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To examine the utility of multiple reading speeds during rereadings toward enhancing comprehension and application of subsequently gained knowledge.

Representations of slow, mindful reading as well as analyses of eye training and speed reading techniques are described to serve as the theoretical foundation for the meta-strategy – read fast, read slow (RF/RS).

This meta-strategy encompasses aspects of rereading, eye training exercises, and speed reading; it is derived from a cognitive concept that a blueprint can be formed from reading at an increased speed from one’s normal speed. Further, the gaps along with that information which was not fully understood from the initial reading can be secured by following the initial fast read with a slower than normal reading of the text. The idea is to refine that which is important versus unimportant (main idea vs. details), and enhance the surface level of understanding into one that is critical and analytical after having been confronted against existing schematic notions.

Concepts of text structure, word reading automaticity, and content interest are natural by-products of using the RF/RS strategy. Together, these benefits allow for holistic growth and moreover, provide successful reading experiences. Successful reading prompts additional reading, as it has been widely established that better readers read more often and more widely.

Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of reading difficulties. This study was intended to help clarify the nature of developmental dyslexia in Spanish. Developmental dyslexic group (DD) were compared to two control groups, a chronological age-matched control group (CA) and a reading level-matched control group (RL). Measures included naming speed, verbal working memory (WM), phonological short-term memory (STM), phonemic awareness, and different reading subtests (letter, word and pseudoword reading, punctuation mark, reading skills). On the reading subtests, accuracy and reading speed were measured. Results demonstrated that developmental dyslexics show a severe deficit in lexical access on accuracy and speed measures, in addition to reading-related cognitive deficits in areas such as naming speed, verbal WM, phonological STM, and phonemic awareness. Hierarchical cluster analysis demonstrated that a subgroup of children with DD showed lower IQs and more severe reading-related cognitive deficits in naming speed, verbal WM, and phonological STM. Our results are consistent with studies conducted in the Spanish language and in other transparent orthographies.

A progress report on the present state of the art in rapid reading Of all the personal skills that a manager needs to bring to his work, the one which is most widely neglected and yet which is capable of the most ready and the most dramatic improvement is the skill of rapid and efficient reading. Assuming that a manager can already read with a reasonable degree of fluency—say, that he can read an article such as this at a speed of 250 words per minute or thereabouts with good comprehension—evidence accumulated over the last ninety‐five years would indicate that a short course of training should enable him to increase his speed of reading, without loss of comprehension, by an average of 80 per cent. This percentage improvement will apply whatever the material or the purpose for which it is read, provided like is compared with like (see figure 1). Individual improvements on a course can range from 25 per cent to 250 per cent and more.

This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment.

In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality.

Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task.

The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.

Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

Literacy demands have changed over the years and for success in society it is necessary to handle a wide range of texts and written information. The school has been criticized for not giving their pupils the necessary abilities to handle the kind of information they are faced with in society. One important dimension of literacy is reading comprehension, but even though much written information has the form of tables, drawings, graphs, etc. such presentations are most often accompanied by written text. This chapter focuses the comprehension of different kinds of written information, and data from different tasks are evaluated in light of the simple view of reading. A total of 132 grade 6 readers were given four reading comprehension tasks concurrently with a decoding task and a listening comprehension task. It was found that the sum of decoding and listening comprehension accounted for a larger part of the variance in all the reading comprehension tasks than the product of decoding and listening comprehension. The pupils' results on a naming task and morphological tasks from preschool accounted for significant parts of the variance in the comprehension of both plain text and text combined with tables and graphs over and above the concurrent decoding and listening comprehension results. Speed of orthographic identification in 2nd grade accounted for an additional, significant part of the variance in the plain text reading tasks. These results show that processing speed and linguistic knowledge, such as morphological knowledge, are important contributors to the comprehension of different kinds of written information. Even if speed of orthographic identification is especially important for comprehending plain texts, a broad linguistic and cognitive perspective seems to be important when preparing pupils to comprehend different kinds of written material.

ITA and a number of other experiments currently being carried out in primary schools are evidence of the widespread concern with discovering more effective methods of teaching children how to read. The same concern does not, however, appear to be felt with regard to the problems of enabling young people and adults to increase their efficiency in reading. We appear to assume that once children can read, then the work in English lessons in the secondary schools is sufficient to make them fast, accurate and critical readers by the time they leave at the age of 15 or 16. Relatively little work has been done in this country on developing effective reading efficiency courses for college students and adults.

Classification, indexing and abstracting can all be regarded as summarisations of the content of a document. A model of text comprehension by indexers (including classifiers and abstractors) is presented, based on task descriptions which indicate that the comprehension of text for indexing differs from normal fluent reading in respect of: operational time constraints, which lead to text being scanned rapidly for perceptual cues to aid gist comprehension; comprehension being task oriented rather than learning oriented, and being followed immediately by the production of an abstract, index, or classification; and the automaticity of processing of text by experienced indexers working within a restricted range of text types. The evidence for the interplay of perceptual and conceptual processing of text under conditions of rapid scanning is reviewed. The allocation of mental resources to text processing is discussed, and a cognitive process model of abstracting, indexing and classification is described.

On a training course adults can achieve spectacular increases in their speed of reading without loss of comprehension. For initially fast readers this must mean learning to select the appropriate information to store, because the rate of storage while reading appears to have a fixed upper limit. The Harvard course as modified for use in this country can apparently teach this skill; but the extent to which the new skill can be used during working hours is not yet known. The main techniques of reading and their acquisition are also briefly discussed.

The purpose of this paper is to review how historical research data are managed and mined today.

The methodology builds on observations over the last decade.

Reading speed is a factor in managing the quantity of text in historical research. Twenty years ago historical research involved visits to physical libraries and archives, but today much of the information is online. The granularity of reading has changed over recent decades and recognizing this change is an important factor in improving acce.

Computer-based humanities text mining could be simpler if publishers and libraries would manage the data in ways that facilitate the process. Some aspects still need development, including better context awareness, either by writing context awareness into programs or by encoding it in the text.

Future researchers who want to make use of text mining and distant reading techniques will need more thorough technical training than they get today.

There is relatively little discussion of text mining and distant reading in the LIS literature.