Reviews research indicating that, on the average, students read narrative prose faster and comprehend it better than expository prose. (AEA)

Cites the factors that influence reading rates and comprehension scores on timed speed reading tests, concluding that the reading speed achieved for any particular test or timed reading is the speed for that situation only. (RB)

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Teaching skimming techniques in a college compensatory reading course helped students gain in both speed and comprehension skills. (MKM)

Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Reviews materials on speed reading located in the ERIC data base. (MKM)

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

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

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…

Examines the evidence that supports using the technique of repeated readings to increase the reading fluency of students with reading difficulties. (HOD)

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)

Describes a college reading rate improvement course in which students review reading research regarding the variables involved in reading and explicitly analyze their own reading behavior. Argues that students aware of their own reading behavior can better plan their reading assignments. (RS)