Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 5: Loud and silent reading, pronunciation.
Teiresiás MU 2017. Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-
study.
Unit 5: Reading & pronunciation
Loud and silent reading, pronunciation
1. Read the following text aloud. If you find reading longer sentences
difficult, you can pause when you see a slash or a full stop.
________________________________________________________
When we read, / we are using our visual pathways / to form memory
links. We remember the material / because it was / something we saw.
People who have photographic memory / are extraordinarily good / at
making these kinds of memory connections. For the rest of us, / relying
only on visual memory / may leave us with many gaps, / and so we have
to find / other ways to remember things. When reading out loud, / we
form auditory links / in our memory pathways. We remember ourselves /
saying it out loud, / and so not only form visual / but also auditory links.
(taken from “Does reading out loud cause you to remember things better?“, převzato z
https://www.brainscape.com/blog/2011/10/reading-out-loud-remember/)
__________________________________________________________
2) Practising pronunciation and rhythm.
a) Fill in the correct word in each tongue twister and practise the
pronunciation of difficult sounds and words. Try to be as fluent as
possible.
FINGER WITCH THURSDAY
Thirty-three thousand people think
that __________ is their thirtieth birthday.
The king has a ring on his ____________.
Which ___________ wished which wicked wish?
Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 5: Loud and silent reading, pronunciation.
Teiresiás MU 2017. Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-
study.
b) Pronounce these long words:
• unbelievable
• invisibility
• meaningfulness
• circumstance
• unnecessarily
• intercultural
• extraordinarily
c) Say this tongue twister and pay attention to fluency and rhythm:
How much wood would a wood chuck chuck
if a wood chuck could chuck wood?
A wood chuck would chuck all the wood he could chuck
if a wood chuck could chuck wood.
3) Read the words and look how sounds are written.
Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 5: Loud and silent reading, pronunciation.
Teiresiás MU 2017. Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-
study.
a) Match the words with their transcriptions and try to pronounce
them correctly. What do they mean?
queue
recipe
receipt
comfortable
business
hotel
clothes
especially
often
dessert
desert
/ˈbɪznɪs/
/rɪˈsiːt/
/kləʊðz/
/ˈrɛsəpi/
/ɪˈspɛʃəlɪ/
/dɛ'seːɐ/
/ˈkʌmfətəbl/
/ˈɒfən/
/həʊˈtɛl/
/ˈdɛzət/
/kjuː/
b) Which words are pronounced the same? Identify the pairs or
threes. What do they mean?
(word cloud made
by ABCya.com)
Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 5: Loud and silent reading, pronunciation.
Teiresiás MU 2017. Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-
study.
c) What is the difference between these three words?
students
student’s
students’