This is a longitudinal case study of a child who taught herself to read before she went to school. This case study is drawn from a wider study of a group of precocious readers, all of whom had received no explicit instruction, but who had had positive literacy experiences in their homes. The subject of this study was able to read fluently at the…

This study investigated the effects of changes in luminance on the oral reading speeds of 13 participants with age-related macular degeneration (AMD) and a control group of six age-matched persons with typical vision. For the AMD participants, self-reports of light preferences were also recorded. In the AMD group, reading rates depended on light…

An eye-movement reading experiment investigated whether the ease with which pronouns are processed is affected by the lexical frequency of their antecedent. Reading times following pronouns with infrequent antecedents were faster than following pronouns with frequent antecedents. We argue that this is consistent with a saliency account, according…

This mixed method research study explored the role of metacognitive awareness in reading among adult English as a Second Language (ESL) students of various academic levels enrolled in a university in the southeastern part of the United States of America while engaged in academic reading. In addition, this study examined metacognitive reading…

The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and…

This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Quantitative analyses of note production, average note size, note opening and note reading percentages found a significant positive correlation between class size and mean number of notes…

For most people, it is easy to learn to read faster. A reading rate is often just a matter of habit. To change some habits, try these tips: (1) pay attention when reading and read as if it really matters; (2) do not talk either silently or aloud while reading; (3) read in thought groups or phrases of 3-4 words, especially in complete clauses and…

Cites the factors that influence reading rates and comprehension scores on timed speed reading tests, concluding that the reading speed achieved for any particular test or timed reading is the speed for that situation only. (RB)

Part of a series intended to develop essential specialized reading skills, this text/workbook is designed to provide instruction and practice in skimming and scanning for students reading at the seventh through tenth grade reading levels, considered the advanced level. Part 1 of the book deals with skimming. A lesson defines skimming (the rapid…

Replicates the McConkie and Rayner study (1974) in which the strategies of college students were manipulated through the use of payoff conditions. (RB)

A study involving 238 fourth grade pupils was conducted to determine whether a relationship exists between the use of instruction with masked materials and pupils' word recognition and comprehension. The pupils were placed into either an experimental or a control group. Each group was administered a pretest to measure reading rate, to insure that…

CONFLICTING VIEWS CONCERNING READING RATE ARE PRESENTED. THE CLAIMS MADE BY PROPONENTS OF DIFFERENT METHODS OR PROGRAMS AND THE USE OF MECHANICAL DEVICES TO INCREASE READING RATE ARE MAJOR ISSUES. CLAIMS ARE MADE THAT MOST EXPERIMENTAL STUDIES ARE MERELY DESCRIPTIVE STUDIES, AND THAT OTHERS LACK PILOT STUDIES AND ADEQUATE CONTROL GROUPS. RELATED…

A brief review of reading research studies is presented, and the need for unifying reading theories is discussed. It is noted that speed training, comprehension skills, and vocabulary development compose the main areas of reading research and that most of the studies are taxonomic and do not give accurate explanations or allow for predictions and…

First and second graders were taught to recognize a set of written words either more accurately or more rapidly. Both before and after word training, they named pictures printed with and without these words as distractors. Of interest was whether training would enhance or diminish the interference created by these words in the picture naming task.…

Describes four teaching techniques which help poor readers experience decoding automatically. (MKM)