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

Describes a study that compared the reading efficiency at three different reading rates of five rapid readers and two control groups. Reports that the rapid readers demonstrated superiority in rate and comprehension in free recall situations. (FL)

Suggests that shortening the time required for administering a reading test might provide more useful screening, diagnostic and predictive information for students of diverse abilities. Bibliography. (MD)