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Relevant bibliographies by topics / Speed of reading

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Academic literature on the topic 'Speed of reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 April 2022

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Journal articles on the topic "Speed of reading"

1

Wientzen, T. "Speed Reading." Novel: A Forum on Fiction 44, no. 2 (June 1, 2011): 293–96. http://dx.doi.org/10.1215/00295132-1260995.

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Balota, David A. "Speed Reading." Psychological Science in the Public Interest 17, no. 1 (January 14, 2016): 1–3. http://dx.doi.org/10.1177/1529100615623268.

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Koch, Günther, and Nikita Gribenko. "Speed Reading 2.0." WiSt - Wirtschaftswissenschaftliches Studium 46, no. 2-3 (2017): 55–58. http://dx.doi.org/10.15358/0340-1650-2017-2-3-55.

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Chin, G. J. "PSYCHOLOGY: Speed Reading." Science 287, no. 5452 (January 21, 2000): 393f—393. http://dx.doi.org/10.1126/science.287.5452.393f.

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Ferriol, José Luis Martí. "Subtitle reading speed." Babel. Revue internationale de la traduction / International Journal of Translation 59, no. 4 (December 31, 2013): 406–20. http://dx.doi.org/10.1075/babel.59.4.02mar.

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This article presents a new tool which has been developed in order to make reading speed calculations, and whose results are expressed by means of the two parameters most used in the field: CPS (characters per second) and WPM (words per minute). Topics such as the suitability of each one of the parameters versus the other, the potential correlation which may exist among them, as well as their behavior across different languages are open to discussion in the very limited available bibliography on the subject.<p>It seems that part of this confusion has spread over to commercial subtitling programs, most of which present values for either one or both parameters to the final user. It has been confirmed that different subtitling software programs calculate different reading speed values (both in CPS and WPM) for the same set of subtitles. Due to this, a very simple software application which calculates values for CPS and WPM is presented. It has been willingly designed to make no assumptions, but simply to count characters and to make very straightforward time algebra with the subtitle in and out times. The new tool allows for empirical and quantitative research of large series of subtitles at a time, and it may also play an important role in the classroom environment.<p>

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Kail, Robert, and Lynda K. Hall. "Processing speed, naming speed, and reading." Developmental Psychology 30, no. 6 (1994): 949–54. http://dx.doi.org/10.1037/0012-1649.30.6.949.

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Porter, Kayleigh, and Gemma Arblaster. "How Does Vertical Reading Affect Reading Speed?" British and Irish Orthoptic Journal 16, no. 1 (2020): 38–43. http://dx.doi.org/10.22599/bioj.149.

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Pelli, Denis G., Susana T. L. Chung, and Gordon E. Legge. "Theories of reading should predict reading speed." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 297–98. http://dx.doi.org/10.1017/s0140525x12000325.

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Mahriza, Rita. "SPEED READING TO IMPROVE STUDENT’S READING SKILL." JL3T ( Journal of Linguistics Literature and Language Teaching) 2, no. 2 (January 25, 2017): 86–100. http://dx.doi.org/10.32505/jl3t.v2i2.16.

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This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.

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Ramulu, Pradeep Y. "Glaucoma and Reading Speed." Archives of Ophthalmology 127, no. 1 (January 12, 2009): 82. http://dx.doi.org/10.1001/archophthalmol.2008.523.

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Dissertations / Theses on the topic "Speed of reading"

1

Wong, Ip Sook-kuen. "A comparison of two approaches to teaching speed reading." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627711.

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Reisetter, Tressa. "Processing speed and disabilities in reading." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1259306.

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This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit.
Department of Educational Psychology

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Urso, Annmarie. "Processing Speed as a Predictor of Poor Reading." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.

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This study had three main purposes. First, the relationship between Processing Speed (Gs) and poor word recognition skills was examined. Second, various formats of processing speed tests that measure different types of processing speed (i.e. naming facility, perceptual speed, semantic speed, attention and concentration) were administered to determine what aspects of Gs were more strongly correlated with word reading performance. Pearson correlations and coefficients of determination were used to evaluate the strength of the relationships and the shared variance. Third, the study sample was evaluated to determine what percentage of the poor readers participating in the study had slow processing speed.Forty-four students in grades 1-3, ages six- to ten-years old were administered the Woodcock-Johnson III Achievement reading tests of Letter-Word Identification, Reading Fluency, and Word Attack. The subjects were additionally administered the Woodcock-Johnson III Cognitive Abilities tests of Verbal Comprehension, Visual-Auditory Learning, Sound Blending, Visual Matching, Numbers Reversed, Decision Speed, Rapid Picture Naming, Pair Cancellation, and Cross Out.The results of the study indicated processing speed, as measured by the Gs Cluster score, was strongly correlated with word reading, r = .749, r2=.56. The Gs tests of Visual Matching, (r = .663, r2 = .44) and Decision Speed (r = .811, r2 = .66) were most strongly correlated with poor word reading skill. The Basic Reading Skills Cluster and the Test of Letter-Word Identification were both moderately correlated at various strengths with different formats of Gs tests. Tests of Visual Matching, Rapid Picture Naming, Pair Cancellation and Cross Out all had a moderate, significant correlation.Lastly, 47% of the poor readers (SS<85 on any of the measures of>reading) also had low Gs scores (SS<85).The results from the study demonstrate the need for further exploration of the impact of poor Gs on the development of reading skills, as well as determination of the most effective interventions for poor readers with slow processing speed.

