Results of a study of the reading rate of 435 students varying from grade four through college support the theory that individuals typically read at a constant rate rather than adjusting their rate to the difficulty level of the material. (AEA)

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)

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…

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)

Describes an experiment that explored the relationships between text structure, prior knowledge, and reader's purpose on the processing of text and memory for text information. Results demonstrated that the strategies used to read text are flexible. (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,…