The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12

2022 ◽  
Author(s):  
Alexandra N. Spichtig ◽  
Jeffrey P. Pascoe ◽  
Kristin M. Gehsmann ◽  
Fei Gu ◽  
John D. Ferrara
Keyword(s):  
Silent Reading ◽  
Reading Rate ◽  
Academic Vocabulary

Aphasic Performance on Visual Tracking Program

1972 ◽  
Vol 35 (2) ◽  
pp. 343-346
Author(s):  
Elisabeth H. Wiig ◽  
Patricia H. Smith
Keyword(s):  
Visual Tracking ◽  
Reading Ability ◽  
Silent Reading ◽  
Reading Rate ◽  
Training Period ◽  
Perceptual Speed ◽  
Reading Deficits ◽  
Period 2 ◽  
Speed And Accuracy

The performance of 9 adult aphasics on a visual tracking program was investigated. The results indicated (1) significant increases in visual tracking rate over an 8-wk. training period, (2) significant increases in performance on tests of silent reading rate and over-all reading ability, and (3) no direct relationships between increases in visual tracking rate and silent reading rate or over-all reading ability. The significant gains observed in perceptual speed and accuracy, silent reading rate, and over-all reading ability indicated that the visual tracking program (Gaeke & Smith, 1962) may contribute significantly to the remediation of reading deficits in aphasia.

scholarly journals How many words do we read per minute? A review and meta-analysis of reading rate

2019 ◽  
Author(s):  
Marc Brysbaert
Keyword(s):  
Language Processing ◽  
Oral Reading ◽  
Meta Analysis ◽  
Silent Reading ◽  
Reading Rate ◽  
English As Second Language ◽  
Old Adults ◽  
Non Fiction ◽  
The Difference ◽  
Oral Reading Rate

Based on the analysis of 190 studies (18,573 participants), we estimate that the average silent reading rate for adults in English is 238 words per minute (wpm) for non-fiction and 260 wpm for fiction. The difference can be predicted by taking into account the length of the words, with longer words in non-fiction than in fiction. The estimates are lower than the numbers often cited in scientific and popular writings. The reasons for the overestimates are reviewed. The average oral reading rate (based on 77 studies and 5,965 participants) is 183 wpm. Reading rates are lower for children, old adults, and readers with English as second language. The reading rates are in line with maximum listening speed and do not require the assumption of reading-specific language processing. Within each group/task there are reliable individual differences, which are not yet fully understood. For silent reading of English non-fiction most adults fall in the range of 175 to 300 wpm; for fiction the range is 200 to 320 wpm. Reading rates in other languages can be predicted reasonably well by taking into account the number of words these languages require to convey the same message as in English.

Silent Reading Rates in Grade Equivalents

1989 ◽  
Vol 21 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Ronald P. Carver
Keyword(s):  
Silent Reading ◽  
Reading Rate ◽  
Research Data ◽  
Or Groups ◽  
The Status ◽  
Criterion Referenced ◽  
Valid Criterion ◽  
Different Sources

Silent reading rates have been converted into grade equivalent (GE) units. Data presented in several different sources were evaluated and the Taylor (1965) data were selected to represent GEs. The Taylor data were further evaluated by comparisons with the results of other research data. From all these data it appears that the growth in reading rate is approximately constant each year in school for typical students. And, the Taylor GEs seem to provide reasonably valid, criterion-referenced GEs that may be used to evaluate the status and progress of individuals or groups.

scholarly journals Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

2018 ◽  
Vol 8 (4) ◽  
pp. 165
Author(s):  
David Paige ◽  
Grant Smith
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Rate ◽  
Academic Vocabulary ◽  
Fluent Reading ◽  
Academic Settings ◽  
Specialized Language ◽  
Simple Slope ◽  
Textual Meaning ◽  
The Relationship

Academic vocabulary is the specialized language used to communicate within academic settings. The Coxhead (2000) taxonomy is one such list that identifies 570 headwords representing academic vocabulary. Researchers have hypothesized that students possessing greater fluent reading skills are more likely to benefit from exposure to vocabulary due to greater amounts of time spent reading (Nagy and Stahl, 2007; Stanovich, 1986). In this study of 138 sixth- and seventh-grade students, we assess academic vocabulary, indicators of fluent reading, and silent reading comprehension to gain insight into relationships between the three. Our results found that reading rate mediates the relationship between academic vocabulary and reading comprehension, accounting for nearly one-third of the explained variance. Using simple slope analysis, we identified a threshold suggesting the point where reading rate exerts a neutral effect on reading comprehension beyond which vocabulary learning is no longer hindered.

scholarly journals Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate

2013 ◽  
Vol 37 (2) ◽  
pp. 100-110 ◽  
Author(s):  
Jasmin Niedo ◽  
Yen-Ling Lee ◽  
Zvia Breznitz ◽  
Virginia W. Berninger
Keyword(s):  
At Risk ◽  
Fourth Graders ◽  
Strategy Instruction ◽  
Silent Reading ◽  
Reading Rate

Silent reading rate and memory span

Memory ◽  
2005 ◽  
Vol 13 (3-4) ◽  
pp. 380-387 ◽  
Author(s):  
Richard Schweickert ◽  
Jeffrey Oliver ◽  
Marie Poirier
Keyword(s):  
Memory Span ◽  
Silent Reading ◽  
Reading Rate

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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