Syfte: Att undersöka läshastigheten på datorskärm och om den kan förbättras med hjälp av färgade overlays, samt om det finns någon skillnad i läshastighet på utskrivet papper och datorskärm. Metod: Deltagarna (n=30) fick läsa ett Wilkins rate of reading test översatt till svenska, där antalet ord som hann läsas upp högt under en minut jämfördes då de läste på papper utan overlay och på datorskärm med och utan overlay. Studien gjordes på studenter mellan 18-31 år. Resultat: Den här studien visar att det inte finns någon signifikant skillnad i läshastighet mellan läsning på utskrivet papper och datorskärm (p=0,508). Deltagarna läste 1,6 ± 13,3 ord mer/min på datorskärm än på papper. En signifikant skillnad kan däremot ses mellan läsning på datorskärm med och utan färgat overlay (p=0,008). Läshastigheten ökade med 4,7 ± 9,1 ord/min med färgat overlay. Slutsats: Läshastigheten på papper och datorskärm är ungefär densamma. Man kan öka läshastigheten på datorskärm genom att placera ett färgat overlay över texten. / Purpose: To investigate reading speed on a computer screen and if it can be improved by using coloured overlays, and also if there is any difference in reading speed on printed paper and computer screen. Methods: The participants (n=30) read a Wilkins rate of reading test translated into Swedish, where the number of words read out loud in one minute was compared when reading on a paper without overlay and on a computer screen with and without an overlay. This study was performed on students aged 18-31 years. Results: This study shows that there is no significant difference in reading speed between reading on a printed paper and on a computer screen (p=0.508). The participants read 1.6 ± 13.3 words/min more on the computer screen than on the paper. A significant difference however was found in reading on a computer screen with and without coloured overlay (p=0.008). The reading speed increased with 4.7 ± 9.1 words/min with a coloured overlay. Conclusions: The reading speed on paper is similar to the reading speed on computer screen. The reading speed on the computer screen can be increased by placing a coloured overlay in front of the text.

Syfte: Syftet var att undersöka om det fanns någon skillnad i läshastighet med hjälp utav ett färgat filter (overlay) framför en text. Det undersöktes också om det var någon skillnad i ändringen av läshastighet mellan två olika åldersgrupper, en där deltagarna var över 18 år och en grupp där deltagarna var under 18 år gamla. Metod: Studien bestod av ett antal kliniska tester, klarade deltagarna normalvärdena för dessa tester fick de läsa ett lästest i en minut där antalet ord istället räknades och antecknades. Ett overlay valdes sedan och deltagaren läste då ett andra test i en minut där det också räknades ord och antecknades för att se om det fanns någon skillnad mellan läsningarna. Färgen och vilken sida på overlayet som valdes antecknades. Resultat: En signifikant skillnad mellan att läsa med och utan overlay fanns (p < 0,001). I de båda åldersgrupperna skedde en ökning av läshastighastigheten med hjälp utav ett overlay. Ökningen i den yngre åldersgruppen var 7,3 % med hjälp av overlay och i gruppen där deltagarna var över 18 år var förbättringen 6,1 %. I de båda grupperna fanns det också ett fåtal deltagare som läste saktare med overlay. Slutsats: Överlag visar detta att overlays kan hjälpa till att öka läshastigheten både hos barn och vuxna. Valet av färg på overlays skiljde sig åt mellan grupperna. / The aim of this study was to investigate if there was any difference in the reading speed with a coloured overlay when it was used on top of the text of a newly developed swedish reading test. The study also investigated if there were any differences in the change of reading speed between two different age groups. The study consisted of a number of clinical tests, the tests were visual aquity assessment for near and distance, colour vision and stereopsis. If the participants managed the normal values for these tests they were allowed to read a swedish reading test out loud three times for one minute each. The first time was for learning the structure of the reading test, the second time was read without overlay and the third time was read with an overlay. In the last two times the number of words were counted and noted. There was a significant difference in the reading speed with and without overlay (p < 0.001). In both the age groups there was an increase in reading speed when the overlay was used. The increase was 7.3 % with overlay in the younger age group and in the group where the participants were over 18 years old, the increase was 6.1 %. In both of the groups there was a small number of people whose reading speed was reduced when using an overlay. Overall this study shows that overlays can increase the reading speed in both children and adults. The chosen colour on the overlay differed between the two groups.

Although substantial research has been conducted into reading strategies, the difference between the reading strategies the students think they learn in class and the reading strategies the teacher considers she teaches is given little critical attention in the academic world. This study aims to investigate the relationship between non-English major students’ application of seven reading strategies for the CET-6 test and the teacher’s formal instruction in these with a view to improving teaching practices at university level.   A reading comprehension test and a questionnaire were given to 16 non-English major sophomore graduate students to establish what reading strategies are most and least utilized by students. A questionnaire was also presented to the teacher to ascertain what reading strategies she had taught. It is established that there are differences in the students’ and the teacher’s perceptions of what reading strategies have been taught and their suitability in the CET-6 reading comprehension text.

Thesis (M.Soc.Sc. Psychology)--University of Waikato, 2006. / Includes bibliographical references (leaves 58-69)

The problem of this study was to investigate the effectiveness of certain predictors of reading success and to determine which combination of these predictors was most reliable in predicting reading success.

