EFL Reading Fluency Development and Its Effects

<p>Speed reading courses have been considered an effective method to improve learners' reading rate. Research in this area has concentrated on the effect of a speed reading course on students' speed improvement, but not on how to structure the course or the effects of speed improvement on other aspects of language and other types of reading. This thesis, in the first place, deals with the issue of scheduling a speed reading course, in terms of lesson frequency and course length, to achieve the best effect. The thesis also seeks to determine if speed development in the course leads to rate improvement in reading texts outside the course. Finally, the thesis looks at the effects of speed improvement on oral reading rate, language accuracy and language complexity. In the first of two experiments, a speed reading course was delivered to the four experimental groups, who followed the course on different scheduling. Four scoring methods were used to measure the participants' speed improvement and it was found that one group made smaller increases than the others in all scoring methods. A pre-test and a post-test for reading other types of texts were administered and the speeds on these texts by the four treatment groups were compared with those by the control group. The results demonstrated that all but one group from the treatment category outperformed the control group. The second experiment was both a replication of the first experiment in order to confirm the reliability of the first experiment's results and an expansion from the first experiment to explore other issues. It involved two control groups, one of which followed the usual English program at the university and two treatment groups, one of which received consultation sessions during the treatment. The results on speed increases within the speed reading course corroborate the findings in the first experiment. Reading rate transfer from the speed reading course to other texts was significant (p<.001). Comparisons within the treatment groups and within the control groups demonstrated that the usual English program did not noticeably affect the speed increase transfer to other texts, oral reading fluency improvement, or language memory span development, but the consultation sessions substantially affected speed improvement in the course and speed improvement on other types of texts. With respect to oral reading rate the experiment found that the difference between the control groups and the treatment groups was statistically significant (p<.05). The relationships between reading fluency, language accuracy, and language complexity were also explored by looking at the comprehension scores and memory span results. It was found that reading fluency improvement does not necessarily negatively affect comprehension. It, however, does not assist language accuracy development to a remarkable degree. More importantly, the experiment showed that the treatment groups considerably expanded their memory span, which implies that reading speed improvement facilitates language complexity. High correlations between speed increases in the speed reading course, reading rate improvement in other types of texts and memory span development were also found.</p>

EFL Reading Fluency Development and Its Effects

<p>Speed reading courses have been considered an effective method to improve learners' reading rate. Research in this area has concentrated on the effect of a speed reading course on students' speed improvement, but not on how to structure the course or the effects of speed improvement on other aspects of language and other types of reading. This thesis, in the first place, deals with the issue of scheduling a speed reading course, in terms of lesson frequency and course length, to achieve the best effect. The thesis also seeks to determine if speed development in the course leads to rate improvement in reading texts outside the course. Finally, the thesis looks at the effects of speed improvement on oral reading rate, language accuracy and language complexity. In the first of two experiments, a speed reading course was delivered to the four experimental groups, who followed the course on different scheduling. Four scoring methods were used to measure the participants' speed improvement and it was found that one group made smaller increases than the others in all scoring methods. A pre-test and a post-test for reading other types of texts were administered and the speeds on these texts by the four treatment groups were compared with those by the control group. The results demonstrated that all but one group from the treatment category outperformed the control group. The second experiment was both a replication of the first experiment in order to confirm the reliability of the first experiment's results and an expansion from the first experiment to explore other issues. It involved two control groups, one of which followed the usual English program at the university and two treatment groups, one of which received consultation sessions during the treatment. The results on speed increases within the speed reading course corroborate the findings in the first experiment. Reading rate transfer from the speed reading course to other texts was significant (p<.001). Comparisons within the treatment groups and within the control groups demonstrated that the usual English program did not noticeably affect the speed increase transfer to other texts, oral reading fluency improvement, or language memory span development, but the consultation sessions substantially affected speed improvement in the course and speed improvement on other types of texts. With respect to oral reading rate the experiment found that the difference between the control groups and the treatment groups was statistically significant (p<.05). The relationships between reading fluency, language accuracy, and language complexity were also explored by looking at the comprehension scores and memory span results. It was found that reading fluency improvement does not necessarily negatively affect comprehension. It, however, does not assist language accuracy development to a remarkable degree. More importantly, the experiment showed that the treatment groups considerably expanded their memory span, which implies that reading speed improvement facilitates language complexity. High correlations between speed increases in the speed reading course, reading rate improvement in other types of texts and memory span development were also found.</p>

Recognition of printed small texture modules based on dictionary learning

Quick Response (QR) codes are designed for information storage and high-speed reading applications. To store additional information, Two-Level QR (2LQR) codes replace black modules in standard QR codes with specific texture patterns. When the 2LQR code is printed, texture patterns are blurred and their sizes are smaller than$$0.5{\mathrm{cm}}^{2}$$ 0.5 cm 2 . Recognizing small-sized blurred texture patterns is challenging. In original 2LQR literature, recognition of texture patterns is based on maximizing the correlation between print-and-scanned texture patterns and the original digital ones. When employing desktop printers with large pixel extensions and low-resolution capture devices, the recognition accuracy of texture patterns greatly reduces. To improve the recognition accuracy under this situation, our work presents a dictionary learning based scheme to recognize printed texture patterns. To our best knowledge, it is the first attempt to use dictionary learning to promote the recognition accuracy of printed texture patterns. In our scheme, dictionaries for all kinds of texture patterns are learned from print-and-scanned texture modules in the training stage. And these learned dictionaries are employed to represent each texture module in the testing stage (extracting process) to recognize their texture pattern. Experimental results show that our proposed algorithm significantly reduces the recognition error of small-sized printed texture patterns.

