Average Reading Speed Research Articles

Korean version of the MNREAD acuity chart

To investigate the efficacy of the Korean version of the Minnesota low vision reading chart. A Korean version consisting of 38 items was prepared based on the MNREAD acuity chart developed by the University of Minnesota. A linguist composed the representative sentences, each containing nine words from second and third grade levels of elementary school. Reading ability was measured for 20–35-year-old subjects with normal visual acuity (corrected visual acuity of logMAR 0.0 or better). The maximum reading speed (words per minute [wpm]) for healthy participants, reading acuity (smallest detectable font size), and critical print size (smallest font size without reduction of reading speed) were analyzed. The average age of the subjects was 28.3 ± 2.6 years (male:female ratio, 4:16). The average reading time for 38 sentences was 3.66 ± 0.69 s, with no differences in the average maximum reading speed between sentences (p = 0.836). The maximum reading speed was 174.2 ± 29.3 and 175.4 ± 27.8 in the right and left eye, respectively. Reading acuity was measured as logMAR 0.0 or better in 80% of the cases. All subjects showed a critical print size of 0.2 logMAR or better. The overall reading ability can be measured using the Korean version of the MNREAD acuity chart, thereby making it useful in measuring the reading ability of those with Korean as their native language.

Comparing silent reading performance for single sentences and paragraphs: an eye movement-based analysis

ABSTRACT Clinical relevance Reading performance in clinical practice is commonly evaluated by reading ‘aloud’ and ‘as fast as possible’ single sentences. Assessing comprehensive silent reading performance using passages, composed of multiple sentences, is the preferred reading mode in real-life reading conditions. Background The purpose of this study was to compare eye movement-based silent reading performance for standardised short sentences and paragraphs. Methods A group of 15 young volunteers (age range: 22–36 years) read silently and comprehensively in two sessions: (a) a paragraph with continuous text and (b) standardised short sentences. Text print size was 0.4 logMAR (1.0 M at 40 cm distance). Eye movements during reading were recorded using video oculography (EyeLink II, SR Research Ltd). Data analysis included computation of reading speed, fixation duration, the number of fixations, saccadic amplitude and percentage of regressions. Moreover, frequency distributions of fixation durations were analysed with ex-Gaussian fittings. Results Repeatability coefficient in silent reading speed was found better for the paragraph (66 wpm) than for short sentences (88 wpm). The superiority in repeatability coefficient for the corresponding eye movement parameters, i.e. fixation duration (35 vs 73 ms), regressions (10.1 vs. 22.3%) and fixations per word (0.21 vs. 0.37 fpw), was even more pronounced. In addition, a statistically significant improvement with the paragraph was found in average fixation duration (19 ± 26 ms, p = 0.02), regressions (4.2 ± 7.0%, p = 0.04) and ex-Gaussian fixation parameter, τ (82 vs. 111 ms). No statistically significant difference was found between average reading speed with the paragraph (220 ± 59 wpm) and the short sentences (206 ± 57 wpm) (p = 0.11). Discussion Due to their superior repeatability, paragraphs are preferable to short sentences when evaluating silent comprehensive reading. The concurrent recording of eye movement parameters in silent reading further improves variability and could offer an efficient measure of reading performance and a reliable biomarker of visuo-motor function.

Upaya Meningkatkan Kemampuan Membaca Efektif melalui Metode Skimming dan Scanning pada Siswa Kelas VII SMP Negeri Panca Marga Kolimasang


 
 
