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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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Kang, Cuiping. "Phonological awareness and naming speed in good and poor Chinese readers." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B30703803.
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Dwyer, Edward J. "Developing Rate Through Speed Drills." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etsu-works/3390.
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Holmes, James A. "Formatting variables and typeface variations of dot-matrix print and their effect on reading comprehension and reading speed." Diss., Virginia Tech, 1986. http://hdl.handle.net/10919/37285.
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The purpose of this study was to determine whether three typeface variations of dot matrix print [single density, dual density, and photocopied dot matrix type] and two formatting variations [fully justified and left justified] had any effect on the reading rates or reading comprehension of college students when compared to the same typewritten material. A pretest/posttest design with experimental and control groups utilized the Cloze Reading Test and the Nelson Denny Reading Test to measure reading comprehension and reading rates respectively to college students [N= 240]. Subjects were randomly assigned to the groups to test the effects of the six treatment levels and two control groups of the independent variables [typefaces and type formatting] on the dependent variables [reading comprehension and reading rates. Four test sessions were used to collect the data and answer the research question: Do either of the three typeface variations of dot matrix print or the two formatting variables have any effect on reading comprehension or reading rates of the subjects when compared to typewriter type? A factorial analysis of covariance [p. < .05] was used to analyze reading comprehension; and a two way analysis of variance [p. < .05] was used to analyze reading rates. The findings indicated that typefaces or formatting made no significant difference in the reading rate or reading comprehension scores of the subjects tested.Ph. D.
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Barankevych, Oleksiy Y. "Effect on online news story format on users' reading speed and recall." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265098.
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This study looked at how different formats of online news story can affect the way users read and understand it.The researcher formatted one story taken off the wire into two different ways: simple text story and a story customized for Web presentation. As an example the researcher used the style of MSNBC.com, one of nation's leading providers of original online news content.One hundred and sixty subjects who participated in the study were split into two different groups reflecting their online reading habits: the users who read news in full (or slow readers) and the users who scan and/or skim online information (fast readers). Both groups were exposed to each type of online story presentation.With the help of an online instrument created for the purpose of this study the researcher monitored subjects' reading speeds and recall of different types of story.The data collected in the experiment were analyzed through two-way Analysis of Variance, or ANOVA, with equal sample sizes.Initial analysis of the data revealed no significant difference between the way both types of readers recalled the two stories. Further analysis, however, showed that the type of story presentation had an effect on the speed with which certain categories of subjects read the stories. Subsequent analysis revealed that it was fast readers who took statistically significant less amounts of time to read the story formatted for online presentation.Department of Journalism
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Jones, Cerita Diane. "Assessing the speed of processing for naming and categorizing pictures and words : How do reading disabled and reading competent children differ?" Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/28651.
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Smith, Kristen M. "The Mediating Role of Processing Speed in Reading-Related White Matter Tracts and Word Reading Skills of Adult Survivors of Childhood Brain Tumor." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_theses/100.
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The purpose of this study was to investigate the relationship between word reading and white matter (WM) integrity in the reading system and test a theory-based moderated mediation model such that relationship of WM integrity with word reading is mediated by processing speed and indirect effect is moderated by group. Thirty-seven adult survivors of childhood brain tumor and typically developing adults participated (mean age=24.19(4.51) years, 62% female). Tractography identified the WM tract for three reading system connections. Fractional anisotropy of the IFOF and PT-OT tracts were significantly correlated with word reading in survivors (r=.55, .46, respectively; p
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Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.
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Sunseth, Kim Anne. "The role of naming speed and phonemic awareness in reading, spelling, and orthographic knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53519.pdf.
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Lai, Sandy S. Y. "Examining the Quick Spell Test : how does it relate to phonological processes, naming speed, orthographic processing, and reading?" Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/655.
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Hawke, Jesse L. "Genetic and environmental etiologies of reading difficulties and processing speed as a function of gender." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337100.
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Vergoossen, Hellen. "Cognitive demands of gender-neutral language : the new genderless pronoun in the Swedish language and its effect on reading speed and memory." Thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-122736.
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The gender-neutral pronoun hen has been added to the Swedish language with the aim to reduce sexism in the language and make language more inclusive. An objection against the implementation of the word is that the word would be cumbersome to read and would take more cognitive capacity to process. The present study examined if that concern is warranted. 209 participants self-paced read five texts with three pronouns each. Participants were randomly distributed to conditions containing only hen, he/she, she, or he as pronouns. No difference was found between reading speed in the condition containing hen as a pronoun in comparison with the conditions using han, hon or han/hon. No overall difference in memory recall was found either. However, sexism was found to be a moderator for memory recall when reading a text including hen, leading to lower memory recall for individuals scoring high on modern sexism.
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Biddle, Kathleen Rafter. "Timing deficits in impaired readers : an investigation of visual naming speed and verbal fluency /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1996.
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Thesis (Ph.D.)--Tufts University, 1996.Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 233-257). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Wong, Ing Hoo. "Design of a realtime high speed recognizer for unconstrained handprinted alphanumeric characters." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25135.
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This thesis presents the design of a recognizer for unconstrained handprinted alphanumeric characters. The design is based on a thinning process that is capable of producing thinned images with well defined features that are considered essential for character image description and recognition. By choosing the topological points of the thinned ('line') character image as these desired features, the thinning process achieves not only a high degree of data reduction but also transforms a binary image into a discrete form of line drawing that can be represented by graphs. As a result powerful graphical analysis techniques can be applied to analyze and classify the image.
