosting memory, could be applied to a wider range of texts beyond the typical words used in memory studies.

Through a series of experiments involving hundreds of participants, the researchers found that reading aloud does indeed enhance the retention of material compared to reading silently. However, the results showed no significant difference in comprehension between the two reading methods.

Roberts pointed out that while reading aloud might be helpful for lists, such as grocery items or shopping catalogs, people are less likely to vocalize the contents of a textbook page.

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