 This thesis raises the issue of efforts to improve effective reading skills through skimming and scanning methods for class VII students of SMP Negeri Panca Marga Kolimasang. Reading has several types, including speed reading, silent reading, beautiful reading, language reading and literature reading. Reading speed is a skill that must be trained. Success in mastering and practicing speed reading depends on attitude, level of seriousness, and readiness to practice. However, at school students are not given the opportunity to read so that students are less proficient in speed reading techniques. This study aims to find out and describe whether the use of skimming and scanning methods can improve the effective reading ability of class VII students of SMP Negeri Panca Marga Kolimasang. This type of research is this research is classroom action research (PTK). The implementation of this research consisted of two cycles. each cycle through the stages of planning, implementation, observation, and reflection. The method used is descriptive quantitative. The results of this study indicate that the average reading speed in the pre-cycle is 88 wpm with a total of 6 students who reach the very fast category. The results of students' reading speed after applying the skimming and scanning method in cycle I averaged 129 wpm with 16 students who achieved the very fast category, while in cycle II the average reading speed was 195 kpm with 27 students who achieved the very fast category. Thus it can be concluded that the skimming and scanning method can improve the effective reading skills of class VII students of SMP Negeri Panca Marga Kolimasang.
 
 

Visual Outcomes, Quality of Vision, Patient Satisfaction and Spectacle Independence After Bilateral Implantation of the Synergy™ Intraocular Lens.

To evaluate vision, visual quality, patient satisfaction and spectacle independence after bilateral implantation of the TECNIS Synergy™ intraocular lens. Two clinical practices in the USA. Ambispective unmasked non-randomized clinical trial. Patients with a history of uneventful bilateral femtosecond laser assisted cataract surgery with the study IOL implanted, targeted for emmetropia, at least 3 months prior to the study visit were enrolled. Monocular and binocular visual acuity (VA) were measured at distance, intermediate and near, along with binocular mesopic VA. Low contrast binocular VA and reading speed in mesopic and photopic conditions were also measured. Patient satisfaction, spectacle independence, visual symptoms, and functional vision questionnaires were completed. Results from 52 subjects were available for analysis. Mean binocular unaided visual acuity was ~0.1 logMAR (20/20) from distance to 33 cm, with 81% of subjects having 0.2 logMAR (20/25) vision or better at all test distances and 92% reporting never needing glasses at any distance. Average reading speed at 40 cm was only 10 words/minute slower in dim light (p = 0.03). Mesopic and low contrast acuity appeared good. Halos were the most frequent and bothersome visual disturbances, with the greatest effect on driving at night. Eighty-eight percent of subjects reported being "completely" or "mostly" satisfied with their overall unaided vision. This hybrid technology IOL provided a range of binocular visual acuity from distance to 33 cm and good functional vision, even in dim light. Patients should be advised of the likelihood of visual disturbances, particularly halos.

Korean Versions of the Reading Test and Visual Perception Test for Children Treated for Unilateral Amblyopia

Purpose: Reading speed and visual perception are used to evaluate visual function in children with amblyopia. This study used standardized tests to evaluate binocular reading performance and visual motor function in children treated for unilateral refractive amblyopia.Methods: In a prospective pilot study, reading and visual perception were evaluated in children aged 5-12 years who were diagnosed with unilateral refractive amblyopia between September 2020 and March 2021. To evaluate reading skills, the Readability Diagnostic Assessment and Korean Language-based Reading Assessment (KOLRA) were administered. The Korean version of the Developmental Test of Visual Perception-Third Edition (K-DTVP-3) test was used to evaluate visual perception function.Results: Reading ability and visual perception function were evaluated in 10 patients with unilateral refractive amblyopia. In the reading fluency test, the average reading speed of the patients was 185 ± 78.2 words per minute (WPM), and did not differ from that of the control group provided by KOLRA (p > 0.05). The general visual perception score was not significantly different from that of the controls. Among subtests of the K-DTVP-3, the hand coordination and figure-background tests scored 32.3 ± 17.7% and 29.9 ± 18.7%, respectively, lower than 50% of the normal average. The scores of the eye-hand coordination (r2 = 0.585, p = 0.01) and figure-background (r2 = 0.482, p = 0.03) tests were significantly correlated with the subject’s best-corrected visual acuity.Conclusions: In this study, there was no significant difference in reading fluency between the patients and controls. Among the K-DTVP-3 subtests, the average scores of the hand coordination and figure-background tests were lower than normal. Further studies are required to determine whether the reading fluency test and K-DTVP-3 reflect visual perception deficits in amblyopic patients.

