"I read aloud to my writing students, and when students read aloud to me I notice something odd. They are smart and literate, and most of them had parents who read to them as children. But when students read aloud at first, I notice that they are trying to read the meaning of the words."
I suspect this had to do with the students' expectation of what their teacher wants. I bet if the same student was given a copy of "Room on the Broom" and a willing toddler, they would read just fine.
I wonder whether some rephrasing from the teacher (such as "would you perform this text" instead of "read") would make a difference.
But there is a big difference between the music example and reading. Aside from the level of required skill, playing a piano sonata takes the same time as listening to the CD; however reading aloud a book takes significantly longer than reading. Which is why it makes sense for short forms, but not for whole novels - unless you can't read at all (eg. while driving).
I suspect this had to do with the students' expectation of what their teacher wants. I bet if the same student was given a copy of "Room on the Broom" and a willing toddler, they would read just fine.
I wonder whether some rephrasing from the teacher (such as "would you perform this text" instead of "read") would make a difference.
But there is a big difference between the music example and reading. Aside from the level of required skill, playing a piano sonata takes the same time as listening to the CD; however reading aloud a book takes significantly longer than reading. Which is why it makes sense for short forms, but not for whole novels - unless you can't read at all (eg. while driving).