Journal articles: 'Speed of reading'

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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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Lok, Corie. "Literature mining: Speed reading." Nature 463, no. 7280 (January 2010): 416–18. http://dx.doi.org/10.1038/463416a.

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Firth, Alison Y., Jason Machin, and Claire L. Watkins. "Tilt and reading speed." Journal of American Association for Pediatric Ophthalmology and Strabismus 11, no. 1 (February 2007): 52–54. http://dx.doi.org/10.1016/j.jaapos.2006.09.021.

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KAIL, ROBERT, LYNDA K. HALL, and BRADLEY J. CASKEY. "Processing speed, exposure to print, and naming speed." Applied Psycholinguistics 20, no. 2 (June 1999): 303–14. http://dx.doi.org/10.1017/s0142716499002076.

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The aim of the present research was to determine the role of reading-related experience and processing speed on the time it took for children to name familiar stimuli. A total of 168 children, aged 7 to 13, were administered measures of global processing speed, title and author recognition, naming time, and reading ability. Naming times were predicted by age-related change in processing time but not by reading experience (as assessed by author and title recognition). The results are discussed in terms of the factors responsible for the relation between naming speed and reading.

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Szarkowska, Agnieszka, Breno Silva, and David Orrego-Carmona. "Effects of subtitle speed on proportional reading time." Translation, Cognition & Behavior 4, no. 2 (December 3, 2021): 305–30. http://dx.doi.org/10.1075/tcb.00057.sza.

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Abstract How much time do viewers spend reading subtitles and does it depend on the subtitle speed? By posing these questions, in this paper we re-analyse previous data to address this issue while promoting two methodological advancements in eye-tracking audiovisual research: (1) the use of proportional reading time (PRT) as a metric of time spent on subtitle reading and (2) the analysis of data via linear mixed models (LMMs). We tested 19 Polish L1 viewers with advanced English proficiency watching two clips with English soundtrack with Polish subtitles. First, we compared PRT at two different subtitle speeds: 12 characters per second (cps) and 20 cps. Then, we used actual subtitle speed rates to better understand the speed-PRT relationship. The results showed a significantly higher PRT for 20 cps compared to 12 cps, with the models predicting a PRT of 45.24% at 20 cps. We have also found strong evidence of the advantage of LMMs over more commonly used statistical techniques.

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MADEN, Sedat. "A Constructivist Model Proposal For Speed Reading: Speed Reading And Constructing The Meaning." Journal of Turkish Studies Volume 4 Issue 3, no. 4 (2009): 1423–36. http://dx.doi.org/10.7827/turkishstudies.736.

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MUTAGUCHI, Tatsumi. "Reading Speed of Experienced Readers of Braille: Right-Left Differences in Reading Speed." Japanese Journal of Special Education 50, no. 4 (2012): 343–52. http://dx.doi.org/10.6033/tokkyou.50.343.

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Miyata, Hiromitsu, Shigeru Watanabe, Yasuyo Minagawa-Kawai, Kazuhiro Ueda, and Toyofumi Sasaki. "Reading of novels by a Japanese speed-reading expert: Relationships between reading speed, comprehension, and eye movement." Neuroscience Research 71 (September 2011): e284. http://dx.doi.org/10.1016/j.neures.2011.07.1242.

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Durukan, Erhan. "Impact of speed reading training on reading speeds and comprehension skills of secondary school students." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 184–93. http://dx.doi.org/10.18844/cjes.v15i2.4491.

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The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest–posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20. Keywords: Comprehension level, reading speed, reading training, secondary school.

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VAN DEN BOS, KEES P., BONNE J. H. ZIJLSTRA, and WIM VAN DEN BROECK. "Specific relations between alphanumeric-naming speed and reading speeds of monosyllabic and multisyllabic words." Applied Psycholinguistics 24, no. 3 (August 1, 2003): 407–30. http://dx.doi.org/10.1017/s0142716403000213.

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The goals of this study are to investigate, at three elementary school grade levels, how word reading speed is related to rapidly naming series of numbers, letters, colors, and pictures, and to general processing speed (measured by nonnaming or visual matching tasks), and also to determine how these relationships vary with the reading task employed. The results indicate that, compared to color- and picture-naming speeds and nonnaming or visual matching speed, letter- and number-naming speeds are superior predictors of word reading speed. Furthermore, throughout the grade levels, associations between alphanumeric naming and monosyllabic word reading speeds are considerably stronger than for a widely used Dutch single-word reading test combining monosyllabic and multisyllabic words. It is suggested that, unlike multisyllabic words but similar to letters and numbers, monosyllabic words act as relatively holistic stimuli, which are recognized as sight words.

