This morning I read the third chapter of the Gospel of John aloud in Spanish (Nueva Versión Internacional). I discovered that while I was decoding the relationship between sounds and print, I stopped comprehending what I was reading. The relationship between print and thought diminished because it isn't automatic. In fact, my thoughts wandered elsewhere while my brain sorted out the match between pronunciation rules and muscle mechanics.
Surely this happens to my international students. Another possible project: studying the reading comprehension of my international students. For many, I suspect it isn't very good. Making them read aloud -- does it help my students comprehend what they read, or does it merely give me, the instructor, information about how well they decode aloud? I have to experiment on myself first.