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 The Effectiveness of Speed Reading Technique in Improving Students’ Reading Comprehension at Fourth Semesters of English Department

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mohammad Arief Wahyudi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Reading Speed ◽  
Control Group ◽  
English Department ◽  
Speed Reading ◽  
Reading Technique ◽  
Experimental Group

The purpose of the study is to know the effectiveness of Speed Reading Technique in improving the Reading Comprehension of the Fourth Semester students of English Department of STKIP PGRI Bangkalan. This study used Quantitative research. The result of reading speed was the experimental group higher than control group using posttest. The conclusion is the English Department students of STKIP PGRI Bangkalan could use Speed Reading Technique in improving 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) ◽  
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 Improving students’ reading comprehension achievement through question generation strategy

2020 ◽  
Vol 5 (2) ◽  
pp. 121-127
Author(s):  
Meti Yulistia ◽  
Kiki Rizki Amelia
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Control Group ◽  
Question Generation ◽  
Significant Difference ◽  
Reading Text ◽  
Group Reading ◽  
Comprehension Tests ◽  
Experimental Group ◽  
Better Than

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text

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 

Sluggish Cognitive Tempo and Speed of Performance

2016 ◽  
Vol 21 (8) ◽  
pp. 684-690 ◽  
Author(s):  
Whitney L. M. Wood ◽  
Heather E. Potts ◽  
Lawrence J. Lewandowski ◽  
Benjamin J. Lovett
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Fluency ◽  
Processing Speed ◽  
Sluggish Cognitive Tempo ◽  
Academic Tasks ◽  
Speed Reading ◽  
Test Taking ◽  
Self Reports ◽  
Cognitive Tempo

Objective: This study examined whether college students who reported higher levels of sluggish cognitive tempo (SCT) symptoms were actually more “sluggish” in their performance while completing speeded cognitive and academic measures. Method: College students ( N = 253) completed self-reports of SCT and their reading and test-taking abilities as well as tests of processing speed, reading fluency, and reading comprehension. Results: Across all variables, SCT symptoms were most significantly associated with self-reported difficulty on timed reading tasks. However, students with high SCT scores were not significantly slower than controls on any of the timed tasks. Conclusion: In college students, self-reports of high SCT levels do not suggest actual slow performance on cognitive and academic tasks.

scholarly journals Expanding Eye Span and Motion Among EFL Senior Learners to Enhance Reading Speed

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ayman Mohamed El-Esery
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Speed ◽  
Reading Test ◽  
Speed Reading ◽  
The Impact

The present study investigated the impact of manipulating electronic reader programs for developing EFL senior learners' reading speed and loud reading skills. 20 EFL senior participants from King, Marriott Academy, Alex., Egypt represented the sample of the study. The treatment proved to be effective in developing reading speed and loud reading skills. Results show that students attended the post reading test expanded their reading speed on normal by 45 words per minute (WPM) and loud reading skills by 20%. The study proved that there is no statistically significant correlation between speed reading and reading comprehension.

scholarly journals Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

2019 ◽  
Vol 8 (4) ◽  
pp. 169
Author(s):  
Samah Zakareya Ahmad
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Control Group ◽  
Regular Instruction ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

scholarly journals Effectiveness Symbolic Technique In Speed Reading Arabic-Malay Writing

2014 ◽  
Vol 2 (11) ◽  
pp. 88-94
Author(s):  
Abdul Rahim Hamdan ◽  
Tety Kurmalasari
Keyword(s):  
Reading Comprehension ◽  
Reading Speed ◽  
Test Group ◽  
Learning Session ◽  
Class V ◽  
Learning To Read ◽  
Speed Reading ◽  
Result Show ◽  
Post Test ◽  
Training Activities

This study aimed the process of learning to read quickly Student Class V Elementary School 001 Bulang, Batam, Indonesia. This research was pre experimental research using design pre-test and post-test group, samples involved in this study were 36 student. The technique used to collect data in this study is the test pre and post. The pretest was done after learning by symbolic technique. Learning was done for 4 weeks with 80 minutes for each learning session. Training activities was done about 40 minutes during each learning lesson. The result show the student that are able to quick-speed read are the enough which is 118.125 word per minute with reading comprehension content of 62.5% (0.65.5) in the pretest. In the post test, student’s reading speed increased to 179.20 words per minute with reading comprehension content of 73.3% (0.733). Effective speed reading (CAMP) on both tests are classified well at 111.633 words per minute on the pre-test and 179.05 words per minute on the post-test.

scholarly journals The effects of fluency-oriented reading instruction on reading skills

2020 ◽  
Vol 10 (4) ◽  
pp. 1111-1146
Author(s):  
Pınar Kanık Uysal ◽  
Asiye Duman
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Skills ◽  
Reading Speed ◽  
Analysis Of Covariance ◽  
Study Program ◽  
Significant Difference ◽  
Experimental Group ◽  
Reading Prosody

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

scholarly journals The Effect Of Speed Reading Instruction On Japanese High School Students English Reading Comprehension And Vocabulary Development

2011 ◽  
Vol 8 (1) ◽  
pp. 27-40
Author(s):  
Paul Underwood ◽  
Gordon Myskow ◽  
Takahiko Hattori
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
High Frequency ◽  
Vocabulary Development ◽  
Reading Rate ◽  
Control Group ◽  
Speed Reading ◽  
Significant Difference ◽  
Experimental Group

This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a Japanese private senior high school, randomly assigned to an experimental group (n =51) which received the speed reading treatment, and a control group (n =54) which received supplementary activities focused on high-frequency vocabulary development. The findings indicated that both the experimental and control groups made significant improvements in general reading comprehension. However, there was no significant difference between the experimental group (M = 14.27, SD = 4.01) and the control group (M = 14.31, SD = 4.07); t (103) = -.051, p= .959. Both the experimental group (M = 1.29, SD = 2.52) and the control group (M = 1.35, SD = 2.49) increased their knowledge of high-frequency vocabulary. However, again there was no significant difference between the experimental group (M = 25.78, SD = 2.96) and the control group M = 25.61, SD = 2.24; t (103) = -.337, p= .737. In terms of reading-rate development, the findings indicated a significant increase (M = 47, SD = 41.99) t (50) = 8.01, p < .0005. Finally, while higher levels of general reading comprehension and high reading speeds were correlated, the relationship was small, r=.19, n = 51. The range of findings emerging from this current study adds weight to the existing research and goes beyond those conducted in the Japanese context to date. One of the important questions these findings raise relates to the greater influence that other variables, such as lexico-grammatical knowledge, might have on the development of reading comprehension at this level of language proficiency.

Sign in / Sign up

Export Citation Format

Share Document