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Banerjee, Anwesha, Shreyasi Datta, Monalisa Pal, D. N. Tibarewala, and Amit Konar. "ELECTROOCULOGRAPHY BASED READING SPEED ANALYSIS AS AN ASSISTIVE TOOL." Biomedical Engineering: Applications, Basis and Communications 27, no. 02 (March 17, 2015): 1550016. http://dx.doi.org/10.4015/s1016237215500167.

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Dyslexia is a well-known reading disorder that involves difficulty in fluent reading, decoding and processing of words despite adequate intelligence. It is common that the reading speed of dyslexic patients is lower than their normal counterparts, because of slow letter and word processing. Eye movements in dyslexic patients are significantly different from that of normal individuals, in terms of the presence of frequent fixations and stares in the former. This work proposes a Human Computer Interactive system to assist individuals having low reading speed to increase their reading speed by the analysis of eye movements. Eye movement data for different reading speeds is recorded using a laboratory developed Electrooculogram acquisition system. From the data, Adaptive Autoregressive (AAR) parameters, Band Power Estimates and Wavelet Coefficients are extracted as signal features. Reading speeds are classified using different pattern classifiers from which an average accuracy of 94.67% over all classes and participants is obtained using Radial Basis Function (RBF) Support Vector Machine (SVM) Tree classifier and AAR Parameters as features. Friedman test is done to select the best classifier. The trained classifier is used to recognize the reading speeds of a set of new normal individuals. If the reading speeds are less than a preset threshold, that individual is trained repeatedly for 10 days for improvement. An improvement of reading speed is observed by the decrease in the misclassification rate from 45.1% to 9.92% in 10 days for the fastest speed (1 sentence/2 s) over all the subjects. This work is carried out on healthy individuals. However, the results reveal that the proposed system may also be used for training and assisting children with dyslexia or other similar reading disabilities children.

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21

Davis, L. "Speed-Reading the Genetic Code." Science News 129, no. 26 (June 28, 1986): 407. http://dx.doi.org/10.2307/3970708.

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Macdonald, Kate. "Reading Speed in Dornford Yates." Review of English Studies 67, no. 279 (December 31, 2015): 349–66. http://dx.doi.org/10.1093/res/hgv116.

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Hanley, J. R. "Reading speed in pure alexia." Neurocase 6, no. 4 (August 1, 2000): 280. http://dx.doi.org/10.1093/neucas/6.4.280.

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Kingsnorth, Alec, and James S. Wolffsohn. "Mobile app reading speed test." British Journal of Ophthalmology 99, no. 4 (October 29, 2014): 536–39. http://dx.doi.org/10.1136/bjophthalmol-2014-305818.

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RICE, MELISSA L., EILEEN E. BIRCH, and JONATHAN M. HOLMES. "An Abbreviated Reading Speed Test." Optometry and Vision Science 82, no. 2 (February 2005): 128–33. http://dx.doi.org/10.1097/01.opx.0000153163.60056.95.

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Hansen, Stephan. "Mit Speed Reading zum Erfolg." Bankfachklasse 30, no. 2 (February 2008): 24–26. http://dx.doi.org/10.1007/bf03255863.

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Greisbach, Reinhold. "Reading aloud at maximal speed." Speech Communication 11, no. 4-5 (October 1992): 469–73. http://dx.doi.org/10.1016/0167-6393(92)90053-a.

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Hanley, J. Richard, and Janice Kay. "Reading speed in pure alexia." Neuropsychologia 34, no. 12 (December 1996): 1165–74. http://dx.doi.org/10.1016/0028-3932(96)00039-5.

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Jufri, Shauqiah, Noor Halilah Buari, and Ai Hong Chen. "Text Structures Affect Reading Speed." Social and Management Research Journal 13, no. 1 (June 1, 2016): 117. http://dx.doi.org/10.24191/smrj.v13i1.5201.