Peningkatan Kecepatan Efektif Membaca Siswa dengan Menggunakan Metode Klos

This research was conducted due to the low reading proficiency of students in school. The implementation of the Klos method in reading instruction is an effort to address this issue. The objective of this study is to enhance the effective reading speed of students in Grade XI IPA1 at SMA Negeri 3 Bangko Pusako by utilizing the Klos method. The research involved a sample of 32 students throughout three instructional cycles. The data analysis technique used was qualitative analysis, applied to qualitative data obtained from observations of students and teachers during classroom instruction. Quantitative analysis was conducted on the results of the students' effective reading speed test using the Klos method. In the first cycle, the reading comprehension was still considerably low with an average of 85.54 words per minute (wpm), an independent level of 81.25%, an instructional level of 40.61%, and a frustration level of 40.62%. In the second cycle, positive changes were observed, with the average effective reading speed reaching 156.88 wpm. The independent level achieved was 71.87%, the instructional level was 6.25%, and the frustration level was 9.37%. In the third cycle, the average effective reading speed further increased to 204.02 wpm, reaching a 100% independent level. The analysis results demonstrate that students' effective reading speed can be improved with the assistance of rapid reading activities taught using the Klos method.

Using self-paced reading in research with heritage speakers: a role for reading skill in the online processing of Spanish verb argument specifications.

Relatively little is known about how heritage speakers process language in real time, despite recent calls for the use of online methods such as self-paced reading, eyetracking, and ERPs (event-related potentials) in research on this early bilingual population. The present study addressed this gap with an empirical study of the online processing of heritage speakers of Spanish in the U.S. using self-paced reading, which is the online method that is most accessible to a wide body of researchers because it does not require specialized equipment. The processing target was related to the online integration of verb argument specifications, which was chosen because it does not involve ungrammatical sentences and therefore may be less likely to involve metalinguistic knowledge and less likely to put heritage speakers at a disadvantage than measures that rely on the recognition of grammatical errors. More specifically, this study examined an effect that occurs when a noun phrase appears after an intransitive verb, which can cause processing difficulty relative to a comparison condition in which the verb is transitive. The participants were 58 heritage speakers of Spanish and a comparison group of 16 first-generation immigrants raised in Spanish-speaking countries. Both groups showed the expected transitivity effect on the post-verbal noun phrase during self-paced reading, but the heritage speaker group also showed a spillover effect on the post-critical region. Among the heritage speakers, these effects were associated with lower self-ratings for reading skill in Spanish and with slower average reading speed during the experiment. Three theoretical accounts of the apparent susceptibility to spillover effects among heritage speakers are proposed: that it is a characteristic of shallow processing, that it is due to underdeveloped reading skill, and that it is an artifact of the self-paced reading method. The latter two possibilities are especially consistent with a role for reading skill in these results.

SUSTAINED SILENT READING AND READING RATE GAINS OF FEMALE PAKISTANI EFL LEARNERS IN A RURAL HIGHER SECONDARY SCHOOL

Reading speed has long been recognized in scholarly literature as an essential component of reading fluency and successful reading. A variety of instructional techniques and activities are used to improve reading speed of learners. Sustained Silent Reading (SSR) is one such way that encourages the development of reading fluency and reading speed. This study investigated the impact of SSR on reading speed of female Pakistani EFL learners. A nine-week long SSR program was designed with 10 minutes timed-reading activity to improve students’ reading rate. Using random sampling procedures, fifty female students were selected to participate in the study. After the pre-test, twenty five students were kept in treatment group and twenty five in control group. Results of the study show that the experimental group’s average reading speed considerably increased from 115.60 wpm to 347.60 wpm after the intervention which indicates positive impact of SSR on reading speed of the participants. Statistically significant differences were found in reading rate gains between the two groups. Interestingly, a slight increase was also noted in the reading speed of students in the control group. The findings of the study indicate that SSR is a very effective instructional technique in developing EFL learners’ reading rate. Keywords: Reading rate, Fluency, Sustained Silent Reading, Reading fluency, EFL learners, Pakistan