The image classification is performed in two stages. Firstly, a technique for identifying the topological points in the thinned image is developed. These topological points represent the global features of the image and because of their invariance to elastic deformations, they are used for image preclassification. Preclassification results in a substantial reduction in the entropy of the input image. The subsequent process can concentrate only on the differentiation of images that are topologically equivalent. In the preclassifier simple logic operations localized to the immediate neighbourhood of each pixel are used. These operations are also highly independent and easy to implement using VLSI. A graphical technique for image extraction and representation called the chain coded digraph representation is introduced. The technique uses global features such as nodes and the Freeman's chain codes for digital curves as branches. The chain coded digraph contains all the information that is present in the thinned image. This avoids using the image feature extraction approach for image description and data reduction (a difficult process to optimize) without sacrificing speed or complexity.
After preclassification, a second stage of the recognition process analyses the chain coded digraph using the concept of attributed relational graph (ARG). ARG representation of the image can be obtained readily through simple transformations or rewriting rules from the chain coded digraph. The ARG representation of an image describes the shape primitives in the image and their relationships. Final classification of the input image can be made by comparing its ARG with the ARGs of known characters. The final classification involves only the comparison of ARGs of a predetermined topology. This information is crucial to the design of a matching algorithm called the reference guided inexact matching procedure, designed for high speed matching of character image ARGs. This graph matching procedure is shown to be much faster than other conventional graph matching procedures. The designed recognizer is implemented in Pascal on the PDP11/23 and VAX 11/750 computer. Test using Munson's data shows a high recognition rate of 91.46%. However, the recognizer is designed with the aim of an eventual implementation using VLSI and also as a basic recognizer for further research in reading machines. Therefore its full potential is yet to be realized. Nevertheless, the experiments with Munson's data illustrates the effectiveness of the design approach and the advantages it offers as a basic system for future research.Applied Science, Faculty of
Electrical and Computer Engineering, Department of
Graduate
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Newby-Clark, Elissa Diane. "The role of phonemic awareness and naming speed in predicting response to brief training of reading skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ53508.pdf.
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Rosenberg, Jon, and Michael Schönberg. "How your choice of typeface will affect reading speed on a retina display for computer experienced students." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121672.
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Denna studie ämnar undersöka om det finns någon skillnad i hur snabbt en text läses av en datorvan student på en datorskärm beroende på om texten är satt med en antikva eller en sanserif. Med hjälp av ett bekvämlighetsurval, bestående av 28 datorvana studenter från Linköpings Universitet Campus Norrköping, utfördes ett laboratorieexperiment där läshastigheten mättes. Två olika texter från Svenska högskoleprovet 2013 användes i experimentet. Texterna hade närliggande LIX-värden (läsbarhetsindex) och ansågs därför vara lika avancerade. Resultatet visar att det inte finns någon signifikant skillnad i läshastighet mellan en text satt i en antikva respektive sanserif. Detta resultat skall endast ses som en indikation för hur teckensnitt kan användas på skärm samt ligga till grund för vidare forskning inom området.
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Rezazadeh, Shohreh M. "The typical trajectory of response inhibition, sustained attention, and delay aversion : the nature of their relationship with naming speed." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101891.
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Although the behavioral phenotype of disorders such as attention deficit hyperactivity disorder (ADHD) and reading disability (RD) are well established, to date, few studies have assessed the association between the core cognitive characteristics implicated in each disorder. And fewer yet have addressed this in a sample of typically developing preschool and young school age children when such skills are developing and maturing. The present study focused on providing a typical trajectory of attentional and inhibitory performance alongside delay aversion and their association with naming speed, a basic cognitive process involved in the acquisition of later reading skills. Alongside the developmental characteristics of these cognitive domains, the results indicate an association between rapid naming deficits and poor attentional and inhibitory control. The results further suggest distinct association between attentional control, inhibitory control, naming speed and poor attention ratings. These findings have implications for pedagogical planning for children with ADHD and RD.
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Chiu, Chung-man. "A Hong Kong study of the effectiveness of speed drilling in improving reading performance of Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791650.
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Erasmus, Myrtle. "Die effek van vroeë rekenaarblootstelling en rekenaarervaring op die leesvaardigheid van graad 1-leerders / Myrtle Erasmus." Thesis, North-West University, 2007. http://hdl.handle.net/10394/749.
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The modern computerised era in which we live means that all areas of society
are subjected to information technology. Children are increasingly exposed to
and have access to computers, which necessarily have an influence on their
education and development. Seeing that children are the most receptive
group when it comes to exposure to new technology, this may have enriching
effects on computer literacy, which is often considered part of general literacy.
With regards to literacy, reading is one of the skills which pose a high
challenge. It is also a key skill that opens the world of information, as most
information is received through reading.
Any reading stimulation via electronic or printed media that encourages
learners to read is considered to improve reading ability, reading speed,
reading comprehension and phonetic awareness.
The aim of this study was to determine whether there was a correlation
between early computer exposure and experience (both computer access and
use) and reading ability of grade 1 learners. In this study a one shot cross-sectional
survey design was used. Schools with grade 1 learners in the
Umvoti district of Kwa Zulu Natal were selected to participate in the study -
stratified sampling was used. The grade 1 classes were selected on the basis
of random sampling. The selected classes (N=4; 85 learners) participated
'intact' in the study. The data was analysed using descriptive as well as
inferential statistics (e.g. MANCOVA).Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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Diemer, Maxine Nichole. "The contributions of phonological awareness and naming speed to the reading fluency, accuracy, comprehension and spelling of Grade 3 IsiXhosa readers." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/3245.
