ERIC Number: ED282182
Record Type: Non-Journal
Publication Date: 1986-Oct-23
Reference Count: N/A
Rate Improvement in College: The Computer vs. Traditional Text.
Feeley, Joan T.; Wepner, Shelley B.
College students in a reading rate improvement course participated in a study (1) to determine the effects of text displayed on the computer screen as opposed to the printed page and (2) to see if computerized speed reading programs changed student attitudes toward reading efficiency exercises. Subjects, 26 students of similar reading comprehension abilities, either read entire passages displayed on computer screens and had the computer record their reading rate (the experimental group) or read printed pages and recorded their reading rate themselves (the control group). The students using computers read entire passages because word-by-word presentation has been shown to adversely affect reading efficiency. Each group read the same passages weekly, answered the same comprehension questions afterwards, and then calculated their own reading efficiency. To measure reading improvement, the Fast Reading section of the Stanford Diagnostic Reading Test was used as pretest and posttest. Results indicated that the form of presentation did not matter--students' reading efficiency improved because of practice in reading complete passages under self-controlled, timed conditions. In addition, when student attitudes toward the rate component of the reading program were tested by administering a course evaluation survey, both the computer group and the traditional group rated their mode of presentation highly, which shows that they perceived the direct practice with whole-text rate exercises as helpful, regardless of mode of presentation. (A copy of the evaluation survey is appended.) (SKC)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A