Reading aloud - Ondoku

(1) Reading classical Chinese in the correct word order, using only the pronunciation of the characters. This is the opposite of "kundoku," which translates classical Chinese into Japanese according to Japanese grammar.

(2) Reading printed or handwritten written language aloud. This is the opposite of "silent reading," which is reading written language without aloud (internal speech). Children's reading generally progresses from reading aloud, to soft reading, to lip reading (reading by moving only the lips without speaking out loud), and finally to silent reading. Silent reading is the most common form in the daily lives of adults, but reading aloud may also occur depending on the type of text and the purpose of reading. There are two types of reading aloud: reading for understanding, and reading to express what you have understood in accordance with its meaning and content, and to convey it to others and have them appreciate it. The latter is sometimes called "reciting aloud" or "expressive reading" to distinguish it from the former.

In teaching reading, reading aloud has the following advantages: there is a limit to the speed so you can't read too fast, reading while using both your mouth and ears helps and deepens comprehension, you can judge the level of comprehension, you can give corrective guidance for reading, you can give guidance on vocalization and pronunciation, and you can give guidance on matters related to spoken language. Reading aloud also aims to express the content and interpretation of a work of language richly by turning written language into sound, and in addition to reading aloud by one person, there are other methods such as "role reading" where each person reads with a different role, "group reading" where one person reads aloud and a group reads aloud, and dramatization where simple gestures are added in addition to reading.

[Kazuo Otsuki]

Source: Shogakukan Encyclopedia Nipponica About Encyclopedia Nipponica Information | Legend

(1)漢文を、その語順のとおり、全部字音で読むこと。漢文を、日本語の文法に準じて訳読する「訓読」に対していう。

(2)印刷されたり手記されたりした文字言語を音声化して読むこと。文字言語を音声化しないで（内言化して）読む「黙（目）読」に対していう。一般に子供の読みは、音読から微音読、唇読（声は出さずに唇だけを動かして読む）を経て黙読へと発達する。大人の日常生活では黙読がもっとも普通の形式になっているが、文章の種類や読む目的によって音読することもある。音読には、理解のための音読と、理解したものをその意味内容に即して表現し、他人に伝え、鑑賞させるための音読とがある。後者は、前者と区別して「朗読」「表現読み」とよばれることもある。

　読むことの学習指導においては、音読は、速度に限界があって速く読みすぎることがない、口と耳とを働かせながら読むので理解を助け深める、読解の程度を判断できる、読むことの矯正指導ができる、発声・発音などの指導ができる、話しことばと関連した事項の指導ができる、などの点に長所がある。また朗読は、文字言語の音声化を通じて、その言語作品の内容、解釈などを豊かに表現しようとするものであり、1人で朗読するほかに、役割を決めて読む「役割読み」、一人読みと集団読みとで組み立てていく「群読」、読むだけでなく簡単なしぐさをつけていく劇化などの方法がある。

［大槻和夫］

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