Exploring Reading Comprehension and Speed: A Study of SMAN 1 Mojo Students

The problem being analyzed during this research is dissimilarity in the effective reading ability between one student and others and the factors that affect the effective reading speed. The method used was a case study method combined with a quantitative methodology. Twenty-seven students were involved as the research subjects. The data were obtained from observation text entitled "D'topeng Museum Angkut" read by the students. The process of calculating reading time was calculated independently by the students using a stopwatch. The results showed that (1) the average reading speed of the students was in the moderate or sufficient speed category; (2) the reading speed per student was in the adequate category (250 – 350 wpm). Even three students were in the effective category (above 350 wpm); and (3) concentration was one of the factors that influenced the effective reading speed. It can be concluded that in the analysis of the effective reading speed in class XI IPS 1 at SMAN 1 MOJO, the students had a moderate or adequate reading speed.

The effect of strabismus surgery on the learning abilities of school-aged children.

To evaluate whether strabismus surgery improves the learning performance - calculation, reading and drawing - of school-aged children. In a case-control study, patients between the ages of 7 and 10 years with horizontal strabismus, recommended for surgical correction, were prospectively included. Reading, calculating and drawing abilities were evaluated before and 3 months after corrective strabismus surgery using standardized tests. Cases were compared to control patients: patients with a surgical indication postponed due to the COVID lockdown. Forty-two operated patients and 42 controls between the ages of 7 and 10 years with horizontal strabismus were included. The average reading speed was 65.8 words per minute pre-operatively compared to 80.6 words per minute post-operatively (p=0.0038). The average drawing score was 71.1 pre-operatively compared to 84.3 post-operatively (p=0.012). The average calculation score was 3.2 pre-operatively compared to 3.4 post-operatively (p=0.363). Improvement given by strabismus surgery was confirmed avoiding the learning effect by comparison with the control group. The improvements observed were more significant in the youngest patients and esotropia. This study highlights that strabismus surgery significantly improved the children's reading fluency and drawing task execution. These encouraging data should be taken into account when considering the indications for strabismus surgery.

Tempo czytania ze zrozumieniem w języku polskim na przykładzie uczniów klas ósmych i maturalnych

Reading constitutes for one of the most important activities, both in work and in education. There are three major components to reading: comprehension, decoding and reading speed. The relationship between comprehension and reading speed is a tradeoff; after reaching a certain peak one has to decrease for the other to increase. The knowledge of how fast an average person reads can be a useful tool in planning any activity that requires the use of text, such as a language course. To date Polish linguistics lacks relevant research on the speed of reading with comprehension. The following paper presents part of the doctoral project that aims to answer the questions “How fast and with what level of understanding do Poles read?” The paper sums up two research studies which examined the reading speed and comprehension in Polish of students in the final year of high school and in grade 8 of Polish primary school. Both groups read a non-specific text of medium-difficulty about Sherlock Holmes and completed a 9-item comprehension test. The high school students on average scored 77% on the comprehension test with an average reading speed of 173 words per minute (wpm). On the same text, primary school students scored 66% and read at 156 wpm.

