One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial…

One of the most important, and most studied, aspects of human perception is the act of reading. Reading has received much attention from researchers, both from a human information processing (HIP) approach and as a common, practical act that needs to be optimized, especially in the realm of human-computer interaction (HCI). One of the text …

Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by the schools. At posttest, treatment children showed significantly greater gains than control…

Investigates the role of phonological recoding in third graders' reading of Greek. Revealed a disturbing effect of articulatory suppression on subjects' reading latencies and text retention. Suggested that subjects' (1) reading of text was partly based on prelexical phonological representation and (2) text retention depended partly on a…

Investigates the effect of two repeated reading procedures on second grade transitional readers' oral reading performance with practiced and unpracticed passages. Found that reading rate, accuracy, comprehension and prosodic reading were significantly improved by repeated reading practice, regardless of training procedure employed. (SKC)

Discusses text displayed on computer screens and examines the effects of three layout variables--justification, line length, and leading--on reading speed and comprehension. Current literature on each variable is reviewed, and implications for the design of computer-based instruction are presented. (Author/LRW)

Four experiments were conducted to determine the effects on decoding mistakes and comprehension of text passages at fastest and slowest reading rates. Subjects included 181 Israeli first graders and 60 American first graders. Subjects reading at their normal maximum speed averaged fewer errors and higher comprehension. (Author/LMO)

A model of reading comprehension focuses on eye fixations, which are related to the level of reading processes--words, clauses, and text units. Longer pauses are associated with greater processing difficulty. This model is illustrated for a group of undergraduate students reading scientific articles from "Newsweek" and "Time" magazines. (GDC)

This article presents conceptual models of relationships between print size and reading speed and preferred viewing distances. These models illustrate how various factors can influence reading behaviors and influence decisions about the optimal angular size of print and resolution reserve. (Contains references.) (Author/CR)

Evaluates the effectiveness of the Sack-Yourman Developmental Speed Reading Course software program designed to increase reading rate and comprehension. Finds the software program effective in allowing students to quickly move from "chore" operations and didactic sections to "real" reading. Offers specific recommendations for…

Describes study that was conducted to determine the effects of two electronic text variables used in desktop publishing on undergraduate students' reading speed and comprehension. Research on text variables, graphic design, instructional text design, and computer screen design is discussed, and further studies are suggested. (22 references) (LRW)

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…

Four experiments with 23 second graders in Haifa (Israel) tested the hypothesis that comprehension gains in fast-paced reading are attributable primarily to changes in short-term memory (STM) functioning. Results confirm the hypothesis, providing support for a causal role of STM functioning in text processing. (SLD)

Reliability and validity of a new measure of cognitive speed, the Speed of Thinking Test (SST), were investigated with 129 college students, who also completed a vocabulary test, a test of reading speed, and a test of reading comprehension. The SST appears to be a reliable and valid measure. (SLD)

Sixth-grade students (n=22) with learning disabilities were administered a curriculum-based reading measurement over 18 weeks and attitudinal and self-perception measures as pretests and posttests. Students' self-perceptions of reading competence improved. Attitudes toward oral reading, while not improving, were positively related to fluency.…