scholarly journals The effects of letter spacing and coloured overlays on reading speed and accuracy in adult dyslexia

2016 ◽  
Vol 86 (4) ◽  
pp. 630-639 ◽  
Author(s):  
Amanda M. Sjoblom ◽  
Elizabeth Eaton ◽  
Steven D. Stagg
Keyword(s):  
Reading Speed ◽  
Adult Dyslexia ◽  
Speed And Accuracy

Immersive reading in virtual and augmented reality environment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pei-Luen Patrick Rau ◽  
Jian Zheng ◽  
Zhi Guo
Keyword(s):  
Augmented Reality ◽  
Liquid Crystal Display ◽  
Reading Speed ◽  
Reading Performance ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Head Mounted Displays ◽  
Virtual And Augmented Reality ◽  
Display Quality ◽  
Speed And Accuracy

Purpose This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment. Design/methodology/approach In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality. Findings Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task. Originality/value The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.

Experiment 3

2017 ◽  
pp. 222-246
Author(s):  
Azza A Abubaker ◽  
Joan Lu
Keyword(s):  
Eye Movement ◽  
Reading Speed ◽  
Experimental Studies ◽  
Line Length ◽  
Reading Level ◽  
Reading Process ◽  
The Internet ◽  
Strong Impact ◽  
New Approach ◽  
Speed And Accuracy

Although experimental studies have shown a strong impact of text layout on the legibility of e- text, many digital texts appearing in eBook or the Internet use different designs, so that there is no straightforward answer in the literature over which one to follow when designing e- material. Therefore, in this chapter we shall focus on the text layout, particularly the influence of line length. This experiment is divided into two parts. The first part focuses on the factor of line length by studying its effect on reading speed and accuracy using various columns [one column and two columns] with each page having the same amount of information. The second part tests a new approach which basically assumes that by using different colours for the first and last word of each line, it will improve students' reading level. This hypothesis was based on pervious findings over the difficulty of being able to immediately locate the following line (Chan and Lee 2005). In addition, this approach was based on explanation of the eye movement which, in the reading process, does not scan a line but stops for about ¼ of a second before jumping to new place such as at the end of the line when the eye goes back to the beginning of the new line.

Attention and Reading Skills

2005 ◽  
Vol 100 (2) ◽  
pp. 375-386 ◽  
Author(s):  
Elena Commodari ◽  
Maria Guarnera
Keyword(s):  
Reaction Time ◽  
Reading Skills ◽  
Color Word ◽  
Reading Speed ◽  
Digit Span ◽  
Poor Readers ◽  
Visual Reaction Time ◽  
Scholastic Performance ◽  
Visual Reaction ◽  
Speed And Accuracy

Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

Practicing Effective Instruction: The Exemplary Center for Reading Instruction Approach

1986 ◽  
Vol 52 (6) ◽  
pp. 510-519 ◽  
Author(s):  
Ethna R. Reid
Keyword(s):  
Instructional Strategies ◽  
Reading Instruction ◽  
Oral Reading ◽  
Language Skills ◽  
Reading Speed ◽  
Instructional Time ◽  
Teaching Behaviors ◽  
Practice Time ◽  
Speed And Accuracy ◽  
Instruction Approach

The Exemplary Center for Reading Instruction (ECRI) teaches teachers how to use instructional strategies and a management system that have been proven to prevent reading failure and enhance the learning of ail language skills. Through a series of early research studies, ECRI found that student learning increased when (a) pupils are provided with greater amounts of quality instructional time; (b) teachers positively reinforce their students for increasing oral reading speed and accuracy; (c) students are taught to display overt, rapid, and accurate responses to specific teacher directives; (d) teachers provide a supervised practice time for students and require high levels of student mastery; (e) teachers increase their, rates of particular teaching behaviors; (f) instruction is introduced in a three-step process: demonstration, prompt, and practice; and (g) the teaching of language skills is correlated.

scholarly journals A new procedure to measure children's reading speed and accuracy in Italian

Dyslexia ◽  
2013 ◽  
Vol 20 (1) ◽  
pp. 54-73 ◽  
Author(s):  
Isabella Morlini ◽  
Giacomo Stella ◽  
Maristella Scorza
Keyword(s):  
Reading Speed ◽  
Children's Reading ◽  
Children’S Reading ◽  
Speed And Accuracy
Sign in / Sign up

Export Citation Format

Share Document