Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

The effect of self-imposed and externally-imposed scheduling on oral reading rate was examined in eight reading delayed students (9 to 12 years old). (SBH)

Among findings from analysis of several research projects involving a total of 20 dyslexic college students are typical student characteristics of slow reading rate, error-prone oral reading, poor written spelling, and grammatically incorrect writing; origin in poor mastery of grapheme-phoneme relationships; and adequacy of oral language skills.…

Presents four experiments comparing the perceptual span in second-, fourth-, and sixth-grade readers and skilled adult readers. Suggests that the size of perceptual span is variable and influenced by text difficulty. Concludes that the size of perceptual span does not cause slow reading rates in beginning readers. (Author/DR)

Using eight intermediate grade remedial reading students as subjects, a study was conducted to (1) validate the method of repeated readings to determine if improvements in fluency could be achieved, (2) identify aspects of reading and fluency that change with repeated practice, and (3) determine if improvements in any of these areas had any…

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

This document describes a study undertaken by Florida community colleges to analyze student reading rates, which currently vary by ethnicity. To assess this concept, median scores for students who failed the College Placement Test (CPT) were compared between different ethic backgrounds across all Florida community colleges. All areas of the CPT…

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)

Emphasizes the necessity of teaching disadvantaged students to organize and classify material and to attend to detail. It presents methods of alerting students to these things and to constructions found in literary language. Intelligent, creative reading, not speed, is the ultimate goal. Bibliography. (RW)