BOOSTING STUDENTS’ SPEED READING THROUGH THE SCANNING AND SKIMMING METHOD AT SMPN 1 PA’JUKUKANG

The speed reading ability of grade VIII E SMPN 1 Pa'jukukang students was still lacking. One of the reasons for the lack of students' ability to read quickly was due to the application of inappropriate learning techniques. In learning, the teacher only uses the lecture method so that students feel bored in the learning process. Therefore, appropriate learning techniques are needed to overcome these problems. Learning to read quickly with scanning and skimming techniques can be used as a way to improve students' speed reading skills.The results showed that there was an increase in the speed reading ability of class VIII E SMPN 1 Pa'jukukang students after participating in speed reading lessons using scanning and skimming techniques. The improvement achieved is from diagnostic test with very not good, and in cycle 2 it becomes good category. The increase in students' speed reading ability can be seen from the results of the reading speed test in the diagnostic test (DT), first cycle, and second cycle. The result of the effective reading speed in the pre cycle was 99 wpm and in the first cycle the average was 132 wpm or an increase of 32.67% from the DT. Then in cycle II the average effective reading speed of students was 172 wpm or an increase of 30.30% from cycle I. The increase in effective reading speed from DT to cycle II was 73.73%. The results obtained indicate that learning to read quickly using scanning and skimming techniques for class VIII E SMPN 1 Pa'jukukang has been successful. Suggestions that can be given include: (1) It is hoped that teachers can apply various kinds of appropriate learning techniques, especially in learning to read quickly so that students' speed reading abilities can be optimal. (2) Skimming and scanning techniques can be an alternative when learning to read quickly because they can improve, facilitate, and motivate students to read quickly.

The Relationship of Reading Attitude with Reading Speed and Reading Comprehension

Accurate and effective reading depends on several variables such as the continuation of the reading activity at a certain speed, the understanding of what is read at a certain level, and having a positive attitude towards reading. In this study, research was conducted to determine whether there is any relationship between reading attitude and reading speed, and reading comprehension. A total of 400 students from the Turkish and Classroom Teaching departments of two different universities took part in the research carried out according to the relational screening method. After determining the reading speed and comprehension levels of the students, their attitudes towards reading were taken. Obtained data were analyzed using SPSS 21 program. As a result of the research, it has been determined that there is a positive and highly significant relationship between the average reading speed and the average comprehension level, between the average reading speed and the average attitude towards reading, and between the average comprehension level and the average attitude towards reading. The results obtained were discussed together with similar results in the literature.

Multi-center verification of the influence of data ratio of training sets on test results of an AI system for detecting early gastric cancer based on the YOLO-v4 algorithm.

ObjectiveConvolutional Neural Network(CNN) is increasingly being applied in the diagnosis of gastric cancer. However, the impact of proportion of internal data in the training set on test results has not been sufficiently studied. Here, we constructed an artificial intelligence (AI) system called EGC-YOLOV4 using the YOLO-v4 algorithm to explore the optimal ratio of training set with the power to diagnose early gastric cancer.DesignA total of 22,0918 gastroscopic images from Yixing People’s Hospital were collected. 7 training set models were established to identify 4 test sets. Respective sensitivity, specificity, Youden index, accuracy, and corresponding thresholds were tested, and ROC curves were plotted.Results1. The EGC-YOLOV4 system completes all tests at an average reading speed of about 15 ms/sheet; 2. The AUC values in training set 1 model were 0.8325, 0.8307, 0.8706, and 0.8279, in training set 2 model were 0.8674, 0.8635, 0.9056, and 0.9249, in training set 3 model were 0.8544, 0.8881, 0.9072, and 0.9237, in training set 4 model were 0.8271, 0.9020, 0.9102, and 0.9316, in training set 5 model were 0.8249, 0.8484, 0.8796, and 0.8931, in training set 6 model were 0.8235, 0.8539, 0.9002, and 0.9051, in training set 7 model were 0.7581, 0.8082, 0.8803, and 0.8763.ConclusionEGC-YOLOV4 can quickly and accurately identify the early gastric cancer lesions in gastroscopic images, and has good generalization.The proportion of positive and negative samples in the training set will affect the overall diagnostic performance of AI.In this study, the optimal ratio of positive samples to negative samples in the training set is 1:1~ 1:2.

