Increased Reading Speed Research Articles

Direct and indirect measures of frequency monitoring in young and elderly adults

Abstract Memory for frequency of occurrence of novel material (Turkish words) was investigated in young and elderly adults via direct (absolute and relative frequency judgments) and indirect (reading speed) measures. Both young and elderly adults showed increased reading speed as a function of frequency of occurrence (Experiment 1). However, when asked explicitly to identify how often a word occurred (Experiment 1) or which word occurred more often (Experiment 2), elderly subjects were less accurate than young adults. These results support and extend research on age-related dissociations in memory.

Increased Reading Speed for Words and Pronounceable Non-Words: Evidence of Preserved Priming in Amnesics

Twelve amnesics with various aetiologies were compares with 12 matched control subjects on a task which examined the increase in reading speed for lists of words and pronounceable non-words that were shown several times and read twice during a training phase. After a four minute delay the reading speed for the primed lists was compared with that for an equal number of unprimed lists. No non-specific practice effects were observed. The amnesics showed an equal proportional increase in reading speed for primed words list to that of their controls, and, if anything, a slightly greater reading speed increase for non-words. These effects were found even when an amnesic subgroup, selected because its baseline reading speed was closely matched to that of the controls, was used for the comparison. The patients' preserved priming for the novel information found in the non-word list reading task occurred in conjunction with very impaired free recall for the contents of the lists. The effects occurred in patients of all aetiologies used in the study and confirm and extend the findings of Moscovitch, Winocur and McLachlan (1986).

Multiple oral rereading technique in rehabilitation of pure alexia

Abstract Three pure alexic patients were given reading practice with the multiple oral re-reading (MOR) technique (Moyer 1979). All patients read single words relatively fast, but differed from each other in the reading speed of texts. In addition, two of the patients (HT and TT) had no significant memory or visuospatial deficit whereas one patient (PA) exhibited severe memory and visuospatial problems. The results showed in HT and TT a notable increase in reading speed of texts after therapy when compared to baseline measures. In relationship to text reading, single word reading became significantly faster only in patient HT. Patient PA did not benefit from MOR. The difference in the recovery of word reading versus text reading suggests that MOR does not primarily affect the functioning of the damaged word-form system. Instead, the increase in reading speed may be attributed to top-down processes, which facilitate the recognition of words in a sentence frame. Furthermore, it is suggested that this kind o...

From Dick and Jane to Tron?

Abstract The amount and difficulty of the print on video‐game screens is described. Educational implications of children's exposure to video games are discussed. These implications include the possibility of using video games to increase reading speed and to improve skimming and scanning skills of good but slow readers. Problems with habitual use of video games include exposure to writing models which do not use complete sentences and which lack punctuation.

Shorter notice

Ahuja, G. C. and P. (1979) How to Increase Reading Speed.

Reviews

Liebert, Burt and Liebert, Marjorie, (1979) A Schoolwide Stcondary Reading Program: Here's How.Holbrook, David (1980) English for MeaningAhuja, G. C. and P. (1979) How to Increase Reading Speed

Reading, looking and learning

The survey of aspects of reading research discusses reading styles, 'readability', and the influence of presentation on reading and comprehension. Consideration of these leads to the fundamental problems of how the mind and eye interact in visual processing of text. Some research on the psychology or reading is reviewed, and certain psycholinguistic models of the reading process are discussed. Text structure and content appears to influence comprehension and learning, and rele vant research on this, and the interaction of the reader with the text, is outlined. Reading strategies are discussed, and the possibilities of altering reading behaviour by increasing read ing speed or improving learning patterns are reviewed. Possible implications for information science of reading research are mentioned.

Self-Reward and External Reward: Methodological Considerations and Contingency Instructions

In light of inconsistent procedures and results found in past studies comparing self-reward and external reward, the present study examined the dimensions of self-reward as a self-controlling response and the role of contingency instructions in external reward. Four groups of 10 subjects each who had indicated interest in increasing their reading speed repeatedly practiced a 1-min. speed reading exercise. Subjects in the self-reward group engaged in low probability behaviors which involved persistence and goal-oriented behaviors; and the reward used freely available stimuli which were self-selected, self-managed, and self-administered. The externally rewarded and contingency-informed group increased reading speed more than all other treatments. The self-rewarded group was marginally greater than an externally rewarded and contingency uninformed group and a performance feedback control group. No difference was found between the control group and the externally rewarded and contingency-uninformed group.

