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)

Reviews 11 studies originally analyzed by Bergquist to support the contention that children can be trained to increase their reading rates without any loss of comprehension along with more recent work. Concludes that rapid reading results in a decrease in the accuracy of comprehension. (FL)

Finds no support for a widely-held theory relating redundancy to reading rate and eye movements. (Author/RB)

Describes "rauding" (a combination of "reading" and "auding") as representative one of five basic reading processes that involves the comprehension of complete thoughts in sentences of textual material (the central process for understanding written or spoken language), requiring a certain minimal amount of time, and…

In addition to using chunked items, the Carver-Darby Chunked Reading Test differs from the traditional reading test in the way it was developed and the manner in which the test scores are interpreted. The criterion for developing and revising test items was based on the inability of the readers to answer test items correctly before reading the…

In a series of three experiments involving 104 individuals, the effect of chunking sentences (the spatial separation of sentences into small groups of meaningfully related words) upon the reading rate and comprehension of mature readers was investigated. Passages and questions from a standardized reading test were displayed via an…

Concludes that individuals can read unfamiliar but relatively easy material at high rates with high accuracy of comprehension, but they do not provide strong support for rauding theory. (FL)

Investigates the reading rate and comprehension of a total of 16 individuals who represented four superior reading groups: speed readers, professionals, college students, and people who scored exceptionally high on tests. (HOD)

Investigates factors measured by several tests of reading comprehension. Four different factor analyses consistently resulted in Efficiency Level factor when there was one factor; when there were two factors, one was interpreted as Accuracy Level and the other as Rate Level factor. Finds that the most important factor involved is Efficiency Level,…

This is the final report on a research project that measured the effect of reading rate on accuracy and the efficiency of reading comprehension. At the outset of the project, existing research data were integrated into a comprehensive account called a "rauding theory," which interrelates reading ability, passage difficulty, reading time,…

Merges the Simple View of reading with rauding theory by advancing a revision, called Simple View II. Presents empirical evidence that, when the Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in…