Short-Term Clinical Results of Preferred Retinal Locus Training

Objectives:This study evaluated acoustic biofeedback training using microperimetry in patients with foveal scars and an eligible retinal locus for better fixation.Materials and Methods:A total of 29 eligible patients were enrolled in the study. The acoustic biofeedback training module in the MAIA (Macular Integrity Assessment, CenterVue®, Italy) microperimeter was used for training. To determine the treatment efficacy, the following variables were compared before and after testing: best corrected visual acuity (BCVA); MAIA microperimeter full threshold 4-2 test parameters of average threshold value, fixation parameters P1 and P2, and bivariate contour ellipse area (BCEA) for 63% and 95% of fixation points; contrast sensitivity (CSV 1000E Contrast Sensitivity Test); reading speed using the Minnesota Low-Vision Reading Test (MNREAD reading chart); and quality of life (NEI-VFQ-25). In addition, fixation stability parameters were recorded during each session.Results:The study group consisted of 29 patients with a mean age of 68.72±8.34 years. Median BCVA was initially 0.8 (0.2-1.6) logMAR and was 0.8 (0.1-1.6) logMAR after 8 weeks of preferred retinal locus training (p=0.003). The fixation stability parameter P1 improved from a mean of 21.28±3.08% to 32.69±3.69% (p=0.001) while mean P2 improved from 52.79±4.53% to 68.31±3.89% (p=0.001). Mean BCEA 63% decreased from 16.11±2.27°2 to 13.34±2.26°2 (p=0.127) and mean BCEA 95% decreased from 45.87±6.72°2 to 40.01±6.78°2 (p=0.247) after training. Binocular reading speed was 38.28±6.25 words per minute (wpm) before training and 45.34±7.35 wpm after training (p<0.001). Statistically significant improvement was observed in contrast sensitivity and quality of life questionnaire scores after training.Conclusion:Beginning with the fifth session, biofeedback training for a new trained retinal locus improved average sensitivity, fixation stability, reading speed, contrast sensitivity, and quality of life in patients with macular scarring.

DEVELOPING READING SKILLS IN THE LEARNERS OF SECOND LANGUAGE

William Faulkner, a Nobel prize winner in literature, said, “Read, Read, Read, Read. Read every thing: Trash, classics, good and bad, and see how writers do it.” The average reading speed of an educated adult is approximately fifteen thousand to 18000 words per hour so if you read four hours a day, you are likely to go through 60,000 to 72000 words daily. One can thus imagine how many words one would read in your active life of forty years are so . To get the full benefit from this effort it is essential to comprehend properly what the learner read. Reading is not recognizing the sound that a printed word makes is not imitating the sound that a teacher makes (and linking that sound with 8 symbol). Reading means understanding and comprehending the given passage that would lead to reading and thinking reading and understanding and finally to the goal of clear thinking. Broadly speaking there are various reasons for reading like reading for pleasure, reading for information and instructions, reading to correct errors and reading for writing. According to Edward Fry, there are three reading speeds; study reading speed average reading speed and skimming speed. Study reading speed is generally used to read materials which demands total comprehension and retention of its meaning. The average reading speed is used for every day reading of news paper magazine and Notices etc. skimming is the fastest reading speed and is generally used for getting an overall idea of the material read.

Is Reading Performance Impaired in Glaucoma Patients With Preserved Central Vision?

Although this sample with glaucoma had preserved central vision, they presented worse reading performance compared with similarly aged controls. To determine whether patients with glaucoma with preserved central vision have impaired reading performance compared with healthy controls. A cross-sectional study of 35 patients with glaucoma and 32 similarly aged controls with visual acuity better than 0.4 logMAR in both eyes. Each participant had a detailed ophthalmological examination followed by a 5-chart reading performance test using a Portuguese version of the Minnesota Low Vision Reading Test (MNREAD). Correlation between reading performance (reading speed) and ocular parameters was investigated. Participants had an average age of 63.0±12.6 years. In the glaucoma group, mean deviation in the better and worse eyes was -6.29±6.36 and -11.08±0.23 dB, respectively. There was no significant difference in age, sex, rage, education, visual acuity, or systemic comorbidities between groups. Participants with glaucoma had significantly slower reading speeds, with an average of 83.2±25.12 compared with 102.29±29.57 words per minute in controls (P=0.006). Reading speed was slower for all 5 charts. Odds of glaucoma increased by 1.29 (95% confidence interval, 1.07-1.56; P=0.009) for each 10 words per minute decrease in average reading speed, with this relationship maintained after accounting for age, schooling, and visual acuity. Patients with mild to moderate glaucoma had worse reading performance compared with similarly aged controls, despite both having preserved central vision.

