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

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)

Effects of typographical cues on text memory were investigated in 2 experiments involving 204 college students. Findings demonstrated that effects of typographical cues on memory were mediated by effects on attention during reading. Typographical cues appeared to increase attention only to the signaled content, resulting in better memory. (SLD)

Investigates effects of length of passage, type of test expected, and subject matter on three outcome variables: retention of information, reading speed, and highlighting patterns. Finds reading speed and highlighting substantially affected by passage length. Provides evidence that much of the previous reading comprehension research may not permit…

Examines the components of text that predict reading times and recall in skilled and less skilled college readers. Finds that sensitivity to the structure of the text was not a source of reading-ability differences in reading times and recall. Suggests that reading-ability differences result from word-decoding factors and the efficiency of…

Compares subgroups of Finnish dyslexic adults displaying, relative to each other, a distinctive combination of accuracy and speed of oral text reading in phonological and orthographic processing, verbal short-term memory and reading habits. Indicates that advanced orthographic processing skills might help a number of the dyslexic readers to…

This research investigates whether the Computer-Based Academic Assessment System (CAAS), a battery of tests examining speed and accuracy at performing component reading skills, would be useful for identifying reading disability in college students. One important question was whether CAAS could distinguish reading disability from non-disability or…

Noting that the use of all-capital print on microcomputer screens eliminates the configuration clues (ascending and descending letters that create the physical shape of the word) that help a reader recognize a word and read more quickly, a study was conducted to examine the effect of all-capital print versus standard mixed print on reading speed…

A study was devised to determine whether internal reading flexibility would be manifested by individual proficient readers, operating in the "rauding" mode (typical reading manner), and observed in a natural setting reading passages from textbook materials. Reading times were examined using both number of standard words and number of…

In order to analyze the reading and comprehension of college students using a computer video terminal (CRT), a computer program was designed to present text material, time the performance, and compute the rate of reading for each of 118 subjects. Specifically, the program sought to determine if reading and comprehension are affected by the CRT…

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

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…

A study investigated whether sustained silent reading encourages college students to increase their reading rate. Subjects were 76 education majors or students otherwise interested in teaching who were enrolled in an undergraduate course in teaching reading/language arts in a university in the southeastern United States. Subjects recorded their…

Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM)

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