Presents three studies where children in mainstream schools compared text on white paper with identical text covered in turn by each of 10 differently-colored plastic overlays. Shows consistency with regard to the proportion of children in mainstream education who report beneficial perceptual effects with colored overlays and who demonstrate…

The effects of assisted reading (in which students listen to the passage and then read it along with the teacher prior to reading the material independently) on three elementary students with learning disabilities were evaluated using a multiple baseline design. Assisted reading resulted in more words read correctly, fewer words read incorrectly,…

A study of two forms of the Auditory Reading Test with 53 elderly participants with normal or low vision and hearing found mild-to-moderate hearing loss did not reduce auditory reading rates as much as expected. Participants with low vision read as quickly using computers and natural speech as sighted participants. (Contains references.)…

Addresses the relationship between four eye movement parameters and reading speed of 20 twelve-year-old children during silent and oral reading. Predicts reading speed by the following variables: recognition span, average fixation duration, and number of regressive saccades. Indicates that in terms of reading speed, significant interrelationships…

This study examined effects of text genre and repeated reading on written language comprehension in younger (mean age 21) and older (mean age 72) healthy adults. Although reading time was significantly faster for younger adults, there were appreciable influences of text genre and repeated reading on measures of text processing and comprehension in…

Investigates whether asynchrony of speed of processing between visual-orthographic and auditory-phonological modalities can account for word recognition deficits among dyslexic readers. Indicates that dyslexic readers were slower than control readers in most of the experimental tasks. Proposes a theory suggesting that asynchrony between the…

Examines the temporal processing deficit hypothesis. Administers a comprehensive battery to reading disabled adults and elementary students (reading-level controls). Finds that the timing tasks shared little variance with phonological sensitivity and contribute little unique variance to word reading. Provides evidence for the involvement of naming…

Acknowledges that symbol naming speed is an important correlate of reading skill. Proposes an informal model and reviews evidence for several of its links. Concludes that use of such a model may focus research questions more finely and lead to a more precise conceptualization of the basis for naming speed-reading relationships. (SG)

Discusses classroom activities that increase reading speed. The activities are designed to increase second language learners' reading rates to a satisfactory level, so students are successful in academic reading tasks. (Author/VWL)

Presents finding of two studies designed to test the theory that limitations in working memory pose a lower limit to reading rate for effective prose recall. Tests college students, young adults and older adults, finding no evidence to support the theory. (NH)

The repeated-reading strategy and optical character recognition were paired to demonstrate a functional relationship between the combined strategies and two factors: the reading rates of students with visual impairments and the students' self-perceptions, or attitudes, toward reading. The results indicated that all five students increased their…

This study of the reading of text found that despite their lower reading speed on a reading-comprehension task, the children with low vision comprehended texts at least as well as did the sighted children. Children with low vision need more time to read and comprehend a text, but they seem to use this time with enough efficiency to process the…

The Nelson Denny Reading Test (Brown, Fishco & Hanna, 1993) provides measures of comprehension, reading rate and vocabulary. It is widely used in research studies with high school and undergraduate students and for assessment purposes in the USA. No widely used test of this kind exists for adults in the UK. The present paper reports data from 197…

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages…

The morpho-syllabic Japanese writing system consists of the phonetic scripts of hiragana and katakana, the logographic kanji derived from Chinese characters and the less well researched romaji based on the Roman alphabet. In four experiments we investigated the speed with which Japanese college students read, named, and transcribed romaji as…