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This thesis contributes to reading research in isiXhosa, where the role of various cognitive skills in reading has not yet been examined. One of the current debates in reading research centers on the contribution of cognitive skills, namely phonological awareness and naming speed, to reading. The exact relation between phonological awareness and naming speed, and their relation to literacy in different languages are also disputed. In this study, the contribution of phonological awareness and naming speed to literacy is examined in 52 Grade 3 isiXhosa speaking children. Measures for literacy included oral reading fluency, silent reading, comprehension and spelling. Phonological awareness was the biggest contributor to reading fluency, accuracy, comprehension and spelling, confirming that phonological processing is important for reading in all languages studied to date. The role of naming speed was narrower, contributing to the fluency and accuracy of reading only in the group with poor phonological awareness. The results can inform the teaching of reading isiXhosa where an approach that explicitly emphasises orthography-phonology relations at the phoneme level may be well suited especially since there are many letter groups to learn. This would enable higher accuracy in orthography-phonology correspondences and should also improve automaticity, which was lacking in the group with low levels of phonological awareness. The Psycholinguistic Grain Size Theory of reading can adequately inform the understanding of reading in isiXhosa, and findings from other languages with similar requirements can inform the teaching of reading in isiXhosa.
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Chandler, Scott Bondurant. "Comparing the Legibility and Comprehension of Type Size, Font Selection and Rendering Technology of Onscreen Type." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29629.
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This experimental study investigated the relationship between the independent measures of font selection, type size, and type rendering technology and the dependent measures of legibility, as measured by the Chapman-Cook speed of reading test, as well as comprehension, as measured by a series of questions from the verbal comprehension section of the Graduate Record Exam. An electronic instrument presented test items in 12 different typographic styles. The study tested 117 college students at a university in southwestern Virginia. Each participant encountered anti-alias type rendering style and the orthochromatic type rendering style while participants were randomly assigned to either Helvetica or Palatino (font selection) and 8, 10 or 12 point type size.
Results indicated that the 12 point type size was read more quickly than either 8 point type or 10 point type. There was also an interaction between font selection and type rendering technology for speed of reading: Helvetica without an anti-alias was read more quickly than Helvetica with an anti-alias and more quickly than Palatino without an anti-alias. These findings contradict an earlier, similar study.
There were no significant results with regard to comprehension.
[Vita removed Oct. 13, 2010. GMc]Ph. D.
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Ericson, Marlene. "Läsklubben : Intervention i grupp med avsikt att öka avkodningsförmågan." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-116172.
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Abstract The present study reports the results of an intervention in year two based on proven methods to enhance students decoding and reading speed. Since a slow and uncertain decoding can affect reading comprehension. I have conducted tests in two classes in year 2, in decoding, and reading comprehension. I identified 16 students who received results stanine 1 to 3 on one or both tests. These students were given further tests in listening comprehension and in decoding. A standardized test was used both as a pretest and as a posttest, measuring literally awareness, decoding of the content, form and nonsense words and RAN. Five of the students become members in the intervention group, denoted The reading club. Four students got constitute a control group. Another four pupils lacked sufficient prerequisites for participation, and three students received too high results of decoding test for participation in the study. Should the intervention study, which lasted for 45 minutes three times a week for five weeks, enhance the students decoding skills and reading speed? After completion of the intervention I compared the results from the intervention group with the pupils from the control group and the students who normed the test. The students who participate in The Reading club enhance the reading speed compare to the control group.
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TAYLOR, SHAWN. "SPEED AND RESOLUTION IN THE AGE OF TECHNOLOGICAL REPRODUCIBILITY." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3888.
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The rate of acceleration of the biologic and synthetic world has for a while now, been in the process of exponentially speeding up, maxing out servers and landfills, merging with each other, destroying each other. The last prehistoric relics on Earth are absorbing the same oxygen, carbon dioxide and electronic waves in our biosphere as us. A degraded .jpeg enlarged to full screen on a Samsung 4K UHD HU8550 Series Smart TV - 85” Class (84.5” diag.). Within this composite ecology, the ancient limestone of the grand canyon competes with the iMax movie of itself, the production of Mac pros, a YouTube clip from Jurassic park, and the super bowl halftime show. A search engines assistance with biographic memory helps our bodies survive new atmospheres and weigh the gravities that exist around the versions of an objects materiality. Communication has moved from our vocal chords, to swipes and taps of our thumbs on a screen that predicts the weather, accesses the hidden, invisible, and withdrawn information from the objects around us, and still ducks up what we are trying to say. This txt was written on a tablet returned to stock settings and embedded with content to mine the experience in which mediated technology creates, communicates and obscures new forms of language. Life in a new event horizon — a dimensional dualism that finds us competing for genetic and mimetic survival — we are now functioning as different types of humans.
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Långhammar, Magdalena. "Avkodning, Läshastighet, Motivation & Läsvanor hos Vuxna : En observations- och korrelationsstudie av LäsKedjor-2, DLS Läshastighet, samt Självrapport." Thesis, Uppsala universitet, Logopedi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351554.
