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Reading Rate (reading + rate)
Selected AbstractsCervical cytology reading times: A comparison between thinprep imager and conventional methodsDIAGNOSTIC CYTOPATHOLOGY, Issue 9 2007Elizabeth Davey MBBS Abstract We aimed to compare the times cytologists spend reviewing cervical cytology slides processed by the ThinPrep Imager® (TPI) with times they spend examining conventional cytology (CC) slides. We also aimed to examine the effect of cytologists' experience on reading times. Using a cross-sectional analytical design, we analyzed routine laboratory data, collected retrospectively over 7 months, for 41 cytologists, including paired data for 20 who read both TPI and CC slides. For the 20 cytologists who read both types of cytology, the mean reading rate was 13.3 slides per hour for TPI slides and 6.1 slides per hour for CC slides. The mean within-reader difference between TPI and CC rates was 7.2 slides per hour (P < 0.001). For CC reading, mean times did not differ between those who were additionally trained to read TPI slides and those who only read CC. Slower readers had greater increases in speed when using the TPI compared with CC reading than did faster readers (P < 0.001). More experienced cytologists tended to read CC slides more quickly than did those less experienced, but experience did not affect TPI reading times or within-reader differences in reading times between cytology types. The TPI significantly reduced reading times compared with CC. This reduction was greater amongst slower readers, and was unrelated to experience. Diagn. Cytopathol. 2007;35:550,554. © 2007 Wiley-Liss, Inc. [source] A computerized treatment of dyslexia: Benefits from treating lexico-phonological processing problemsDYSLEXIA, Issue 1 2005Jurgen Tijms Abstract Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic basis of the program ensured that the instruction was highly structured. The present study examined the reliability of the effects of the treatment, and provided an evaluation of the attained levels of reading and spelling by relating them to normal levels. Both samples revealed large, generalized treatment effects on reading accuracy, reading rate, and spelling skills. Following the treatment, participants attained an average level of reading accuracy and spelling. The attained level of reading rate was comparable to the lower bound of the average range. Copyright © 2004 John Wiley & Sons, Ltd. [source] Revisiting print exposure: exploring differential links to vocabulary, comprehension and reading rateJOURNAL OF RESEARCH IN READING, Issue 3 2008Sandra Lyn Martin-Chang Undergraduates (N=171) completed a revised version of the Author Recognition Test (Stanovich & West, 1989). The resulting print exposure scores were divided into two dimensions: personal reading experience (primary print knowledge , PPK) and secondary print knowledge (SPK). Both PPK and SPK were correlated with print exposure, but not with each other. PPK correlated more strongly with reading-related variables (vocabulary, comprehension and reading rate) than did SPK. Of particular importance, PPK accounted for variance in all three criterion variables after the effects of SPK had been factored out. Thus, these data support the notion that it is the act of reading over and above memory for reading-related information that furthers the development of linguistic skill. [source] UK data from 197 undergraduates for the Nelson Denny Reading TestJOURNAL OF RESEARCH IN READING, Issue 1 2004Jackie Masterson The Nelson Denny Reading Test (Brown, Fishco & Hanna, 1993) provides measures of comprehension, reading rate and vocabulary. It is widely used in research studies with high school and undergraduate students and for assessment purposes in the USA. No widely used test of this kind exists for adults in the UK. The present paper reports data from 197 undergraduates from the University of Essex on the Nelson Denny test. Analyses were carried out of the data in terms of degree type and year of study. The scores obtained with the present sample were higher than those reported in the manual of the Nelson Denny test for a subset of the standardisation sample. Possible reasons for this difference are discussed. Overall, the results suggest that the Nelson Denny test is suitable for use with UK undergraduate students. [source] The impact of a collaborative family/school reading programme on student reading rateJOURNAL OF RESEARCH IN READING, Issue 1 2002Lisa Kelly-Vance Student reading skills are below grade level in many schools and professionals are constantly searching for new ideas to enhance reading curricula. To address this problem in one elementary school, a parent/school reading programme was implemented. Parents were encouraged to increase the amount of time spent reading with their children at home and the school provided easily accessible reading materials, suggestions for encouraging reading at home, prizes and special activities. Programme participants demonstrated a higher increase in reading rate and accuracy than the matched peers. Prior to implementation and at the end of the reading programme, parents and students who chose to participate in the programme reported positive attitudes toward reading together. Implications of these results are discussed and an emphasis is placed on expanding research in the area. [source] Oral and silent reading performance with macular degenerationOPHTHALMIC AND PHYSIOLOGICAL OPTICS, Issue 5 2000Jan E. Lovie-Kitchin Summary Previous studies have shown that reading rate for very large print (6°, 1.86 logMAR character size) is a strong predictor of oral reading rate with low vision devices (LVDs). We investigated whether this would apply using large print sizes more readily available in clinical situations (e.g. 2°, 1.4 logMAR), for subjects with macular degeneration. We assessed rauding rates,reading for understanding. A combination of near word visual acuity and large print reading rate (without LVDs) provided the best prediction of oral rauding rates (with LVDs). However, near word visual acuity alone was almost as good. Similarly, silent rauding rate was predicted best by near word visual acuity alone. We give near visual acuity limits as a clinical guide to expected oral and silent reading performance with LVDs for patients with macular degeneration. [source] | ||||||||||