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The objective of this study was to investigate how the text structures affect reading speed in the same participants. Two types of text structures were used. The first text structure (TS1) had a total of 84 words that formed by 14 separate sentences with 6 words in each sentence (3-words per line). The second text structure (TS2) was written as 100-words passage with 10 continuous sentences. The average words in TS2 was 3 to 15 words per sentence. The sentences were constructed in Malay language and words selected from Malay textbook under The Malaysia Ministry of Education (MMOE). Twenty-five participants were asked to read aloud both text structures at random. Time to complete both texts was measured with stopwatch and recorded using audiotape. The error was noted in recording sheet if there were any omission, repeated, added or misread of word. Reading speed was calculated as words per minute (wpm). Mean reading speed in for TS1 was found to be faster than TS2 (t=10.61, p<0.01). In conclusion, text structures might affect reading speed among Malay-native speakers. Therefore, it was importance to consider about the text structure in designing the reading material for evaluation and monitoring the reading and vision rehabilitation. Keywords: reading speed, Malay sentence, text structure

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Song, Jiho, Jae-hyung Kim, and Sungmin Hyung. "Validity of Korean Version Reading Speed Application and Measurement of Reading Speed: Pilot Study." Journal of the Korean Ophthalmological Society 57, no. 4 (2016): 642. http://dx.doi.org/10.3341/jkos.2016.57.4.642.

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Hidayat, Dadan. "The Effect of Speed Reading on Students’ Reading Comprehension." Journal of English Education Studies 2, no. 1 (May 30, 2019): 12–22. http://dx.doi.org/10.30653/005.201921.28.

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This research investigated the effect of speed reading on students’ reading comprehension. The writer used quantitative as the research method and used the quasi experiment as a research design. The writer used experimental class to imply the speed reading method and control group for the other technique in teaching reading. For collecting the data the writer gave the pre – test for experimental and control group, then administrated the treatment for experiment class , finally the researcher administrated the post – test to find out the improvement of speed reading method for the student . Based on the writer interpretation it is concluded that hypothesis is accepted.it is suggested that the teacher should imply the speed reading method in teaching reading because research finding proved that speed reading gave more improvement in reading comprehension that the other technique in teaching reading and the speed reading method was more interesting than conventional method.

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Wijaya, M. Sayid. "READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING." Pedagogy : Journal of English Language Teaching 6, no. 1 (June 4, 2018): 77. http://dx.doi.org/10.32332/pedagogy.v6i1.1087.

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Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.

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Dina Acklin and Megan H. Papesh. "Modern Speed-Reading Apps Do Not Foster Reading Comprehension." American Journal of Psychology 130, no. 2 (2017): 183. http://dx.doi.org/10.5406/amerjpsyc.130.2.0183.

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Fujimaki, Norio, Shinji Munetsuna, Toyofumi Sasaki, Tomoe Hayakawa, Aya Ihara, Qiang Wei, Yasushi Terazono, and Tsutomu Murata. "Neural activations correlated with reading speed during reading novels." Neuroscience Research 65, no. 4 (December 2009): 335–42. http://dx.doi.org/10.1016/j.neures.2009.08.009.

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Al Dahhan, Noor Z., John R. Kirby, and Douglas P. Munoz. "Understanding Reading and Reading Difficulties Through Naming Speed Tasks." AERA Open 2, no. 4 (October 2016): 233285841667534. http://dx.doi.org/10.1177/2332858416675346.

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Soysal, Taşkın. "A Mixed Method Study on Improving Reading Speed and Reading Comprehension Levels of Gifted Students." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 147. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.147.

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Gifted students have a reading capacity above their level. The aim of this study is to improve the reading speed and reading comprehension levels of gifted students through training in speed reading techniques. In the study, in which a total of 100 participants from the 4th, 5th and 6th grades attending the Science and Art Center took part, 28 hours of training in speed reading techniques were given to the students. The study was carried out according to a nested mixed methods design, which is one of the mixed research methods. While the quantitative data of the study were collected according to the pretest-posttest model without a control group, the qualitative data were obtained through semi-structured interviews with the students in the study. At the beginning of the study, the students’ initial reading speeds were taken through a narrative and an informative text, and then these students were given 28 hours of speed reading techniques training. At the end of the studies, the students' post-reading speeds were taken and the difference between the pre-tests and the post-tests was compared using the SPSS 21 program. At the same time, semi-structured interviews were conducted with each student who took part in the study during the 28-hour training period, according to the planning made. In the studies carried out, it was concluded that the education in speed reading techniques increased the reading speed and reading comprehension levels of the gifted students, that the students developed a positive attitude towards reading and made an important step in gaining reading habits, and that the studies carried out would be beneficial in terms of increasing the academic success of the students.

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전은실. "The Effect of Sustained Silent Reading on Reading Comprehension and Reading Speed." Journal of Research in Curriculum Instruction 19, no. 4 (December 2015): 1103–21. http://dx.doi.org/10.24231/rici.2015.19.4.1103.