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Wong, Ip Sook-kuen, and 黃葉淑娟. "A comparison of two approaches to teaching speed reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627711.

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Baker, Ryan Chaparro Barbara. "The effects of multiple column online text on reading speed, reading comprehension, and satisfaction." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences.
"May 2005." Title from PDF title page (viewed on August 8, 2006). UMI number: AAT 3189236 Thesis advisor: Barbara Chaparro. Includes bibliographic references (leaves 73-80).

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Beres, Tibor. "DAIRSACC - Do Acronyms Influence Reading Speed and Content Comprehension?" Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/438.

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Acronyms, initialisms and other types of abbreviations are frequently used in scientific, academic, governmental and administrative setting to shorten lengthy terminology and nomenclature. While they can make a text easier to read for people familiar with the abbreviations, they can add to the text’s inherent difficulty and impede comprehension for those who are not familiar with their meaning. The phenomenon of acronym polynymy (multiple definitions associated with the same acronym) can create confusion and add to the cognitive load associated with understanding the text. The current practice of defining acronyms only once, when introduced can result in readers scrolling back and forth in the text looking for acronym definitions, increasing the cognitive load and negatively affect reading speed and content comprehension. The purpose of this research was to study if the presence of a large number of acronyms in a text impedes reading performance. The current study also investigated if providing easy access to acronym definitions via hover text would alleviate comprehension problems caused by unknown acronyms in the text. The hypothesis was that by enabling fast acronym disambiguation, and eliminating the need to scroll for acronym definitions, the hover functionality would enhance reading speed and content comprehension. The results of the experiment are analyzed and recommendations for future investigations of the acronym problem are formulated.

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Dwyer, Edward J., and R. F. West. "Demystifying “Speed Reading”: A Practical Approach for Increasing Rate." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3319.

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Shizuka, Tetsuhito. "The validity of incorporating reading speed and response confidence in measurement of EFL reading proficiency." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326708.

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Zettler, Cynthia M. "Timing Variables in Reading and Language: The Relation of Naming Speed and Motor Speed to Auditory Temporal Processing." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-140339/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Marsha G. Clarkson, Rose A. Sevcik, committee co-chairs; Colleen O'Rourke, Mary Ann Romski, Robin D. Morris, committee members. Electronic text (104 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 18, 2008. Includes bibliographical references (p. 94-104).

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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.

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Books on the topic "Speed of reading"

1

Buzan, Tony. Speed reading. Newton Abbot: David & Charles, 1988.

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Speed reading. Lincolnwood, Ill: NTC/Contemporary Books, 2000.

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Buzan, Tony. Speed reading. Newton Abbot: David & Charles, 1990.

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Speed reading. Hauppauge, N.Y: Barron's, 1994.

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Konstant, Tina. Speed reading. Chicago, Ill: McGraw-Hill, 2004.

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Zorn, Robert L. Speed reading. New York: Harper Perennial, 1991.

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Speed reading naturally. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Museum, P3 Alternative, ed. Speed reading Tokyo. Tokyo: P3 Alternative Museum, 1990.

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Triple your reading speed. 3rd ed. New York: Prentice Hall, 1993.

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Steve, Moidel, ed. Speed reading for business. 2nd ed. Hauppauge, N.Y: Barron's, 1998.

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Book chapters on the topic "Speed of reading"

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Theurer, Jochen. "Speed Reading – Schneller Lesen." In Zeitmanagement für Juristen, 61–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26834-3_6.

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Cottrell, Stella. "Reading: the need for speed." In You2Uni, 134–41. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02243-1_12.

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Brotherton, Rachel, Latifatu Seini, Linlin Li, and Suzanne Ensmann. "Improving Reading Speed for Dyslexic Readers." In Intersections Across Disciplines, 135–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_11.

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Nárai, Ádám, Kathleen Kay Amora, Zoltán Vidnyánszky, and Béla Weiss. "Predicting Reading Speed from Eye-Movement Measures." In Pattern Recognition. ICPR International Workshops and Challenges, 453–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68796-0_33.

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Ng, Muan Hong, Wendy Hall, Pat Maier, and Ray Armstrong. "Using Effective Reading Speed to Integrate Adaptivity into Web-Based Learning." In Lecture Notes in Computer Science, 428–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_53.

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Ishihara, Yukio, and Satoru Morita. "Reading Speed and Superiority of Right Visual Field on Foveated Vision." In Biologically Motivated Computer Vision, 70–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36181-2_7.

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Shin, Jihye. "Completing the Triangle of Reading Fluency Assessment: Accuracy, Speed, and Prosody." In Challenges in Language Testing Around the World, 307–16. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_22.

