Fig 1.
Distribution of phonetic silences and true pauses.
Dashed line = threshold chosen for the subsequent automatic detection of pauses (0.1 s).
Table 1.
Mean pause duration and mean proportion of short (< 0.1 s), medium (0.1 < x < 0.2 s) and long (> 0.2 s) phonetic silences and true pauses with respective low and high confidence intervals (CIs).
Fig 2.
a) total duration of the readings in seconds, b) pause-to-utterance ratio in %, c) duration of individual pauses in seconds and d) number of pauses in each condition for each native language. The violin plots show median values (horizontal black lines) with first and third quartiles (lower and upper end of boxes), minimum and maximum values limited to values no more than 1.5 IQRs distant from the respective end of the box (lower and upper end of vertical black lines) and outliers (black dots). The area around each box indicates the distribution of the data.
Table 2.
Results of the linear mixed model exploring the effects of reading tempo and nativeness on the total reading time (log-transformed).
The table reports estimated model coefficients, standard errors (SE) and lower and upper confidence intervals (CI), χ2 values of likelihood ratio tests and respective degrees of freedom (df) and p-values (P).
Table 3.
Results of the linear mixed model exploring the effects of reading tempo and native language on pause-to-utterance ratio (logit-transformed).
The table reports estimated model coefficients, standard errors (SE) and lower and upper confidence intervals (CI), χ2 values of likelihood ratio tests and respective degrees of freedom (df) and p-values (P).
Table 4.
Results of the linear mixed model exploring the effects of reading tempo and native language on the duration of individual pauses (log-transformed).
The table reports estimated model coefficients, standard errors (SE) and lower and upper confidence intervals (CI), χ2 values of likelihood ratio tests and respective degrees of freedom (df) and p-values (P).
Table 5.
Results of the logistic regression model exploring the effects of reading tempo, native language and in-text position on the occurrence frequency of pauses.
The table reports estimated model coefficients, standard errors (SE) and lower and upper confidence intervals (CI), χ2 values of likelihood ratio tests and respective degrees of freedom (df) and p-values (P).
Fig 3.
a) effect display of the significant main effect of in-text position, b) effect display of the significant main effects of reading tempo and nativeness. The effect of the interaction of reading tempo and nativeness was non-significant. The y-axis displays the probability of occurrence of a word after a pause. Error bars and shaded areas around the estimated effects represent 95% confidence intervals.
Table 6.
Predicted probabilities (in %) of making a pause in fast, casual or slow reading at punctuation marks, unmarked phrase boundaries or other positions in the text for native and non-native speakers of English.