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I denna studie undersöktes avkodningsförmåga, läshastighet, motivationsgrad och läsvanor hos 40 vuxna personer, som grupperades utifrån kön, ålder och utbildningsnivå. För att testa avkodningsförmåga användes LäsKedjor-2 (Jacobsson, Läskedjor-2, 2014), för att testa läshastighet användes DLS Läshastighet (Järpsten, DLS läshastighet, 2002) och för att skatta motivationsgrad och läsvanor skapades Självrapport av uppsatsförfattaren själv. Testresultaten omräknades till staninevärden. Ingen signifikant skillnad uppmättes beträffande kön eller ålder på något av testerna. Signifikans beträffande utbildningsnivå uppmättes på alla test utom på det första deltestet i LäsKedjor-2, Bokstavskedjor, samt på läsvanor i Självrapport. Det befanns vara stark korrelation (r=0,62) mellan höga resultat på läshastighet och hög motivationsgrad relaterad till läsning.In this study decoding skill and reading speed was tested together with level of reading motivation and reading habits in 40 adults, grouped by gender, age and educational level. To test decoding skill LäsKedjor-2 (Jacobsson, Läskedjor-2, 2014) was used, to test reading speed DLS Läshastighet (Järpsten, DLS läshastighet, 2002) was used, and to test level of reading motivation and reading habits the self-assessment questionnaire Självrapport was constructed by the author. The results were transformed into a staninescale. No significant difference was observed regarding gender or age in any of the tests. Significance regarding educational level was observed in all tests except the first part of LäsKedjor-2, Bokstavskedjor, and in reading habits in Självrapport. A strong correlation (r=0,62) was evident in high results in reading speed and high level of reading motivation.
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Holmgren, Mikael. "Läshastighet i en bok, på en dator och i en smartphone – en fallstudie av fem flickor - Reading speed in a book, a computer and a smartphone -A case study of five girls." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30488.
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Arbetet behandlar frågan om elever läser olika snabbt beroende på varifrån de läser en text? Studiens grundläggande syfte är att undersöka om det föreligger någon skillnad i läshastighet i en bok, på en dator eller i en så kallad smartphone? Undersökningsgruppen är fem slumpmässigt utvalda flickor i årskurs 8. Intresset för arbetet tar sin grund i ett stort eget intresse för läsning men också i deltagande vid insamlandet av data till en större studie i ämnet. Studien har för avsikt att jämföra lästeknik och förståelse i en bok, på en dator och i smartphones. Som en del två skall försök göras för att utveckla lästekniken genom mental teknik- lånad från idrotten - i avsikt att utveckla elevers läsförmåga och uppfattningsmöjlighet.Metoden som används i är i detta arbete en fallstudie samt en analys utifrån observationer av deltagarna. Dessa filmas när de läser och sen analyseras filmerna utifrån antal ord per minut (opm) från en bok, en dator och en telefon. Metoden är till viss del egendesignad vilket den kan få kritik för men validiteten och reliabiliteten är att betrakta som hög. Förståelse finns med som en variabel i resultat och diskuteras kort i diskussionen för att försäkra att deltagarna verkligen läst. Den är dock inte avsedd att undersökas i jämförelse med källa och hastighet.Resultatet påvisar en snabbare läshastighet generellt för telefonen (28 opm mer) än i en bok eller telefon. Det visar dock också på att boken vinner över telefonen i två av fem fall och att eleverna som läser på telefonen uppvisar en snabbare läshastighet vid samtliga fall jämfört med en dator. Resultaten är att betrakta som "spretiga" och det går därför inte att utläsa säkra data utifrån dem. Undersökningsgruppen är också att betrakta som liten i sammanhanget.Frågor som ställs och behandlas i diskussionen är om elever lär sig mer om de läser snabbare och om det inte handlar mycket om den enskilda individen och vad han eller hon har för förmågor. Mer förbättringar på mobil och datorområdet och läsning görs och kommer att fortsätta göras och det här arbetet skummar på ämnets yta.Läsning är en komplicerad process som innefattar många faktorer och arbetet har gett upphov till insikt i begreppen förståelse, tolkning av ord och tänkande på en högre nivå som används som definitioner av vad läsning egentligen är. Detta gör det således svårt att forska på området om man inte är väldigt specifik i sin inriktning.
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Sacarin, Liliana. "Early Effects of the Tomatis Listening Method in Children with Attention Deficit." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056.
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Haberthy, Caroline`. "Effects of Temporal Modulation on Crowding Zone, Visual-Span Size, and Reading Speeds." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427839735.
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Zwiegers, Marlene. "Speel-speel van leesbot tot leesversot : ’n ondersoek na die aanwending van voorlees in kombinasie met drama as ’n pedagogiese hulpmiddel tot die ontwikkeling van leesliefde by leerders." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6779.
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Thesis (MDram)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Research has shown that children are not reading books for their enjoyment anymore. Also, children living in unfavourable socio-economic circumstances are raised without any book culture. The absence of a love for reading and low levels of literacy cause children to have problems to read in order to learn. In this small-scale empirical research project with an experimental group of eighteen Grade 3 learners from a poor socio-economic community and school in the Northern Cape, the researcher sought to determine whether drama could be used as a pedagogic aid to increase the learners' joy in reading. Thus different drama methodologies were utilised over a period of three years (from Grade 3 to Grade 5), primarily to inspire learners to enjoy books and reading. The research results have shown that in the experimental group reading levels gradually improved, library membership increased, most members of the group began to read on their own and a change to a positive self-image was reported. The control group in the same school also showed an improvement in their reading levels, but not to the same extent as was noted in the experimental group. It was apparent that the dramatisation of stories as a methodology had had a significant positive impact of the lives of the experimental group. Although this was a pilot study, there is a strong indication that the results can be utilised for further research.