Genders In Speed Reading; A Comparative Study At The Forth Semester Students In Faculty Of Culture, Management, And Business Language Education Mandalika University Of Education

Genders in Speed Reading; A Comparative Study at the Forth Semester Students in Faculty of Culture, Management, and Business, Language Education, This study aimed to compare male and female students’ ability in speed reading. The population of this study were the forth semester students at Faculty of Culture, Management, and Business, Language Education Mandalika University of Education in academic year 2020/2021. There were 60 students as the sample of the study in which divided into class IVA for male consisted of 30 students and class IVB for female consisted of 30 students. Data was collected by using timed reading. The data were analyzed and interpreted statistically by using a comparative method. They study found that both students ability in speed reading male and female, was bad. They are very slow readers. The data showed 11 out of 30 male students (37%) are categorized to be low readers and-19 out of 30 male students (63%) was categorized as very slow readers. Similarly 8 out of 30 female students (27%) were categorized as low readers and 22 out of 30 female students (73%) are categorized as very slow readers. There were no significant differences between genders in speed reading. The study shows the t-test value 0.298 was lower than t-table values of 2.000 at confidence level 95% and 2.660 at confidence level 99%.

Speed Reading in the Dark: Accelerating Functional Encryption for Quadratic Functions with Reprogrammable Hardware

Functional encryption is a new paradigm for encryption where decryption does not give the entire plaintext but only some function of it. Functional encryption has great potential in privacy-enhancing technologies but suffers from excessive computational overheads. We introduce the first hardware accelerator that supports functional encryption for quadratic functions. Our accelerator is implemented on a reprogrammable system-on-chip following the hardware/software codesign methogology. We benchmark our implementation for two privacy-preserving machine learning applications: (1) classification of handwritten digits from the MNIST database and (2) classification of clothes images from the Fashion MNIST database. In both cases, classification is performed with encrypted images. We show that our implementation offers speedups of over 200 times compared to a published software implementation and permits applications which are unfeasible with software-only solutions.

Reading Strategy on Internet for Enhancing Reading Profiency

This study aim describes an overview of the research related to second language learners and reading strategies. It also considers the more recent research focusing on strategies of reading English texts on internet. The following questions are addressed: (1) what is strategy of reading English text? (2) What is the kind of reading strategy that appropriate for English text on Internet? (3) How is the strategy of reading English text applied on Internet for enhancing reading proficiency? The research method uses qualitative methods. It aims to find out the appropriate strategy in order to enhance reading proficiency. In collecting the data, the writer uses library research. The data analysis process has been carried out by reading the data, reducing, classifying, analyzing, and interpreting. Based on the results of the analysis, there are six strategies for reading proficiency on the internet to improve reading skills, namely predicting, previewing, scanning, skimming, reading for details, and speed reading. From the final result, the writers know the appropriate strategy of reading English text on internet is speed reading.

Reading in the Age of Compression

Compression is often considered a royal road to process data in ever-shorter time and to cater to our desire to outspeed the accelerating transmission of information in the digital age. This article explores how different techniques of accelerated text dissemination and reading, such as consonant writing, speed-reading apps, and the PDF file format, borrow from the language of compression yet, precisely in so doing, obscure the constitutive multilayered temporality of reading and the embodied role of the reader. While discussing different methods aspiring to compress textual objects and processes of reading, the author illuminates hidden assumptions that accompany the rhetoric of text compression and compressed reading.

Upaya Meningkatkan Keterampilan Membaca Cepat dengan Menggunakan Metode P2R dan Question pada Siswa SMA Negeri 1 Leces Kabupaten Probolinggo

This study aims to improve speed reading skills by using the P2R method and questions with a horizontal pattern in class X MIPA 4 SMA Negeri 1 Leces. This research method uses classroom action research. This research data collection technique using tests, observation, interviews and documentation. Meanwhile, the data analysis technique used qualitative and quantitative analysis. The results of this study indicate an increase in the process of learning to read quickly to find the main idea of paragraphs using the P2R method and questions with a horizontal pattern. The results of the increase in speed reading skills from pre-cycle to cycle I reached an average of 52.88% or 185 kpm, an increase of 4% so that it became 56.88% or 199 kpm. Meanwhile, cycle II also increased by 21.9% from an average of 52.88% to 74.78% or 261 kpm. This shows that the increase in speed reading skills from pre-cycle, cycle I, and cycle II has increased good results.

Peningkatan Aktifitas dan Hasil Belajar Bahasa Indonesia melalui Metode Speed Reading pada Siswa Kelas VIII SMP Negeri 2 alla Kabupaten Enrekang

Penelitian ini bertujuan untuk meningkatkan aktifitas dan hasil belajar bahasa Indonesia melalui metode speed reading pada siswa kelas VIII SMP Negeri 2 Alla Kabupaten Enrekang. Peneliti menerapkan prosedur Penelitian Tindakan Kelas (PTK), dengan subjek penelitian siswa kelas VIII-A SMP Negeri 2 Alla Kabupaten Enrekang, yaitu: 15 siswa laki-laki dan 15 siswa perempuan. PTK ini dirancang ke dalam 2 siklus, dimana masing-masing siklus terdiri dari 3 kali pertemuan. Instrumen penelitian yang digunakan adalah instrumen tes dan non-tes. Adapun indikator keberhasilan adalah apabila siswa yang memperoleh skor minimal 65 mencapai 85%. Hasil penelitian menunjukkan bahwa metode speed reading dapat meningkatkan aktifitas dan hasil belajar bahasa Indonesia siswa. Oleh karena itu, penggunaan metode speed reading dapat dijadikan pendekatan pembelajaran bagi guru di kelas.