Speeded reading and listening comprehension for easy and difficult materials
Compared comprehension for speeded reading and for listening to compressed speech. A reading and a listening group of 30 undergraduates were presented with 3 easy and 3 difficult passages, with 1 passage at each difficulty level presented at each of 3 speeds, 180, 290, and 380 words/min. No differen...
Gespeichert in:
| Veröffentlicht in: | Journal of educational psychology 1981-06, Vol.73 (3), p.312-319 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 319 |
|---|---|
| container_issue | 3 |
| container_start_page | 312 |
| container_title | Journal of educational psychology |
| container_volume | 73 |
| creator | Hausfeld, Steven |
| description | Compared comprehension for speeded reading and for listening to compressed speech. A reading and a listening group of 30 undergraduates were presented with 3 easy and 3 difficult passages, with 1 passage at each difficulty level presented at each of 3 speeds, 180, 290, and 380 words/min. No differences between reading and listening comprehension levels or quality were found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. Reading and listening comprehension were related to Ss' habitual reading speeds. There was evidence of a working-memory processing limit of about 275 words/min. This processing limit indicates the importance of silent reading strategies. (30 ref) |
| doi_str_mv | 10.1037/0022-0663.73.3.312 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_614274863</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1290489597</sourcerecordid><originalsourceid>FETCH-LOGICAL-a329t-dda6e925b305b814d0a11745ae4a9fa1ebcd64f468cedc1570707fbe956da2693</originalsourceid><addsrcrecordid>eNp1kEtLxDAUhYMoOI7-AVdF3XbMq0mzFPEFAy7UdUiTG83QaWvSLubfmzqiKzmLw4Hv3AsHoXOCVwQzeY0xpSUWgq0kW2UReoAWRDFVUiLFIVr8AsfoJKUNxpjlsEDrlwHAgSsiGBe698J0rmhDGqGbk-23Q4QP6FLou8L3sQCTdt-QC94HO7VjsTUjxGDadIqOfDY4-_Eleru_e719LNfPD0-3N-vSMKrG0jkjQNGqYbhqasIdNoRIXhngRnlDoLFOcM9FbcFZUkmc5RtQlXCGCsWW6GJ_d4j95wRp1Jt-il1-qQXhVPJasAxd_gcRqjCvVaVkpuiesrFPKYLXQwxbE3eaYD1Pq-fl9LyclkxnEZpLV_uSGYwe0s6aOAbbQtLgpj_sC2r7eBw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614274863</pqid></control><display><type>article</type><title>Speeded reading and listening comprehension for easy and difficult materials</title><source>EBSCOhost APA PsycARTICLES</source><source>Periodicals Index Online</source><creator>Hausfeld, Steven</creator><creatorcontrib>Hausfeld, Steven</creatorcontrib><description>Compared comprehension for speeded reading and for listening to compressed speech. A reading and a listening group of 30 undergraduates were presented with 3 easy and 3 difficult passages, with 1 passage at each difficulty level presented at each of 3 speeds, 180, 290, and 380 words/min. No differences between reading and listening comprehension levels or quality were found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. Reading and listening comprehension were related to Ss' habitual reading speeds. There was evidence of a working-memory processing limit of about 275 words/min. This processing limit indicates the importance of silent reading strategies. (30 ref)</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.73.3.312</identifier><language>eng</language><publisher>Washington, etc: American Psychological Association</publisher><subject>Compressed Speech ; Human ; Listening Comprehension ; Reading Ability ; Reading Comprehension ; Reading Speed</subject><ispartof>Journal of educational psychology, 1981-06, Vol.73 (3), p.312-319</ispartof><rights>1981 American Psychological Association</rights><rights>1981, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a329t-dda6e925b305b814d0a11745ae4a9fa1ebcd64f468cedc1570707fbe956da2693</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27869,27924,27925</link.rule.ids></links><search><creatorcontrib>Hausfeld, Steven</creatorcontrib><title>Speeded reading and listening comprehension for easy and difficult materials</title><title>Journal of educational psychology</title><description>Compared comprehension for speeded reading and for listening to compressed speech. A reading and a listening group of 30 undergraduates were presented with 3 easy and 3 difficult passages, with 1 passage at each difficulty level presented at each