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Miyata, Hiromitsu, Yasuyo Minagawa-Kawai, Shigeru Watanabe, Toyofumi Sasaki, and Kazuhiro Ueda. "Reading Speed, Comprehension and Eye Movements While Reading Japanese Novels: Evidence from Untrained Readers and Cases of Speed-Reading Trainees." PLoS ONE 7, no. 5 (May 9, 2012): e36091. http://dx.doi.org/10.1371/journal.pone.0036091.

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Dexl, Alois K., Horst Schlögel, Michael Wolfbauer, and Günther Grabner. "Device for Improving Quantification of Reading Acuity and Reading Speed." Journal of Refractive Surgery 26, no. 9 (December 1, 2009): 682–88. http://dx.doi.org/10.3928/1081597x-20091119-01.

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Varadaraj, Varshini, Stephen Lesche, Pradeep Y. Ramulu, and Bonnielin K. Swenor. "Reading Speed and Reading Comprehension in Age-related Macular Degeneration." American Journal of Ophthalmology 186 (February 2018): 138–43. http://dx.doi.org/10.1016/j.ajo.2017.11.026.

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Mills, Mara, and Jonathan Sterne. "Aural Speed-Reading: Some Historical Bookmarks." PMLA/Publications of the Modern Language Association of America 135, no. 2 (March 2020): 401–11. http://dx.doi.org/10.1632/pmla.2020.135.2.401.

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Together they are writing a book entitled “Tuning Time: Histories of Sound and Speed.” The authors would like to thank the Epistemes of Modern Acoustics group at the Max Planck Institute for the History of Science, the Alexander von Humboldt Foundation, Jason Camlot, Iben Have, Burç Kostem, and Shafeka Hashash.We write the history of aural speed-reading and time-stretching technology in two tracks, taking a cue from Annemarie Mol's The Body Multiple: Ontology in Medical Practice, with its “upper text” and “subtext” that invite readers “to invent a way of reading that works for them from scratch” (ix). In the spirit of the story that opens track 1, on the left, we decided to jimmy the format of the PMLA page. To differing degrees, each track provides context, describes events, raises questions, and applies analytic frames. Track 1 is our narration of a series of events recalled by Harvey Lauer to Mara Mills; the insights derive from his professional expertise and personal reading experiences. Track 2, on the right, does not benefit from the kind of omniscient sight known as hindsight; it reads alongside. Think of these tracks as an animated and mostly asynchronous conversation among people who care about instruments of sound and reading in distinct but similarly fanatical ways. For a cluster of historical recordings associated with this essay, tune in to the Sound and Science: Digital Histories database: acoustics.mpiwg-berlin.mpg.de/sets/clusters/aural-speed-reading.

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Khammar, A. J. "Impact of Amblyopia on Reading Speed." AAP Grand Rounds 35, no. 4 (April 1, 2016): 45. http://dx.doi.org/10.1542/gr.35-4-45.

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Wolf, Maryanne, Patricia Greig Bowers, and Kathleen Biddle. "Naming-Speed Processes, Timing, and Reading." Journal of Learning Disabilities 33, no. 4 (July 2000): 387–407. http://dx.doi.org/10.1177/002221940003300409.

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Nawy, Tal. "Speed-reading DNA in the dark." Nature Methods 8, no. 9 (August 30, 2011): 708–9. http://dx.doi.org/10.1038/nmeth.1684.

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Laroche, Louise, Jacinthe Boulé, and Walter Wittich. "Reading Speed of Contracted French Braille." Journal of Visual Impairment & Blindness 106, no. 1 (January 2012): 37–42. http://dx.doi.org/10.1177/0145482x1210600105.

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Bilaya, Angelina. "Speed Reading as a Psychological Problem." E3S Web of Conferences 258 (2021): 07062. http://dx.doi.org/10.1051/e3sconf/202125807062.

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The demand for innovative learning methods is dictated not only by the speed of changes and updates of the knowledge system, but also by the enormous growth of data. The need to navigate the vast and dynamically changing field of information requires more sophisticated skills of working with it. Reading is still one of the main ways of gaining knowledge. Improving the reading skill allows not only to work with text information faster and more efficiently, but also to qualitatively change the intellectual abilities of a person by means of speed reading. This study presents a theoretical overview of the modern scientific understanding of speed reading, and examines the psychological aspects (cognitive, motivational-meaning-building) that have an impact on the effectiveness of speed reading learning process. Our aim is to develop an appropriate training program, which will take into account not only the capabilities and limitations of the visual and cognitive systems, but also motivational-meaning-building component, which largely determines the student’s involvement in the lesson and the level of results achieved. The implementation of this program in the educational process will allow to optimize the time and effort necessary to acquire a certain amount of educational knowledge, as well as to increase the motivation and personal interest of the individual in the process of education and self-education.