A Study on Information Processing by Human Brain

Background: Information gathering and processing by human brain has always perplexed the scientificworld. Few evidenced it to be in an analog form while a second school of thought showed it to be digital.There were also a third group who believed it was neither analog nor digital but followed a special signalprocessing paradigm[1]. A small attempt has been made in this study to assess the mode of informationgrasping by human brain.Materials and Method: Two hundred and fifty undergraduate students studying first year of MBBS(Bachelor of Medicine and Bachelor of Surgery) at Osmania Medical College, Hyderabad were selected forthe study after taking consent from institutional ethics committee. An article consisting of 110 words writtenin jumbled alphabets was selected for the study. As the average reading speed of human beings is 200 to 250words per minute, the students were instructed to read the article within half a minute and to jot down thewords not understood by them on a white sheet. At the end white sheets of all 250 students were collected.Conclusions:1. The study concludes that on a time scale human brain tries to grasp maximum information in minimumtime possible, i.e. it takes and processes the information in an analog form2. Later if needed only it digitalises the information and learns the details.3. On a temporal framework grasping the information in an analog form gives advantage to the biologicalsystem

Assessing Variability in Reading Performance with the New Greek Standardized Reading Speed Texts (IReST)

This article evaluates the standardized Greek version of the International Reading Speed Texts (IReST) set, which enriches interlanguage comparisons and international clinical studies of reading performance. Moreover, it investigates how specific textual and subject-related characteristics modulate the variability of reading speed across texts and readers. The purpose of this study was to develop a standardized Greek version of the IReST set and investigate how specific textual and subject-related factors modulate the variability of reading speed across texts and readers. The English IReST texts were translated to Greek and matched for length, content, and linguistic difficulty. The Greek IReSTs were presented at a distance of 40 cm and size of 1 M to assess reading speeds of 25 normally sighted native speakers (age range, 18 to 35 years). The participants read the texts aloud while reading time was measured by stopwatch. Reading performance included measurement of reading speed in three units of analysis. Reading efficiency was assessed using a word-level oral reading task. Statistical analysis included evaluation of subject- and text-related variability, as well as correlations between reading speed and specific textual and subject-related factors. The average reading speed between texts was 208 ± 24 words/min, 450 ± 24 syllables/min, and 1049 ± 105 characters/min. Differences between readers accounted for the 76.6%, whereas differences across texts accounted for the 23.4% of the total variability of reading speed. Word length (in syllables per word) and median word frequency showed a statistically significant contribution to the variability of reading speed (r = 0.95 and 0.70, respectively). Reading speed was also statistically correlated with word reading efficiency (r = 0.68). The addition of the Greek version in the IReST language pack is expected to be a valuable tool for clinical practice and research, enriching interlanguage comparisons and international studies of reading performance.

ORTAOKUL ALTINCI SINIF ÖĞRENCİLERİNİN SESLİ OKUMA HIZLARI İLE SESLİ OKUMA PROZODİLERİ ARASINDAKİ İLİŞKİ

The aim of this research is to investigate the relationship between the reading speed and prosodic readings of the sixth grade students in the secondary school. The research is of correlational design of quantitative research methods. The population of the research consists of the sixth grade students in the secondary school in the city center of Yozgat in the academic year 2018-2019. There are a total of 418 students in the sample. In order to determine the reading speed of the sixth grade students in the secondary school, a text from the sixth grade Turkish textbook was read. In addition, prosodic reading scale was used. The average reading speed of the students was determined as x=104.94. In other words, the number of words that the middle school sixth grade students read aloud in one minute is 105. Audition reading scores of the sixth grade students in the secondary school x=2.53; S= .69. In other words, it is understood that the reading aloud processes of the sixth grade students in the middle school are at an intermediate level. A moderate, positive and significant relationship was found between the reading aloud speed of the middle school students and the reading aloud prosody (r=0.433; p<0.01).