Reports data that indicate there is an optimal rate of reading and listening to prose and that support interrelationships among accuracy, rate, and efficiency of comprehension. (AEA)

This study addressed whether students could change their reading rate when presented with two clearly explicated purposes for reading. Results indicated that students could adapt their reading rate to fit different purposes but that passage difficulty affected the degree of flexibility. (Author/GK)

Reading speed and acceptance rates were obtained as a function of type size, type style, line width and line spacing in two experiments with older adults. Significant differences were found for different styles, as well as sizes of type. Significant interactions were also found for line width and spacing. (Author/SJL)

Three experiments compared 14 intellectually gifted, 14 musical, and 14 control Ss (8 to 12 years old) on picture and word classification tasks. Experiments focused on judgments about picture and word pairs, speed of motor response in simple reaction times, and perceptual speed in stimulus identification. (SBH)

Techniques of presenting television news to the deaf and hearing impaired via text reading are discussed. As an aid to individual reading rates, the text is presented with a projected bar that indicates reading pace. (RAO)

An extension of the model for measuring reading speed proposed by G. Rasch (1960) is presented. In this approach, subject parameters are treated as random variables having a common gamma distribution. From this marginal, maximum-likelihood estimators are derived for test difficulties and the parameters of latent subject distribution. (SLD)

Forty-two below-average readers (ages 7 to 10 years) were given single-word training, phrase training, or no training. Trained children in either condition learned to decode target words quickly and accurately using flashcards, and had better comprehension than untrained children. (SLD)

Examines the effects of adding a repeated reading intervention in the context of the "Corrective Reading Decoding Strategies B2" program on the oral reading fluency of three alternative middle school students for practiced and nonpracticed passages. Concludes that the repeated reading had positive effects for practiced passages but not…

Effects of typographical cues on text memory were investigated in 2 experiments involving 204 college students. Findings demonstrated that effects of typographical cues on memory were mediated by effects on attention during reading. Typographical cues appeared to increase attention only to the signaled content, resulting in better memory. (SLD)

Provides a definition of the "e-cancelling" method, in which students are instructed to underline all e's. Students then can infer which would be sounded in speech. States that this method does not work well in French and that different vowels are used as targets. Concludes that reference to the sound of text does not inhibit…

Investigates effects of length of passage, type of test expected, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. Finds reading speed and highlighting substantially affected by passage length. Provides evidence that much of the previous reading comprehension research may not permit…

Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension.…

Examines the components of text that predict reading times and recall in skilled and less skilled college readers. Finds that sensitivity to the structure of the text was not a source of reading-ability differences in reading times and recall. Suggests that reading-ability differences result from word-decoding factors and the efficiency of…

Finds (1) significant increase in reading rate and comprehension as the number of repeated reading increased; (2) students trained to segment sentences read faster and scored higher in comprehension than students given intonation training but not to a statistically significant degree; and (3) no interaction between repeated readings and…

Compares subgroups of Finnish dyslexic adults displaying, relative to each other, a distinctive combination of accuracy and speed of oral text reading in phonological and orthographic processing, verbal short-term memory and reading habits. Indicates that advanced orthographic processing skills might help a number of the dyslexic readers to…