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Olson, W. Scott. "Against Speed: The Case for Reading." RhetNet: A Dialogic Publishing (Ad)Venture 3, no. 5 (1996): 1. http://dx.doi.org/10.37514/rnt-j.1996.3.5.20.

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Feng, Henry L., Daniel B. Roth, Howard F. Fine, Jonathan L. Prenner, Kunjal K. Modi, and William J. Feuer. "The Impact of Electronic Reading Devices on Reading Speed and Comfort in Patients with Decreased Vision." Journal of Ophthalmology 2017 (2017): 1–4. http://dx.doi.org/10.1155/2017/3584706.

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Background/Aims. To evaluate the impact of back-illuminated and nonilluminated electronic reading devices on reading speed and comfort in patients with decreased vision. Methods. A prospective study involving a convenience sample of 167 patients at a single retina practice from January 2011 to December 2012. Participants were asked to read five different excerpts on five different media in a randomly assigned order. Media included a printed book at 12-point font (12PF), iPad2 at 12PF, iPad2 at 18-point font (18PF), Kindle2 at 12PF, and Kindle2 at 18PF. Reading speed in words per minute (WPM) and medium preference were recorded and stratified by visual acuity (VA). Results. Mean reading speeds in WPM: iPad2 at 18PF (217.0), iPad2 at 12PF (209.1), Kindle2 at 18PF (183.3), Kindle2 at 12PF (177.7), and printed book at 12PF (176.8). Reading speed was faster on back-illuminated media compared to nonilluminated media. Text magnification minimized losses in reading performance with worsening patient VA. The majority of participants preferred reading on the iPad2 at 18PF. Conclusions. Back-illuminated devices may increase reading speed and comfort relative to nonilluminated devices and printed text, particularly in patients with decreased VA.

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Lobier, Muriel, Matthieu Dubois, and Sylviane Valdois. "The Role of Visual Processing Speed in Reading Speed Development." PLoS ONE 8, no. 4 (April 4, 2013): e58097. http://dx.doi.org/10.1371/journal.pone.0058097.

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Johirman, Johirman. "MENINGKATKAN KECEPATAN EFEKTIF MEMBACA (KEM) DENGAN MENGGUNAKAN METODE KLOS SISWA KELAS XI IPA 2 SMA NEGERI 6 BENGKULU SELATAN." Diksa : Pendidikan Bahasa dan Sastra Indonesia 2, no. 1 (June 30, 2016): 22–32. http://dx.doi.org/10.33369/diksa.v2i1.3223.

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Abstract:

Effective speed reading has a very important role, because with the fast reading and reading comprehension ability of qualified person could master of science and technology. Indonesian reading habits unfavorable impact negatively on the level of legibility of a person or a student. To overcome this much needed effort and creativity of teachers. Klos in the application of the method of learning to read is one way to solve the problem. The research objective of this class action is to increase the Effective Speed Reading (KEM) using klos class XI IPA 2 SMA Negeri 6 South Bengkulu This classroom action research takes place in SMA Negeri 6 South Bengkulu class XI IPA 2, the number of students 40 students. Implementation of the activities carried out through three cycles. Before the first cycle carried out the need for pre-action is the identification of methods klos and Effective Speed Reading (KEM), and then executed the first cycle as the application of methods klos, the second cycle as in implementation klos method, and the third cycle as the consolidation phase. Data were analyzed using qualitative analysis that is used to qualitative data obtained from observations of students and teachers during learning in the classroom, and the quantitative analysis is used to test Effective Speed Reading (KEM) students using klos. The results of the study in the first cycle readability level is still low, due to the effective speeds average reading rate of 87 words per minute with 18% Independent, Instruktional rate of 38% and 44% in frustration. In the second cycle results of the study experienced a positive change that is effective speeds average reading rate of 150 words per minute with 78% Independent, Instructional rate of 18%, and the frustration level of 4%. The results of the study in the third cycle experienced stabilization which is the average Effective Speed Reading (KEM) 210 wpm with independent level of 100%. The result showed that the activity of learning to read faster by using klos can improve Effective Speed Reading (KEM) students.

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Journal articles on the topic 'Speed of reading'

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