AFRIKAANSE OPSOMMING: Navorsing het bewys dat leerders leesweerstandig geword het. Leerders uit veral ongunstige ekonomiese omstandighede word boonop nie met boeke omring wat 'n gesonde leeskultuur kan aanwakker nie. Hierdie swak leeskultuur, tesame met lae geletterdheidsvlakke, veroorsaak dat kinders probleme ervaar met lees om te leer. In hierdie kleinskaalse empiriese studie met 'n steekproef van 'n eksperimentele groep van agtien graad 3-leerders uit 'n lae sosio-ekonomiese gemeenskap in die Noord-Kaap, het die navorser drama as 'n pedagogiese hulpmiddel gebruik om vas te stel of dit kon bydra om die leerders te motiveer om leeslief te raak. Dramatisering met behulp van verskeie tegnieke en metodes is benut om die kinders te motiveer om lees te geniet en self te lees. Die resultate van hierdie empiriese studie oor 'n tydperk van drie jaar (van graad 3 tot graad 5) het getoon dat daar 'n verbetering in die meeste leerders se leesvlakke was, biblioteeklidmaatskap het toegeneem, selflees is by die meeste bewerkstellig en die selfbeeld van die kinders is in sommige gevalle verbeter. Hierdie resultate is vergelyk met 'n kontrolegroep in dieselfde skool, wie se leesvlakke wel ook oor die tydperk verbeter het, maar nie in dieselfde mate as die eksperimentele groep nie. Dit was duidelik dat die spesifieke metodes met betrekking tot voorlesing en gedramatiseerde spel van stories vir die eksperimentele groep 'n verskil gemaak het. Alhoewel hierdie slegs 'n loodsstudie was, is daar sterk aanduiding dat die resultate vir verdere navorsing gebruik kan word.
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Yao-Hua, Kan, and 甘耀樺. "Reading Speed Children with and without Reading Disabilities." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/08645817009340811736.
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碩士國立臺東大學
教育研究所
92
The purpose of this study was to compare the differences between reading disabled （RD）and normal children on the reading speed. The researcher developed an informal test to measure children''s reading speed of characters, double-character words, short sentences, and short articles. The sample was consisted of 36 students, from 2nd to 6th grade, who received special education programs in resource classroom in six elementary schools. All children met the LD criteria set by the Education Ministry of this country. A control group matched with age, gender, class, social economic status was also recruited. Children in these two groups are tested with reading speed, Chinese word-recognition, and reading comprehension tests. The school reading achievement of children were also collected. The differences between two groups on reading speed, recognition of Chinese words were analyzed. The main findings of this study were summarized as follows: 1. the reading speed tests are reliable and valid instruments 2. There were significant differences(P<.01) between the two groups in the reading speeds of Chinese characters, words, short sentences, and short articles. It is evident that the reading disabled children need significant longer time to complete these tests than their normal peers. 3. The reading speed of “short article” was highly correlated with, and the best predictor of Chinese reading abilities among the reading speed tests. 4. There’s no significant difference between the higher graders and lower graders who have reading disabilities. On the contrary, in the normal students, it seemed that reading time decreased as the ages of children increased. 5. The mean reading time for a single character decreased as the contextual effect increased. When characters were read in an article, sentence, word, the reading time would be much shorter than in the isolated condition.
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Redmer, Guy, and 雷凱. "Narrow Reading: Effects on reading speed and learner perspectives." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3y7da5.
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博士淡江大學
英文學系博士班
106
The purpose of this study is to examine the effects of narrow reading (NR) on reading fluency. The author aims to fill a gap in existing literature in which there is very little on NR, and only a single inquiry about its effects on reading rate. Specifically, this study explores the following questions: Does a NR treatment have any significant effects on the reading rates of university EFL learners? What are participant perspectives toward NR? A total of 39 second-year university students participated in the treatments for four weeks. All of the participants were non-English majors enrolled in Tamkang University. The group read three sets of thematically related running news stories. The texts were controlled for reading level and analyzed for lexical features. Data from each treatment was analyzed separately. The results for all three data sets consistently showed significant gains in reading speed, regardless of topic. Additionally, gains appeared to be sustained even when reading difficulty slightly increased. Semi-structured interviews reflected a general learner perception that NR was beneficial, particularly for reading speed, and that it could be a select activity, but only if the topic is of interest. Thus, the author concludes that NR may be a highly effective means of enhancing reading fluency.
