Effects of Reading Speed and Retrieval Practice on Reading Comprehension

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dc.contributor.authorWeimer, Carrie
dc.date.accessioned2021-04-07T19:11:41Z
dc.date.available2021-04-07T19:11:41Z
dc.date.created2019
dc.description.abstractAlthough research suggests that speed reading is ineffective, it remains a popular strategy among students. We investigated the impact of an effective strategy (engaging in self-test practice, also known as retrieval practice) on speed reading. Would retrieval practice improve the efficacy of speed reading? We had participants read two passages (one at a regular rate and one at an accelerated rate) and they were given quizzes over the material either before or after reading the passages (except for the control group, which never received a quiz). Participants then completed a final comprehension test over the material. We predicted that receiving a quiz before reading would most benefit speed reading, whereas a quiz after reading would most benefit normal reading. The results did not support our hypothesis. Results indicated that regular reading was always the superior strategy regardless of quiz placement. These results suggest that speed reading is detrimental to comprehension, even when paired with retrieval practice. Limitations and future directions are discussed.en_US
dc.description.sponsorshipKalif E. Vaughn, Faculty mentoren_US
dc.identifier.urihttp://hdl.handle.net/11216/3673
dc.language.isoen_USen_US
dc.publisherNorthern Kentucky Universityen_US
dc.relation.ispartofNysa, the NKU Journal of Student Research;v. 2, Fall 2019en_US
dc.rightsCopyright retained by authoren_US
dc.subjectReading Speeden_US
dc.subjectReading Comprehensionen_US
dc.subjectRetrieval Practiceen_US
dc.titleEffects of Reading Speed and Retrieval Practice on Reading Comprehensionen_US
dc.typeArticleen_US

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