Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Reading rates and comprehension measures that probed recognition of various levels of text structure were collected for passages read orally and silently by 16 college students. Results showed that memory traces of text microstructure created in oral reading were accessed faster during memory-based comprehension tasks than traces established by…

A study investigated whether sustained silent reading encourages college students to increase their reading rate. Subjects were 76 education majors or students otherwise interested in teaching who were enrolled in an undergraduate course in teaching reading/language arts in a university in the southeastern United States. Subjects recorded their…

Questions the usefulness of oral reading for adequately evaluating the progress of a learner, providing valuable practice in reading, or entertaining others. (TO)

In one of several 2-week workshops, 35 blind and visually handicapped persons increased their braille reading speed from an average of 138 words per minute (wpm) to 710 wpm. (Author)

Argues that only quantity reading, not "comprehension skills," prepares one to understand the content of a given paragraph. (RD)

Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)

Describes a study to determine the relationship between the method of presentation of data in a report and reader retention, reader reaction, and reading time. Tables were effective in increasing reader retention and decreasing reading time. (JOW)

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Principles of self-management were incorporated into a reading improvement program administered to study skills students. Results indicated that the performance-contingent strategy facilitated improvement. Results indicate that persistent practice is a salient factor in reading improvement. The importance of the self-reinforcement strategy used in…

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)