The problem of the study was to determine whether a controlled program of reading instruction at the eighth grade level produces superior and retained improvement in rate and comprehension as compared with the usual classroom procedure.

Ten years into a democratic South Africa, significant changes have been witnessed in economic, social, political and educational development. Changes in the education system have resulted in many of the learners being encouraged to attend English medium schools although this is not their L1. Hence, there has been an increase of learners learning to read in a language that is not their first language. The transition from their home language to the language of learning is often not easy and impacts on their academic proficiency as well as academic development. This study investigated English reading abilities and academic performance of Grade 8 L1 and L2 learners attending an Ex-Model C school. The SDRT – Brown Level was used to assess the level of reading and its impact on academic achievement was investigated. Results show that the SDRT was highly correlated with, and a significant predictor of academic performance with certain tests being stronger predictors than others for L1 and L2 learners. Implications of these findings for the education of L1 and L2 learners are discussed.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-10T11:32:13Z No. of bitstreams: 1 Ana Carla Oliveira Garcia.pdf: 2463331 bytes, checksum: e10da87a2dd6b683165c2b358ec5974d (MD5) / Made available in DSpace on 2017-01-10T11:32:13Z (GMT). No. of bitstreams: 1 Ana Carla Oliveira Garcia.pdf: 2463331 bytes, checksum: e10da87a2dd6b683165c2b358ec5974d (MD5) Previous issue date: 2016-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction:This study investigated the effects of using colored overlays on reading rate to improve reading for children.Objective: To investigate the effect of the use of colored overlays on reading achievement. Materials and Methods: The sample consisted of 68 children (9-12 years of age, 53% male) regularly enrolled in the 5th (n = 24) and 6 years (n = 44) of elementary school. Were included in this study all children without peripheral visual or hearing loss. Instruments: Reading Test(TELVER) and Irlen Reading Perceptual Scale (IRPS): through a variety of tasks that enhance the visual stress, the instrument was used to define the optimal spectral blade (Irlen overlays) for each individual. Results: 68 students analyzed in this study, 31% showed an improvement of at least 5% on reading speed after using the overlay. Among these patients with improvement, there was an average gain of 14% in speed reading. Only 2 patients had 25% gains with the use of the intervention (28.8% and 30.8%). There was no difference in the performance of TELVER between female and male before the intervention (t (1,66) = 1.37; p = 0.174), with spectral blades (t (1,66) = 1.13; p = 0.262), and the read gain (t (1,66) = 0.53, p = 0.598). Conclusion: These data are very close to the international literature that evaluated childrenin the general population, providing external validation for TELVER / Introdução: as lâminas espectrais, folhas de acetato sobrepostas ao texto, são utilizadas para melhorar a leitura de crianças e adultos. O Teste de Leitura: Velocidade De Reconhecimento (TELVER) é o teste mais utilizado na literatura para investigar os benefícios das lâminas espectrais, elaborado de acordo com a teoriade hiperexcitabilidade cortical.Objetivo: investigar o efeito das lâminas de bloqueio espectral no desempenho de escolares na habilidade de velocidade de leitura. Materiais e Métodos: aamostra foi composta por 68 crianças (9 a 12 anos),matriculadas no 5° e 6° ano do ensino fundamental de uma escola estadual. Foram incluídas na pesquisa todas as crianças sem alterações visuais ou auditivas periféricas. Foram utilizados instrumentospara definir a lâmina espectral ideal e calcular o número de palavras lidas corretamente em um minuto, com lâmina e sem lâmina. Resultados: 31% apresentaram melhora de no mínimo 5% na velocidade de leitura após o uso da lâmina espectral. Nas crianças com melhoria, houve um ganho médio de 14% na velocidade na leitura. Doispacientes apresentaram ganhos acima de 25% com o uso da intervenção (28,8% e 30,8%). Não houve diferença no desempenho do TELVER entre os sexos feminino e masculino antes da intervenção (t (1,66) = 1,37; p = 0,174), com as lâminas espectrais (t (1,66) = 1,13; p = 0,262), e no ganhode leitura (t (1,66) = 0,53; p = 0,598). Conclusão: amelhoria de 5% no TELVER é um bom índice do uso sustentado das lâminas espectrais (validade preditiva)

The purpose of the study was to determine if instruction and practice in using the cloze procedure significantly affected the reading comprehension of a group of sixth grade students.The population consisted of 157 students in eight intact classes in two middle schools in east-central Indiana. The experimental group, four classes at one school, received cloze instruction, while the control group, four classes at the second school, worked with basal reading materials.Findings1. There were no significant differences in reading comprehension achievement between students who had cloze instruction and students who did not have cloze instruction, without regard to sex or reading ability levels.2. Students in the above average reading ability subgroup, whether or not they received cloze instruction, gained significantly more in reading comprehension on one criterion measure than did students in the average and below average reading ability subgroups.3. There were no significant differences in reading comprehension achievement between males or females in the group that had cloze instruction and males or females in the group that did not have cloze instruction.Conclusions1. Instruction and practice in using the cloze procedure did not significantly affect the reading comprehension achievement of the study population.2. Whether or not they had cloze instruction, students in the above average reading ability range gained more in reading comprehension achievement than did students classified as average or below average readers.3. Reading comprehension achievement was not significantly different for males or females, regardless of whether or not they received cloze instruction

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