Eye Movement Patterns and Reading Performance in Poor Readers

Eye movement patterns and reading performance were evaluated in 38 4th and 5th grade male students who were at least 1 year behind in their reading levels. Half of the subjects (Group I) demonstrated a need for convex lenses at near by a book retinoscopy criterion. The remaining subjects (Group II) showed no need for convex lenses at near by the same criterion. The subject's eye movements during reading were recorded by a commercial device called Eye-Trac. These recordings were made with 2 lens applications, plano and +0.50 D, respectively. The number of fixations, regressions, rate of reading, and relative efficiency for each condition (plano and +0.50 D) were calculated. In Group I, 3 of 5 measures showed significant improvement with plus lenses. These subjects showed fewer regressions, increased reading speed, and higher relative efficiency with plus than without. In Group II, 3 of 5 measures showed decrement with plus lenses, while 1 (comprehension) showed improvement. These subjects showed more fixations and regressions and lower relative efficiency with plus than without. It is therefore concluded that convex lenses of low power can have considerable immediate effect on children's reading skills, sometimes helpful and sometimes detrimental, and that proper pretesting with both retinoscopy will aid in the prediction of this effect.

Increasing Reading Speed in English or in the National Language?

Increasing Reading Speed in English or in the National Language?

The effect of pronunciation practice on anagram difficulty

A comparison was made of the solution difficulty of anagrams differing in pronounceability but having the same solutions, either with or without prior pronunciation practice with the anagrams. Anagrams rated easier to pronounce had faster pronunciation speeds and lower solution probabilities. Pronunciation practice increased reading speed and reduced solution probability. It was suggested that pronounceability reflects Ss’ tendencies to deal with an anagram as a unit rather than as a sequence of letters, and the results were related to comparisons of word and nonsense anagrams.

Toward an increase in reading efficiency utilizing specific suggestions: A preliminary approach

Abstract This paper reports an experiment in which reading speed was significantly increased and comprehension maintained by a traditional hypnotic induction followed by specific suggestions. 24 Ss were selected from an undergraduate class on the basis of performance on a modified Weitzenhoffer Abbreviated Group Hypnosis Scale. 5s were assigned to 2 main groups in terms of a counterbalanced design. Suggestions to eliminate specific reading problems, to increase reading speed, and to maintain or increase comprehension were given after a traditional induction procedure. The use of this research design in subsequent research on hypnosis and learning is discussed.

A Critique of Reading Improvement Training

Training adults to read more effectively has become a successful business, as measured by participation in training programs. Advertising emphasis on increasing reading speed by three or four times while comprehending as much or even more has a great appeal to a large adult population. Investigation into the field of reading improvement discloses that there may well be a significant discrepancy between advertised claims of improvement and actual results attained. Reading is a complex skill not easily changed; tests used to measure change are often inadequate and misleading; and payoff in job performance is simply not known regardless of claims. More attention should be given to the kind of training required to produce significant results.

A comparison of two methods for increasing reading speed with the reading accelerator

increase each time, provided satisfactory comprehension is maintained. Manual states categorically that The Reading Accelerator rate should never be increased by more than 50 words per minute for each successive session in the range of speeds from 100 to 700 words per minute. This study was designed to compare two methods of using the reading accelerator to determine whether it is preferable to instruct students to increase their practice speed regularly by large or small increments during a series of practice sessions. It was hypothesized that students using the accelerator for a series of eight practice sessions would read significantly faster, without loss of comprehension , than a control group who did not receive accelerator practice. Further, it was hypothesized that subjects who increased their accelerator setting by large amounts for each practice session would read significantly faster at the end of the program than students whose accelerator settings were increased by smaller amounts. Sample: subjects used in this study were 12 University of Maryland undergraduate students ranging in age from 17 to 21. They were selected from a group of students who volunteered to participate in a reading experiment, were not enrolled in any formal reading improvement program, and had pretest reading rates of 300 wpm or lower with at least 70r/r comprehension. twelve subjects were assigned to one of three groups: Control Group, Experimental Group I (Large Increment Group) or Experimental Group II (Small Increment Group). Each group was comprised of two male and two female students. Table I shows the range of scholastic ability scores and college experience for each of the three groups.

An Investigation into Comparable Results Obtained from Two Methods of Increasing Reading Speed among Adults

An Investigation into Comparable Results Obtained from Two Methods of Increasing Reading Speed among Adults