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Yu-hua, Huan, and 宦玉華. "The Impact of Extensive Reading on the Sixth Graders' Reading Speed." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44934229286403331140.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
97
The purpose of this study was to explore the effects of extensive reading on the sixth graders’ reading speed and examine the interaction effect between text type and language proficiency during the reading process. Further, the subjects’ opinions of extensive reading were explored. This study was guided by three research questions. First, could an embedded extensive reading program enhance the reading speed of the sixth graders? Second, could text type and language proficiency result in the difference in the subjects’ reading speed? Third, what were the subjects’ opinions of the extensive reading program? 52 sixth graders at an elementary school in Taipei City taught by the researcher participated in the study from September 2008 to January 2009. They were divided into three groups according to their language proficiency: the higher-proficiency, average-proficiency and lower-proficiency. Participants at the same proficiency level were equally divided into two groups again to read two different types of texts: graded readers and picture books. The last fifteen minutes in each teaching period was allotted for extensive reading two times a week and the total reading period was 14 weeks. One-minute reading probes were administered before and after the extensive reading intervention. The data of the tests were analyzed by paired sample t-test and two-way ANOVA in SPSS statistic program. In addition, a questionnaire before the post-reading speed test was used to probe the students’ opinions of the extensive reading program. The results were presented by a descriptive analysis using frequencies and percentages that summarize the data. The results of the study showed that there was a significant increase of the reading speed in all the subjects, especially those at the high-proficient level and those in the graded reader group. However, when the comprehension of the text was considered, the average-proficient students’ performance was not statistically significant. Moreover, the interaction effect was found between text and language proficiency during the reading process. The simple main effect further indicated that picture books benefited the lower-proficient students more than graded readers with or without considering the comprehension of the reading speed text. Secondly, graded readers helped the average-proficient group to perform better on the reading speed test. Shown in their responses to questionnaire items, the students had positive opinions of extensive reading. They still deemed extensive reading to facilitate the increase of their reading speed though most of them confronted different levels of difficulties in extensive reading. Based on the results of this study, the researcher suggested that an extensive reading program be included in an elementary school curriculum if text and language proficiency are carefully managed. Given that the lower-proficient students possessed limited vocabulary and faced the difficulties more often while reading authentic materials like picture books, graded readers were recommended prior to picture books to ease their frustration and also other reading activities such as reading aloud or echo reading could be done before they were ready for independent reading. Graded readers were suitable for the average-proficient students to cultivate independent reading ability, but picture books could also be included for their reading strategy training in order to achieve the real comprehension. The higher-proficient students who already read independently might bring up other language abilities such as writing through extensive reading. Future researchers may choose different genres of texts or texts with various difficulty levels as the testing text to compare the effects on the subjects. Applying one-minute reading probes once a month is also suggested for observing the subjects’ change of their reading speed during the reading program. A control group can also be included in future studies.
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Liao, Shu-min, and 廖淑敏. "THE EFFECTS OF EXTENSIVE READING AND REPEATED READING ON EFL SIXTH GRADE STUDENTS’ READING SPEED." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56942373091724840807.
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碩士臺北市立教育大學
英語教學系碩士班
100
The purpose of the present study was to investigate and compare the effects of the two reading programs, Extensive Reading (ER) and Repeated Reading (RR), on EFL sixth grade students’ reading speed. Two intact classes, consisting of thirty-three and thirty-one students respectively, were selected from a public elementary school in Taipei City to participate in the study. The two classes of sixth grade students were randomly assigned to either the Extensive Reading program or the Repeated Reading program. The findings presented that within-group result showed that the ER program could improve the participants’ reading speed significantly better. However, within-group of the RR group, the RR program could not significantly improve the participants’ reading speed. In between-groups result, although the two reading programs did not make the significant differences on both groups’ post reading speed test, the participants in the ER program gained more improvements on their mean scores in their post reading speed test. The results of the study highlighted the importance of reading speed and the two reading programs, ER and RR, toward reading and reading speed in elementary school students.
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Mermelstein, Aaron David, and 莫艾倫. "The Effects of Extensive Reading on 4th year Taiwanese University Student’s Reading Level, Reading Speed,and Perceptions of Reading." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09415069520562975879.
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博士淡江大學
英文學系博士班
101
For many English as a foreign language (EFL) or English as a second language (ESL) students, reading is their main learning goal and may be the most important language skill they will need. Throughout the world, reading has become one of the most emphasized skills in the EFL/ESL classrooms and this is also true in Taiwan. Although the current education system is achieving some success, it is lacking appropriate models for teaching vocabulary and reading and is generally not building students’ internal motivation towards learning ESL/ELF. In order to better enhance students’ reading abilities, EFL teachers need to develop teaching programs that apply teaching approaches, methodologies, and reading materials that are effective and match the students’ abilities and interests. Today there is also an enormous amount of research promoting the effectiveness of both extensive reading (ER) and free reading towards increasing learners’ reading abilities. This study is both qualitative and quantitative and its main purpose was to investigate whether or not ER would demonstrate a positive effect on enhancing students’ reading levels, reading speeds, and perceptions of English reading and their own English abilities. This 12 week study took place at a middle ranked Taiwanese university using forth year non-English major EFL students as its participants and used a communicative language teaching approach (CLT) instead of the widely used ALM. A weekly treatment of ER was provided using graded reader books and participant assessments were taken before and after the study. Interviews were also conducted throughout the study. After a thorough statistical analysis, the findings indicated significant gains in both reading levels and students’ perceptions. However, there were some, but not significant gains measured in reading speed. This study suggests that ER can provide an alternative approach to the ALM towards improving learners’ reading development and perceptions towards English.
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Williams, Jacqueline Luann. "An Investigation of the Relationship Between Reading Speed and General Reading Skill Development." 2008. http://trace.tennessee.edu/utk_graddiss/445.
