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ERIC Number: EJ947385
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1938-8071
Testing the Acceleration Hypothesis: Fluency Outcomes Utilizing Still- versus Accelerated-Text in Sixth-Grade Students with Reading Disabilities
Paige, David D.
Literacy Research and Instruction, v50 n4 p294-312 2011
The acceleration hypothesis views reading rate simultaneously as both an independent and dependent variable that can be manipulated to encourage increases in reading indicators (Breznitz, 2006). Within this conceptualization, reading rate represents all the component sub-processes required for proficient reading and presents the opportunity for a potential training regimen where the student is prompted to maintain a faster than normal reading rate. Potential for improvement in reading indicators is based on the theory that by increasing the amount of text available to working memory, increased comprehension processing may occur. This random assignment study found increases commensurate with a regimen of repeated reading with traditional still-based text. (Contains 4 tables and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A