题目内容：

According to Guglielmo Cavallo and Roger Chartier, reading aloud was a common practice in the ancient world, the Middle Ages, and as late as the sixteenth and seventeenth centuries. Readers were “listeners attentive to a reading voice,” and “the text addressed to the ear as much as to the eye.” The significance of reading aloud continued well into the nineteenth century.

Using Charles Dickens’s nineteenth century as a point of departure, it would be useful to look at the familial and social uses of reading aloud and reflect on the functional change of the practice. Dickens habitually read his work to a domestic audience or friends. In his later years he also read to a broader public crowd. Chapters of reading aloud also abound in Dickens’s own literary works. More importantly, he took into consideration the Victorian practice when composing his prose, so much so that his writing is meant to be heard, not only read on the page.

Performing a literary text orally in a Victorian family is well documented. Apart from promoting a pleasant family relationship, reading aloud was also a means of protecting young people from the danger of solitary（孤独的）reading. Reading aloud was a tool for parental guidance. By means of reading aloud, parents could also introduce literature to their children, and as such the practice combined leisure and more serious purposes such as religious cultivation in the youths. Within the family, it was commonplace for the father to read aloud. Dickens read to his children: one of his surviving and often-reprinted photographs features him posing on a chair, reading to his two daughters.

Reading aloud in the nineteenth century was as much a class phenomenon as a family affair, which points to a widespread belief that Victorian readership primarily meant a middle-class readership. Those who fell outside this group tended to be overlooked by Victorian publishers. Despite this, Dickens, with his publishers Chapman and Hall, managed to distribute literary reading materials to people from different social classes by reducing the price of novels. This was also made possible with the technological and mechanical advances in printing and the spread of railway networks at the time.

Since the literacy level of this section of the population was still low before school attendance was made compulsory in 1870 by the Education Act a considerable number of people from lower classes would listen to recitals of texts. Dickens’s readers, who were from such social backgrounds, might have heard Dickens in this manner. Several biographers of Dickens also draw attention to the fact that it was typical for his texts to be read aloud in Victorian England, and thus literacy was not an obstacle for reading Dickens. Reading was no longer a chiefly closeted form of entertainment practiced by the middle class at home.

A working class home was in many ways not convenient for reading: there were too many distractions, the lighting was bad, and the home was also often half a workhouse. As a result, the Victorians from the non-middle classes tended to find relaxation outside the home such as in parks and squares, which were ideal places for the public to go while away their limited leisure time. Reading aloud, in particular public reading, to some extent blurred the distinctions between classes. The Victorian middle class defined its identity through differences with other classes. Dickens’s popularity among readers from the non-middle classes contributed to the creation of a new class of readers who read through listening.

Different readers of Dickens were not reading solitarily and “jealously,” to use Walter Benjamin’s term. Instead, they often enjoyed a more communal experience, an experience that is generally lacking in today’s world. Modern audiobooks can be considered a contemporary version of the practice. However, while the twentieth and twentieth-first-century trend for individuals to listen to audiobooks keeps some characteristics of traditional reading aloud—such as “listeners attentive to a reading voice” and the ear being the focus—it is a far more solitary activity.

1.What does the author want to convey in Paragraph 1?

A. The history of reading aloud.

B. The significance of reading aloud.

C. The development of reading practice.

D. The roles of readers in reading practice.

2.How did the practice of reading aloud influence Dickens’s works?

A. He started to write for a broader public crowd.

B. He included more readable contents in his novels.

C. Scenes of reading aloud became common in his works.

D. His works were intended to be both heard and read.

3.How many benefits did reading aloud bring to a Victorian family?

A. 2.    B. 3.

C. 4.    D. 5.

4.Where could a London steel worker possibly have gone to for reading?

A. Working place.    B. His/her own house.

C. Nearby bookstores.    D. Trafalgar Square.

5.What change did reading aloud bring to Victorian society?

A. Different classes started to appreciate and read literary works together.

B. People from lower social classes became accepted as middle-class.

C. The differences between classes grew less significant than before..

D. A non-class society in which everyone could read started to form.

6.What is likely to be discussed after the last paragraph?

A. New reading trends for individuals.

B. The harm of modern audiobooks.

C. The material for modern reading.

D. Reading aloud in contemporary societies.