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Numerous studies have shown that words correct per minute (WC/M) is a valid and reliable measure that correlates highly with standardized reading assessments (Marston, 1989). The current series of studies begins to investigate why WC/M and other rate measures correlate so strongly with these assessments. The goal across all three studies was to parse the variance in general reading development accounted for by the measure of reading speed.
In the first study, researchers found that reading speed taken from WC/M accounted for a significant amount of the variance with the Broad Reading Cluster (BRC) of the Woodcock-Johnson III Tests of Achievement (WJ-III Ach.; Woodcock, McGrew, & Mather, 2001) across 4th-, 5th-, and 10th-grade students (Williams, Chapter 2, this dissertation). Results also indicated that converting reading speed to a rate measure (WC/M) accounted for an additional amount of variance. In the second study, researchers performed similar analyses with reading comprehension rate (RCR; comprehension questions correct/time required to read) (Williams, Chapter 3, this dissertation). Results from this study also indicated that reading speed accounted for much of the variance with the BRC.
In the third study, researchers extended these research findings by analyzing 4th- and 5th-grade students’ time required to read, WC, WC/M, highlighted punctuation correct per minute (HPC/M; punctuation highlighted correct/time required to read), and HPC with the Tennessee Comprehensive Assessment Program (TCAP) (Williams, Chapter 4, this dissertation). Results showed that both rate measures significantly correlated with the TCAP across both grade-levels. Non-hierarchal analysis results indicated that reading speed taken from HPC/M accounted for most of the variance in TCAP scores across 4th- and 5th-grade students. Additionally, reading speed from 5th- grade students’ WC/M accounted for most of the variance in the TCAP scores. However, WC (the numerator) accounted for most of the variance among 4th-grade students.
The results from these studies indicate that the time required to read (the denominator) can account for much of the variance with standardized reading assessments. Overall, results suggest that reading speed is what may account for the validity and sensitivity of reading rate measures.
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Baker, Ryan. "The effects of multiple column online text on reading speed, reading comprehension, and satisfaction." Diss., 2005. http://hdl.handle.net/10057/500.
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This study examined the effects of the number of columns and type of justification on reading speed, reading comprehension, and satisfaction for online text. Sixty-six participants read a single narrative passage of approximately 2200 words presented in one of six conditions: one, two, or three columns and full- or left-justification. Results from this study found that reading speeds for the two-column full-justified condition and one-column left-justified condition were fastest overall. Fast readers performed best under the two-column full-justified condition, and slow readers performed best under the one-column left-justified condition. No significant differences were found for overall satisfaction or comprehension. Further studies are needed to examine the importance of individual difference in reading ability on online reading performance."May 2005."
Thesis (Ph.D.)--Wichita State University, Dept. of Psychology
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Thering, Ann Caroline. "Scientists' comprehension, reading speed and evaluation of science writing styles." 1986. http://catalog.hathitrust.org/api/volumes/oclc/15496476.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1986.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 75-80).
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Elliott, David B., B. Patel, and David J. Whitaker. "Development of a reading speed test for potential-vision measurements." 2001. http://hdl.handle.net/10454/3435.
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NoPURPOSE. Previous studies suggest that optimal reading speed is unaffected by cataract, yet is significantly reduced in age-related macular degeneration (ARMD ). This raises the question of whether a reading speed test could be developed to assess potential vision after cataract surgery. METHODS. Nineteen subjects with cataract, 15 with ARMD, and 13 control subjects with normal, healthy eyes read Bailey-Lovie word charts aloud, and subsequently, critical print size and optimal reading speed were calculated. Measurements were also taken with the charts in reversed-contrast polarity and after pupillary dilation. RESULTS. Although the subjects with cataract had reduced word acuity and increased critical print size, optimal reading speed was similar to that of the control group at a mean of approximately 100 wpm. Optimal reading speed in the subjects with ARMD was substantially worse (mean of 39 wpm). Reversing the contrast polarity of the charts slightly increased the word acuity and optimal reading speed of the subjects with cataract. CONCLUSIONS. The results suggest that optimal reading speed would be useful as a potential-vision test. The proposed test would use text size of at least 1.32 degrees (1.2 log minimum angle of resolution [logMAR]), and pupil dilation would be unnecessary. A reading test with black letters on a white background would be adequate, because charts with reversed-contrast polarity made minimal difference in reading speed.
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Chen, Sue-in, and 陳姝嫈. "The Relationships between Naming Speed Working Memory and Reading Achievement." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/45264736268332818098.
