Reciting Voice and Conversation Voice to Recognize Confusion

Early in her book, Tovani says, “Good readers separate themselves from struggling readers when they recognize that they are confused and then do something to repair meaning” (5).  So, it would seem that the first step for a struggling reader is to be able to recognize when they are confused. I think that Tovani’s concept of the “reciting voice” and the “conversation voice” (62) would be beneficial to students who struggle with that first step-- recognizing when they are confused.

The reciting voice and the conversation voice are the two voices that students and adults alike hear in their head while reading. Tovani defines the reciting voice as the voice “that reads the words but thinks about other things" (62). It’s something I’ve certainly experienced if I’m reading something I’m not interested in, or something that’s too complicated. But as an adult and avid reader, I don’t go very long without fixing that problem, turning off my reciting voice, and turning on my conversation voice.

Tonvani defines the conversation voice as the voice that is more interactive and involved with the text. This voice doesn’t just read the words, it has active thinking behind it. This voice “argues with the author, or makes a connection to what the author is saying … [or] asks questions or agrees with what the author is saying” (62). It is the voice good readers use. It is the voice that allows readers to learn and retain information.

I believe that teaching the difference between these two voices would help struggling readers recognize when they are confused. As Tovani says, “if the text is difficult and the content is unfamiliar, readers have a tendency to read the words with their reciting voice” (62). So, if struggling readers can notice that their reciting voice has been on for a paragraph or two, they can recognize that something is off, they are not engaged with the text, and there is a lack of understanding.

Tovani says that “Good readers monitor their comprehension” (5). If struggling readers can recognize the difference between their reciting voice and their conversation voice, then they are monitoring their comprehension.  

Simply recognizing that their reciting voice is on, is not enough to make someone a good reader, but it will accomplish that first step of recognizing confusion. Struggling readers will be doing at least one thing good readers do—monitoring their comprehension.