of 3 speeds, 180, 290, and 380 words/min. No differences between reading and listening comprehension levels or quality were found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. Reading and listening comprehension were related to Ss' habitual reading speeds. There was evidence of a working-memory processing limit of about 275 words/min. This processing limit indicates the importance of silent reading strategies. (30 ref)</description><subject>Compressed Speech</subject><subject>Human</subject><subject>Listening Comprehension</subject><subject>Reading Ability</subject><subject>Reading Comprehension</subject><subject>Reading Speed</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1981</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp1kEtLxDAUhYMoOI7-AVdF3XbMq0mzFPEFAy7UdUiTG83QaWvSLubfmzqiKzmLw4Hv3AsHoXOCVwQzeY0xpSUWgq0kW2UReoAWRDFVUiLFIVr8AsfoJKUNxpjlsEDrlwHAgSsiGBe698J0rmhDGqGbk-23Q4QP6FLou8L3sQCTdt-QC94HO7VjsTUjxGDadIqOfDY4-_Eleru_e719LNfPD0-3N-vSMKrG0jkjQNGqYbhqasIdNoRIXhngRnlDoLFOcM9FbcFZUkmc5RtQlXCGCsWW6GJ_d4j95wRp1Jt-il1-qQXhVPJasAxd_gcRqjCvVaVkpuiesrFPKYLXQwxbE3eaYD1Pq-fl9LyclkxnEZpLV_uSGYwe0s6aOAbbQtLgpj_sC2r7eBw</recordid><startdate>198106</startdate><enddate>198106</enddate><creator>Hausfeld, Steven</creator><general>American Psychological Association</general><general>American Psychological Association, etc</general><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IZSXY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>198106</creationdate><title>Speeded reading and listening comprehension for easy and difficult materials</title><author>Hausfeld, Steven</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a329t-dda6e925b305b814d0a11745ae4a9fa1ebcd64f468cedc1570707fbe956da2693</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1981</creationdate><topic>Compressed Speech</topic><topic>Human</topic><topic>Listening Comprehension</topic><topic>Reading Ability</topic><topic>Reading Comprehension</topic><topic>Reading Speed</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hausfeld, Steven</creatorcontrib><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hausfeld, Steven</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Speeded reading and listening comprehension for easy and difficult materials</atitle><jtitle>Journal of educational psychology</jtitle><date>1981-06</date><risdate>1981</risdate><volume>73</volume><issue>3</issue><spage>312</spage><epage>319</epage><pages>312-319</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><abstract>Compared comprehension for speeded reading and for listening to compressed speech. A reading and a listening group of 30 undergraduates were presented with 3 easy and 3 difficult passages, with 1 passage at each difficulty level presented at each of 3 speeds, 180, 290, and 380 words/min. No differences between reading and listening comprehension levels or quality were found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. Reading and listening comprehension were related to Ss' habitual reading speeds. There was evidence of a working-memory processing limit of about 275 words/min. This processing limit indicates the importance of silent reading strategies. (30 ref)</abstract><cop>Washington, etc</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.73.3.312</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 1981-06, Vol.73 (3), p.312-319 |
| issn | 0022-0663 1939-2176 |
| language | eng |
| recordid | cdi_proquest_journals_614274863 |
| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Compressed Speech Human Listening Comprehension Reading Ability Reading Comprehension Reading Speed |
| title | Speeded reading and listening comprehension for easy and difficult materials |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-29T02%3A02%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Speeded%20reading%20and%20listening%20comprehension%20for%20easy%20and%20difficult%20materials&rft.jtitle=Journal%20of%20educational%20psychology&rft.au=Hausfeld,%20Steven&rft.date=1981-06&rft.volume=73&rft.issue=3&rft.spage=312&rft.epage=319&rft.pages=312-319&rft.issn=0022-0663&rft.eissn=1939-2176&rft_id=info:doi/10.1037/0022-0663.73.3.312&rft_dat=%3Cproquest_cross%3E1290489597%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614274863&rft_id=info:pmid/&rfr_iscdi=true |