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碩士國立台東師範學院
國民教育研究所
86
Reading study of the spelling verbs showed that the naming speed is highly cor related to the reading comprehension. This is because the cognitive process naming is similar to the low level of cognitive process of reading (Wolf, 199 1). On the other hand, working memory and reading process are related to each other because to comprehend the contents of an article, one have to keep the o rder of verb to verb, phase to phase,and sentence to sentence and store them into the working memory, and in the mean timto get the phonology and syntax fr om the cognition system in a short time (Siegel, 1994). The main purpose of th e study is to investigate the correlation among the naming speed, working memo ry and Chinese reading ability based on the performances of the second and fif th grade students. The study applied the correlation research method and utili zed the match-pair method in selecting subjects (that is each pair students ha ve the same or similar IQ, age, family economic/social level except one is rea ding disab child and the other is normal child). A total of 115 students, grad e 2 and grade 5, from the elementary schools of Kaohsiung city were invited in to the study. All students were administrated to the working memory span test (Zen, 1996) and Chinese reading ability test (Choi & Hun, 1996) accompanied wi th a computer program to collect each subject''s naming speed after treated by the diverse stimulation. Results of the study show that working memory is a st eady and significant effect in discriminating grade 2 d grade 5 students betwe en normal children and reading disable children. For the variable of naming sp eed, the sequential naming is more discriminative than the individual naming. For variables of category, based on six types of tests, color is the most disc riminative variable, followed by the phonetic symbol and numeral variables. T he language crossed naming test has discriminative effect in every numeral ite m for grade 5, but has discriminative effect for grade 2 only when numeral is 20. The non-languagerossed naming test does not have discriminative effect for grade 5, but has the discriminative effect for grade 2 except the 20 numeral item. Results also show that the discriminative effect tends to be steady when the numeral is 10. The correlation among the naming speed, working memory and Chinese ability are all statistical significance. The result of path analysis shows that the naming speed has direct influence in the Chinese ability and h as indirect influence in working memory. The findings support rearch assumpti ons. Finally, based on the experimental design, research instruments and resea rch variables, the researcher presents three suggestions for the future study.
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Chih-Neng, Yang, and 楊熾能. "The Effects of Text Presentation Methods and Window Sizes on Reading Speed, Comprehension, Reading Efficiency and Satisfaction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/83410882650391042615.
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碩士輔仁大學
資訊管理學系
94
The main purpose of this study was to investigate the effects of text presentation methods (paging, scrolling, leading, and rapid serial visual presentation) and window sizes (5x6 and 10x12) on subjects’ reading speed, comprehension, reading efficiency, and interface satisfaction on a personal digital assistant. The moderating effects of reading attitude, improper reading habit and reading behavior were also examined in this study. This study was participated with 30 subjects using a 4x2 factional repeated-measurement design. The reading materials used in the experiment were carefully selected from reading comprehension tests and screened via four steps: firstly, to select suitable groups of articles and questions by the researcher; secondly, to choose articles with medium difficulty by using a readability formula; thirdly, 15 undergraduates in the College of Management at Fu-Jen Catholic University took a comprehension test without reading material to screen out those easily guessable articles with no need of reading the content; finally, 11 undergraduates took an intact reading comprehension test presented with reading material and test items, and articles with obvious difficultly was deleted from the pool. The questionnaire used in this study was consisted of four sections: satisfaction of interface, reading attitude, reading behavior and personal data. The experimental application was implemented by researcher. Repeated-measurement ANOVA was conducted to test the hypotheses. Main findings were presented as follows: (1) Both text presentation methods and window sizes significantly influenced on subjects’ reading speed. (2) Neither text presentation methods nor window sizes had significant effect on subjects’ reading comprehension. (3) Subjects’ reading efficiency was significantly influenced by text presentation methods and window sizes. (4) Text presentation methods significantly influenced on subjects’ interface satisfaction. (5) Reading behavior had no moderating effect on subjects’ reading speed, comprehension, reading efficiency and interface satisfaction. Reading attitude and window sizes had significant interaction effect on subjects’ interface satisfaction. Improper reading habit and text presentation methods also had significant interaction effect on subjects’ reading efficiency.
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Lu, Yu-Chen, and 呂育甄. "Phonological Awareness, Naming Speed and Chinese Dyslexic Children’s Character Reading Ability." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/89417022768838359892.
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碩士國立高雄師範大學
特殊教育學系
99
This study examined the relations between reading-related cognitive skills and character reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 90 children─30 with dyslexia (Ds), 30 chronological age (CA) controls, and 30 reading-level (RL) controls─participated and were administered measures of character reading, rapid naming, and phonological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in rapid naming than RL controls. In addition, reading-related cognitive skills in Chinese didn’t contribute significantly to the ability to read English words, not suggesting cross-linguistic transfer from L1 to L2. Results didn’t find evidence for different phonological units of awareness related to the characteristics of the different languages being learned, not supporting the linguistic coding differences hypotheses. The major findings of this study were as follows: 1.Ds performed significantly lower than CA in all reading-related cognitive skills in Chinese. However, Ds also performed significantly lower than RL in rapid naming. To sum up, Chinese rapid naming may be the cause of Chinese character reading disability. 2.Ds performed significantly lower than CA in all reading-related cognitive skills in English. However, Ds also performed significantly lower than RL in rapid naming. To sum up, English rapid naming may be the cause of Chinese character reading disability. 3.There were significant correlations among phonological awareness (deletion), rapid naming and character reading in English; Chinese was not significantly correlated with English. Deletion and rapid naming were the best predictors of English character reading. According to the findings, the limitations and recommendations of this study for further studies and practical implementation were made.
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Hsiao, Hong-Hsuan, and 蕭宏軒. "Optical Design of Multi-Beam Optical Pick-Up for High-Speed Reading." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/e7r6vc.
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碩士逢甲大學
電機工程學系
102
The target of this thesis is to design a Multi-beam Optical pick-up. As the name suggests, it use plurality of spots to read data, so it has an advantage of reading data faster compared to traditional Optical pick-up. The bigger improvements in this paper are changing the profile of the diffraction grating to replace the one used before and changing the place of optical elements in traditional Optical pick-up. The light from the Laser Diode passing through the grating will generate seven spots in the first +/-3 diffraction orders. Using. this seven spots to read data Simultaneously will reach the target of quick reads.