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Tukh, Igor, Pavel Braslavski, and Kseniya Buraya. "Log-Based Reading Speed Prediction: A Case Study on War and Peace." In Lecture Notes in Computer Science, 122–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37334-4_11.

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Li, Jingtai. "Application of Big Data Information Processing Technology in Improving English Reading Speed." In 2021 International Conference on Big Data Analytics for Cyber-Physical System in Smart City, 993–97. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7469-3_113.

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Lovie-Kitchin, J. E., and George C. Woo. "Effect of Magnification and Field of View on Reading Speed Using a CCTV." In Low Vision, 308–22. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4780-7_25.

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Conference papers on the topic "Speed of reading"

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Søgaard, Anders. "Neural Speed Reading Audited." In Findings of the Association for Computational Linguistics: EMNLP 2020. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.findings-emnlp.14.

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Akopov, V. S. "IMPROVING THE SPEED OF THE CAR’S WHEEL BRAKING MECHANISM." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-9-12.

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Kim, Jin-Sung. "The Effects of Chunking Speed Reading on Improving Reading Speed and Comprehension." In 10th International Workshop on Education. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.5.17.

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Brueva, Elena F. "COGNITIVE-LINGUISTIC MECHANISMS OF SPEED-READING." In Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-498-513.

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Amir, Amril. "The Effect of Reading Strategies and Speed Reading on Students’ Reading Comprehension Skill in Higher Education." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.68.

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Zhou, Renkui, Chongzhen Yu, Jiankang Ma, and Wenkai Zhu. "Automatic film reading system for high-speed photography." In 19th Intl Congress on High-Speed Photography and Photonics, edited by Peter W. W. Fuller. SPIE, 1991. http://dx.doi.org/10.1117/12.24092.

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Park, Jae-Hyung, Chang-Woo Park, and Gu-Min Jeong. "Development of a Speed Reading Application to Improve Reading Skill using Android." In Circuits, Control, Communication, Electricity, Electronics, Energy, System, Signal and Simulation 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.51.33.

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Chasanah, Uswatun, Luluk Isnainiyah, Novi Ani Azizah, and Putri Yunita Kusumawati Giono. "Will Reading Habits Enhance Students’ Translation Speed?" In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.039.

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Tombaugh, Jo W., Michael D. Arkin, and Richard F. Dillion. "The effect of VDU text-presentation rate on reading comprehension and reading speed." In the SIGCHI conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/317456.317457.

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Rivera, Laura Patricia Ramírez. "Development of a reading-writing tools focused on speed reading for preschool children." In Interacción '17: XVIII International Conference on Human Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123818.3123819.

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Reports on the topic "Speed of reading"

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Kuznetsov, Victor, Vladislav Litvinenko, Egor Bykov, and Vadim Lukin. A program for determining the area of the object entering the IR sensor grid, as well as determining the dynamic characteristics. Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/bykov.0415.15042021.

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Currently, to evaluate the dynamic characteristics of objects, quite a large number of devices are used in the form of chronographs, which consist of various optical, thermal and laser sensors. Among the problems of these devices, the following can be distinguished: the lack of recording of the received data; the inaccessibility of taking into account the trajectory of the object flying in the sensor area, as well as taking into consideration the trajectory of the object during the approach to the device frame. The signal received from the infrared sensors is recorded in a separate document in txt format, in the form of a table. When you turn to the document, data is read from the current position of the input data stream in the specified list by an argument in accordance with the given condition. As a result of reading the data, it forms an array that includes N number of columns. The array is constructed in a such way that the first column includes time values, and columns 2...N- the value of voltage . The algorithm uses cycles that perform the function of deleting array rows where there is a fact of exceeding the threshold value in more than two columns, as well as rows where the threshold level was not exceeded. The modified array is converted into two new arrays, each of which includes data from different sensor frames. An array with the coordinates of the centers of the sensor operation zones was created to apply the Pythagorean theorem in three-dimensional space, which is necessary for calculating the exact distance between the zones. The time is determined by the difference in the response of the first and second sensor frames. Knowing the path and time, we are able to calculate the exact speed of the object. For visualization, the oscillograms of each sensor channel were displayed, and a chronograph model was created. The chronograph model highlights in purple the area where the threshold has been exceeded.

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Meidani, Hadi, and Amir Kazemi. Data-Driven Computational Fluid Dynamics Model for Predicting Drag Forces on Truck Platoons. Illinois Center for Transportation, November 2021. http://dx.doi.org/10.36501/0197-9191/21-036.

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Fuel-consumption reduction in the truck industry is significantly beneficial to both energy economy and the environment. Although estimation of drag forces is required to quantify fuel consumption of trucks, computational fluid dynamics (CFD) to meet this need is expensive. Data-driven surrogate models are developed to mitigate this concern and are promising for capturing the dynamics of large systems such as truck platoons. In this work, we aim to develop a surrogate-based fluid dynamics model that can be used to optimize the configuration of trucks in a robust way, considering various uncertainties such as random truck geometries, variable truck speed, random wind direction, and wind magnitude. Once trained, such a surrogate-based model can be readily employed for platoon-routing problems or the study of pavement performance.

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