The Use of Dynamic Display to Improve Reading Comprehension for the Small Screen of a Wrist Watch

2007 ◽  
pp. 814-823 ◽  
Author(s):  
Yu-Hung Chien ◽  
Chien-Hsiung Chen
Keyword(s):  
Reading Comprehension ◽  
Dynamic Display ◽  
Small Screen

Reading from a Palm Pilot& Trade Using Rsvp

2002 ◽  
Vol 46 (5) ◽  
pp. 685-689 ◽  
Author(s):  
Mark C. Russell ◽  
Barbara S. Chaparro
Keyword(s):  
Reading Comprehension ◽  
Rapid Serial Visual Presentation ◽  
User Satisfaction ◽  
Visual Presentation ◽  
Significant Difference ◽  
Dependent Variables ◽  
Presentation Method ◽  
Comparable Performance ◽  
Text Presentation ◽  
Small Screen

This study examines the feasibility of using the text presentation method known as Rapid Serial Visual Presentation (RSVP) as a means of optimizing reading on small screen interfaces. Participants read text on a hand-held device in both the page-like format and at various presentation rates in RSVP. Reading comprehension, user satisfaction, and format preference were examined as dependent variables. Results showed: (1) there were significant differences in comprehension between the RSVP presented at 250 wpm and the higher speeds of 450 and 650 wpm; but (2) there was no significant difference in comprehension scores between the RSVP at 250 wpm and the page condition. Participants were able to comprehend text presented via RSVP at 250 wpm and the page format equally well. Despite this comparable performance between these formats, participants were generally less satisfied with the RSVP, and preferred 250 and 450 wpm presentation rates significantly more than 650 wpm.

RSVP Reading on a Smart Watch

2016 ◽  
Vol 60 (1) ◽  
pp. 1130-1134 ◽  
Author(s):  
Erin Gannon ◽  
Jibo He ◽  
Xuefei Gao ◽  
Barbara Chaparro
Keyword(s):  
Reading Comprehension ◽  
Rapid Serial Visual Presentation ◽  
Reading Speed ◽  
Visual Presentation ◽  
Subjective Data ◽  
Future Studies ◽  
Smart Watch ◽  
Screen Space ◽  
Small Screen Devices ◽  
Small Screen

Reading with Rapid Serial Visual Presentation (RSVP) has shown promise for optimizing screen space and increasing reading speed without compromising comprehension. Given the wide use of small-screen devices, the present study compared RSVP and traditional reading on three types of reading comprehension, reading speed, and subjective measures on a smart watch. Results confirm previous studies that show faster reading speed with RSVP without detracting from comprehension. Subjective data indicate that Traditional is strongly preferred to RSVP as a primary reading method. Given the optimal use of screen space, increased speed and comparable comprehension, future studies should focus on making RSVP a more comfortable format.

Effect of Dynamic Display and Speed of Display Movement on Reading Chinese Text Presented on a Small Screen

2005 ◽  
Vol 100 (3) ◽  
pp. 865-873 ◽  
Author(s):  
Chien-Hsiung Chen ◽  
Yu-Hung Chien
Keyword(s):  
Reading Comprehension ◽  
Mobile Phones ◽  
Chinese Text ◽  
Native Speakers ◽  
Visual Presentation ◽  
Personal Digital Assistants ◽  
Dynamic Display ◽  
Text Information ◽  
Reading Chinese ◽  
Present Text

Automatic dynamic displays, e.g., scrolling displays, are frequently used to present text information on small screens. This study examined the effects of three dynamic displays [leading, scrolling, and rapid serial visual presentation (RSVP)] and three presentations speeds [171, 250, and 305 wpm (words per minute)] on subjects' reading comprehension for different types of small screens for laptops, personal digital assistants (PDAs), and mobile phones. 12 college students who were native speakers of Chinese (4 men and 8 women between the ages of 19 and 36 years) participated. Scores for reading comprehension indicated (1) for laptops, both leading displays and RSVP, at speeds of about 250 wpm, comprehension was highest; (2) for PDAs and mobile phones, scrolling displays and RSVP, speeds of about 305 wpm were more suitable for presenting information in Chinese text; (3) consequently, RSVP appeared to be the most viable dynamic display on small screens and led to the highest reading comprehension for these Chinese readers.

Learning and Context of Use for Small-Screen Leading Displays on Visual Performance in a Chinese Sample

2009 ◽  
Vol 108 (2) ◽  
pp. 505-512 ◽  
Author(s):  
Yu-Hung Chien
Keyword(s):  
Reading Comprehension ◽  
Information Search ◽  
Search Task ◽  
Spatial Information ◽  
Presentation Rate ◽  
Presentation Mode ◽  
Chinese Sample ◽  
Static Information ◽  
Context Of Use ◽  
Small Screen

Leading displays represent mechanisms for exhibiting temporal instead of spatial information to overcome the limited display space of mobile devices. Prior studies focused only on information presented but disregarded the influence of context of use and learnability. In this study, 12 Chinese-speaking college students were presented a small-screen mobile device that simultaneously showed 100 Chinese characters and a 30-character leading display. Analyzed were presentation rate (250, 350, and 450 characters per minute), presentation mode (character-by-character or word-by-word), and learning (5 practice sessions) by instructing the subjects to perform a static information search task to identify the location of target characters on the screen and through an evaluation of reading comprehension for the text presented in the leading display. There was no significant change in performance over the 5 days of practice, but the rate of presentation and word-by-word presentation significantly affected reading comprehension. Results indicated that none of the leading-display factors distracted subjects from the static information-search task, but they were influenced by comprehension of the leading-display content.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Reading Comprehension: Can It Be Taught?

1983 ◽  
Vol 28 (1) ◽  
pp. 31-31
Author(s):  
John B. Carroll
Keyword(s):  
Reading Comprehension
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