Slow and Fast Adult Readers in Text Comprehension
Reading speed is a component of reading ability tests designed to separate «good» and «poor» readers. The purpose of the two experiments reported in this paper were to study whether slow and fast adult readers differ in terms of the subprocesses involved in textual organization. For this, two variab...
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| Veröffentlicht in: | European journal of psychology of education 1991-09, Vol.6 (3), p.337-349 |
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| container_title | European journal of psychology of education |
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| creator | Ehrlich, Marie-France Tardieu, Hubert |
| description | Reading speed is a component of reading ability tests designed to separate «good» and «poor» readers. The purpose of the two experiments reported in this paper were to study whether slow and fast adult readers differ in terms of the subprocesses involved in textual organization. For this, two variables were manipulated: title and type of text. Subjects were classified as slow and fast readers based on the median value of the distribution of reading times on a preliminary text. Data clearly show that reading speed is a reliable individual characteristic. In Experiment 1, the recall performance of slow and fast readers did not differ. No interaction between reading speed and the title and type of text variables were observed. In Experiment 2, these results were replicated and extended to a summary test. So, it appears that slow and fast readers do not process textual organization in a different way and show identical comprehension performances. Further research is necessary to identify those factors that characterize good comprehenders among slow and fast readers. |
| doi_str_mv | 10.1007/BF03173155 |
| format | Article |
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The purpose of the two experiments reported in this paper were to study whether slow and fast adult readers differ in terms of the subprocesses involved in textual organization. For this, two variables were manipulated: title and type of text. Subjects were classified as slow and fast readers based on the median value of the distribution of reading times on a preliminary text. Data clearly show that reading speed is a reliable individual characteristic. In Experiment 1, the recall performance of slow and fast readers did not differ. No interaction between reading speed and the title and type of text variables were observed. In Experiment 2, these results were replicated and extended to a summary test. So, it appears that slow and fast readers do not process textual organization in a different way and show identical comprehension performances. 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The purpose of the two experiments reported in this paper were to study whether slow and fast adult readers differ in terms of the subprocesses involved in textual organization. For this, two variables were manipulated: title and type of text. Subjects were classified as slow and fast readers based on the median value of the distribution of reading times on a preliminary text. Data clearly show that reading speed is a reliable individual characteristic. In Experiment 1, the recall performance of slow and fast readers did not differ. No interaction between reading speed and the title and type of text variables were observed. In Experiment 2, these results were replicated and extended to a summary test. So, it appears that slow and fast readers do not process textual organization in a different way and show identical comprehension performances. Further research is necessary to identify those factors that characterize good comprehenders among slow and fast readers.</abstract><cop>Lisboa</cop><pub>I.S.P.A. / Instituto Superior de Psicologia Aplicada</pub><doi>10.1007/BF03173155</doi><tpages>13</tpages></addata></record> |
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| ispartof | European journal of psychology of education, 1991-09, Vol.6 (3), p.337-349 |
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| language | eng |
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| source | Jstor Complete Legacy; SpringerLink Journals - AutoHoldings |
| subjects | Adults Education and psychology Educational sciences Foreign Countries France Higher Education Language Language comprehension Memory Narratives Psychology and learning Reading ability Reading Comprehension Reading Processes Reading Rate Reading Research Speed reading Textual Organization Undergraduate Students Verbal learning Words Working memory |
| title | Slow and Fast Adult Readers in Text Comprehension |
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