The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates

2009 ◽  
Vol 46 (10) ◽  
pp. 1036-1047 ◽  
Author(s):  
Christopher H. Skinner ◽  
Jacqueline L. Williams ◽  
Jennifer Ann Morrow ◽  
Andre D. Hale ◽  
Christine E. Neddenriep ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Speed ◽  
Comprehension Rate

scholarly journals Using Eye-Tracking Measures to Predict Reading Comprehension

2021 ◽  
Author(s):  
Diane Caroline Meziere ◽  
Lili Yu ◽  
Erik Reichle ◽  
Titus von der Malsburg ◽  
Genevieve McArthur
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Cognitive Skills ◽  
Common Good ◽  
Sentence Comprehension ◽  
Reading Speed ◽  
Task Demands ◽  
Wide Range ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Research on reading comprehension assessments suggests that they measure overlapping but not identical cognitive skills. In this paper, we examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely-used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment for Reading Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT-5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT-4), participants were given sentences with a missing word to read silently, and had to provide the missing word (i.e., a cloze task). Results from linear models predicting comprehension scores from eye-tracking measures yielded different patterns of results between the three tests. Models with eye-tracking measures always explained significantly more variance compared to baseline models with only reading speed, with R-squared 4 times higher for the YARC, 3 times for the GORT, and 1.3 times for the WRAT. Importantly, despite some similarities between the tests, no common good predictor of comprehension could be identified across the tests. Overall, the results suggest that reading comprehension tests do not measure the same cognitive skills to the same extent, and that participants adapted their reading strategies to the tests’ varying task demands. Finally, this study suggests that eye-tracking may provide a useful alternative for measuring reading comprehension.

Identifying predictors of reading speed and reading comprehension in Bosnian

2020 ◽  
pp. 1-10
Author(s):  
Haris Memisevic ◽  
Admira Dedic ◽  
Inga Biscevic ◽  
Selmir Hadzic ◽  
Arnela Pasalic ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Speed

scholarly journals Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

2018 ◽  
Vol 27 (1S) ◽  
pp. 423-437 ◽  
Author(s):  
Janet Webster ◽  
Julie Morris ◽  
David Howard ◽  
Maria Garraffa
Keyword(s):  
Reading Comprehension ◽  
Reading Time ◽  
Matched Control ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Propositional Content ◽  
Reading Impairment ◽  
Main Ideas ◽  
Comprehension Accuracy

Purpose The current study investigated the effect of text variables including length, readability, propositional content, and type of information on the reading comprehension of people with aphasia. Method The performance of 75 people with aphasia was compared with 87 healthy, age-matched control participants. Reading comprehension was considered in terms of both accuracy in responding to questions tapping comprehension and reading time. Participants with aphasia (PWA) were divided into 2 groups (no reading impairment [PWA:NRI] and reading impairment [PWA:RI]) depending on whether their performance fell within the 5th percentile of control participants. Results As groups, both PWA:NRI and PWA:RI differed significantly from control participants in terms of reading time and comprehension accuracy. PWA:NRI and PWA:RI differed from each other in terms of accuracy but not reading time. There was no significant effect of readability or propositional density on comprehension accuracy or reading time for any of the groups. There was a significant effect of length on reading time but not on comprehension accuracy. All groups found main ideas easier than details, stated information easier than inferred, and had particular difficulty with questions that required integration of information across paragraphs (gist). Conclusions Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

Further Experiments in Language Translation

1972 ◽  
Vol 15 ◽  
pp. 1-29 ◽  
Author(s):  
H. Wallace Sinaiko ◽  
George R. Klare
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Air Force ◽  
Computational Linguistics ◽  
Reading Speed ◽  
Language Translation ◽  
Student Pilots ◽  
Cloze Procedure ◽  
Computer Based ◽  
Comprehension Tests

Abstract Application of computational linguistics, i.e., language translation by computer, has been proposed as a means of producing readable translations of technical English-to-Vietnamese. This report is about an experimental study of the readability of translations that could be used for training or equipment maintenance. The experiments involved assessing the readability of Vietnamese that had been translated from English by three methods: (1) expert human translators, (2) un-edited translation by computer, and (3) edited computer translation. English was a control condition. Readers included two groups of student pilots : 168 in the Vietnamese Air Force (VNAF) and 88 in the USAF. Material that was translated consisted of three 500-word passages sampled from a standard Air Force text, Instrument Flying. Readability was measured by : (1) reading comprehension tests, (2) cloze procedure, and (3) clarity ratings. Time to complete each of these tasks was also measured. Major conclusions of the study are : (1) expert human translators produce more readable translations of technical English-to-Vietnamese than is done by computer; (2) Vietnamese readers, trained in English, show the highest comprehension when dealing with that language; (3) comprehension loss becomes relatively greater, as more and more difficult material is read, for computer-based translations than for human translations; (4) method of translation does not affect reading speed.

Reading Speed and Reading Comprehension in Age-related Macular Degeneration

2018 ◽  
Vol 186 ◽  
pp. 138-143 ◽  
Author(s):  
Varshini Varadaraj ◽  
Stephen Lesche ◽  
Pradeep Y. Ramulu ◽  
Bonnielin K. Swenor
Keyword(s):  
Reading Comprehension ◽  
Macular Degeneration ◽  
Reading Speed ◽  
Age Related Macular Degeneration ◽  
Age Related

Peripheral Vision Training in Reading Speed and Comprehension

1975 ◽  
Vol 41 (3) ◽  
pp. 761-762 ◽  
Author(s):  
A. Louise Sailor ◽  
Steve E. Ball
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Peripheral Vision ◽  
Reading Speed ◽  
Trained Group ◽  
Speed Reading ◽  
Group Reading ◽  
Experimental Group

Of two groups of 8 college students receiving 15.75 hr. of speed reading training, an experimental group was given an additional 2.25 hr. of peripheral vision training. Peripheral vision increased for both groups, but reading speed improved only in the trained group. Reading comprehension scores were not affected.

scholarly journals A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Inna Naili Izzatul Laila Izzatul Laila
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Text Comprehension ◽  
Reading Speed ◽  
Sampling Technique ◽  
Reading Skill ◽  
Speed Reading ◽  
Second Year ◽  
Level Of Significance ◽  
Academic Year

This study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading. 

scholarly journals Aplicación de un programa para mejorar la velocidad y comprensión de lectura en estudiantes universitarios

2017 ◽  
pp. 49-59
Author(s):  
Miguel Barboza-Palomino ◽  
José Luis Ventura-León
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
College Freshmen ◽  
Reading Speed ◽  
Total Sample ◽  
Reading Program ◽  
Quasi Experimental ◽  
Practical Effect ◽  
Moderate Effect ◽  
Estudiantes Universitarios

The effect of a program to improve reading speed and comprehension was assessed in students from a private peruvian university, for which a quasi-experimental design of longitudinal pretest-postest type was developed and using a protocol based on a methodology of reading program fast, study and memory, was selected for a total sample of 1181 college freshmen from Universidad Privada del Norte (UPN) who were studying on the 2014-II academic semester. Results show a statistically significant increase on reading speed, but not in reading comprehension; furthermore, the practical effect of the program is moderate. It is concluded that the program had a positive moderate effect on reading speed; however, it was not an effective proposal to improve reading comprehension.

scholarly journals A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008

2016 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Inna Naili Izzatul Laila
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Text Comprehension ◽  
Reading Speed ◽  
Sampling Technique ◽  
Reading Skill ◽  
Speed Reading ◽  
Second Year ◽  
Level Of Significance ◽  
Academic Year

This study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading.Keywords: Reading Speed; Reading Comprehension 

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