Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern…

Existing research shows that identical cognates are read more quickly than noncognates. However, most studies focused on words presented in isolation or embedded in sentences. To address this gap, our exploratory eye-tracking study is the first to investigate the processing of cognates and noncognates in English subtitles. First, we tested whether…

The aims of this study were to analyze the relationship between dyslexia and eye movements and to assess whether this method can be added to the workup of dyslexic patients. The sample was comprised of 11 children with a diagnosis of dyslexia and 11 normal between 8 and 13 years of age. All subjects underwent orthoptic evaluation, ophthalmological…

Eye fixation is a frequent problem that faces foreign language learners and hinders the flow of their reading comprehension. Although students are usually advised to read fast/skim to overcome this problem, eye fixation persists. The present study investigates the effect of using a paper-based program as compared to a computer-based software in…

AN EXPLORATION OF COMPREHENSION AND RAPID READING IS PRESENTED. THE QUALITY OF READING IS DISCUSSED FROM THE STANDPOINT OF EFFICIENCY AND EFFECTIVENESS. RESEARCH FINDINGS WHICH INDICATE THE LOW COMPREHENSION RESULTING FROM "DYNAMIC" READING, THAT IS, READING DOWN THE CENTER OF THE PAGE WITH NO LEFT-TO-RIGHT EYE MOVEMENTS, ARE CITED.…

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

Content and critical analyses of 40 speed reading books were undertaken to determine to what extent discussion and teaching reflected current research. Particular attention was given to the information provided on eye movements, span of recognition, and the upper rates of speed attainable through practice. Content analysis revealed the following:…

Discusses the origins of the interest in faster reading, oculomotor activity in reading in relation to eye movement and eye span, misapplication of eye movement data in courses designed to promote faster reading, and objections to some of the more common mechanical devices used in faster reading courses. (GT)

A total of 118 students were enrolled in the Multi-Language Rapid Reading Program, and by the end of 9 weeks they were able to read intermediate French and Spanish with rates up to 35,000 words per minute (w.p.m.) in Spanish and 25,000 w.p.m. in French. No student scored less than 750 w.p.m. in either language, with 65 percent the lowest…

The relationship between learning style (impulsivity-constriction and stability-anxiety), reading scores, and scanning performance was investigated. Twenty high school students enrolled in a precollege reading and study skills program participated in an 80-trial (10-session) scanning experiment. The task involved searching for a target sentence…

Intended for advanced undergraduates and beginning graduate students, this book summarizes and puts into a coherent framework the research on reading processes conducted by cognitive psychologists since the early 1970s. The book focuses on the process of reading: how information is extracted from the printed page and comprehended. Part 1 provides…