Speed Reading For The Executives: A look at the Real Purpose of Reading Programs.

Summary

In this article, the author, Walter Pauk, presented speed reading as a method for researchers and executives to read through vast amounts of important material with a limited window of time. In this article, Pauk wanted to offer business executives and researches an alternative to reading every page in order to gain necessary knowledge for their career fields.

Beginning this article, Pauk stated that ‘progress” is an essential part of everyday life for executive and researchers. Improving daily progress is vital not only for executives and researchers, but all employees within a business setting. The author approaches the speed reading topic by addressing key factors for its importance. Key factors such as, getting out from under piles of paper work, the need for increased workforce speed and efficiency, and the fear of being ineffective on-the-job, all add to the desire for executives and researches to pursue speed reading courses.

The next section of this article is a summary by the author of a standard speed reading course. According to Pauk, many individuals who begin speed reading courses often attempt to “race through books, seize phrases, gobble up sentences, and even mentally photograph whole pages at a glance.” This tendency often times builds confidence for individuals participating in speed reading courses. Pauk cautions that this sudden jump into speed reading can cause a drastic loss in reading comprehension.

Lastly, Pauk articulates “high speed - low comprehension” for people just starting speed reading. Challenging somebody to specific details within an article they attempted to speed read can potentially discourage an individual trying to learn this skill. According to the author, challenging somebody to specific knowledge after speed reading is not an effective way to gauge if speed reading is an effective method or not. It only serves to discourage a person from enhancing this skill and reaching a point where it becomes an efficient means for them to read numerous articles in a short period of time.

Critique

This article was not a scholarly peer reviewed study however, all of its sources were scholarly and well acclaimed within the research and academic community. While this article was written in 1965, much of its content remained similar to studies and articles reviewing speed reading in the recent past.

Source

Pauk., W. (1965). Speed Reading For The Executives: A look at the Real Purpose of Reading Programs. Training Directors Journal, 19(3), 15-19.

The Correlation Between Students’ Reading Speed and Students’ Reading Comprehension

Background

In this study the researcher studied whether or not there was a correlation between an individual’s reading speed and their reading comprehension. The paper was written for a thesis at a University in Indonesia where students study English as a second language. With this study, the author sought to better gauge how students were progressing in their language skills.

The author reviewed his University’s English program and identified the types of reading skills students were being taught. Skimming and scanning reading skills were heavily emphasized as important to language comprehension and fluency. The author states in the beginning of the paper the importance of speed reading in the development of language skills because of the increased ability to consume more information and language familiarity in a shorter amount of time.

Method

The author tested 24 students in their fourth semester in the University’s English department. All participants in the study had completed two of the schools English reading courses. The participants were all asked to read a paper and take a comprehension test following. Reading speed was tracked by setting time limits on the readings and tracking how many words a participant was able to read.

After the tests, the author then compared individual participants’ reading speeds with their scores. The author tested the distribution of the test scores and reading scores to see if it was within normal range or if a significant correlation existed. The results were corrected for potential errors and tested to see if the relationship held statistical significance.

Conclusion

The author found from the study that the scores and reading speed of the students fit a normal distribution and relationships between an individual participant’s reading speed was not significantly correlated with their reading comprehension.

Critique

The sample size that the author used was very small and the method of testing was limited in its capability in providing accurate results.  The author should have created a better way to measure reading speed as the method used cannot provide enough accuracy as it is not fully verifiable. The results however are somewhat interesting in that if reading speed and comprehension are not correlated (whether positively or negatively) then this could imply that readers could reasonably increase their reading speed and therefore their ability to consume more information in a shorter span of time without significant loss in comprehension. However the results of the testing is significantly limited as none of the participants were being tested in their primary language.

Datunsolang A. (2014) The correlation between students’ reading speed and students’ reading comprehension (Thesis). State University of Gorontalo, Gorontalo, Indonesia. Retrieved from: kim.ung.ac.id/index.php/KIMFSB/article/download/3272/3248

Friday, September 30, 2016

Test Taking Speed: Predictors and Implications

Summary:

This journal article uses a quantitative test taking approach to understanding the key connections between giving students extended time on reading comprehension based time tests. The researchers had 253 students complete measures for processing speed, reading fluency, and self-reporting of their abilities in test taking and reading of a standardized pencil based reading comprehension test.

1. The researchers initial quest was to identify whether students needed extra time on standardized reading comprehensive tests, and whether extended time students were those with learning disabilities like ADHD. The extended time students are often times prescribed by diagnosticians, education professionals, and counselors due to an inability to complete a comprehensive reading test in 20 minutes like the Nelson Denny Reading Test (NDRT). 

2. Beginning the experiment, the researchers collected their observables of 253 undergraduates at one medium-sized public college, and one large private university. The observables included 124 freshmen, 109 sophomores, and 20 other upper classmen, which had a racial distribution of 75% white, 9% Asian, 8% Hispanic, and 8% African American. Of which 24% of the total observables (i.e. students) self reported having a disability diagnosis of ADHD or other psychological disorder at one point in their lives.

3. For the standardized test, the researchers used the NDRT, Form G, as the proxy timed academic test. Though they never timed the observables, but solely told them to complete the test as quickly and accurately possible. The usual testing time for this test is 20 minutes. At the outset of the test they took a “Reading Rate” score, which involved students reading the first minute worth of the first passage, and noting it on the test so it could be listed for the comprehension score. 

4. For conclusive results of the study, it found that the average student took 17.6 minutes to complete the NDRT comprehension measure test. While 22% of the observables failed to complete the NDRT in less than 20 minutes. Of that 22% of observables, 78% had not reported any disability condition before the test. The researchers also found that processing speed was related to reading fluency, but processing speed only had a slight positive relationship to comprehension performance. In reference to the “Reading Rate” score, the researchers found that it did not correlate to the reading comprehension score. Yet, it did not correlate to the time it took to complete the test, with those that read faster completing usually under the 20 minute mark.

In conclusion, the researchers noted that reading comprehension is a need in all tests, classroom environments, and high stake settings. Of note from the study was that more than 20% of the observables failed to complete the NDRT in 20 minutes, but most of them had no disability. Thus proving an over reliance of diagnosticians to base a disability on timed tests solely for student performance. This could be due to other factors such as the answer sheet being separate from a test booklet or an individual’s test taking style influencing the failure in performance. While in reference to accuracy with comprehension it was mostly due to an individual’s knowledge base and intelligence in identifying words and lexicons properly. While for speed it was mostly due to individual personality characteristics. One of the biggest things found by the researchers was that regardless of completion times those that performed under the 20 minutes, and those that went over 20 minutes, both had even scores across the board. Thus allowing the researchers to note that more time on a test doesn’t necessarily produce better results.

Critique:

This study does not really influence forecasting, it more so puts pressure on speed-reading in a time-constrained environment (the test in this case was not timed). In its application to forecasting, it proves that speed-reading is merely a modifier. A modifier that can be useful if a given person has the right speed and accuracy to execute the actions of his duties as noted in the “So Much to Read, So Little Time; How Do We Read, and Can Speed Reading Help” post on the Advanced Analytic Techniques blog by Roland Blatnik. Also the study shows that diagnosis of disabilities cannot be solely based on a test, otherwise it sets a false forecasting for one’s own individual future due to the stigma it can bring in society. The authors also rightfully state the limitations of the study of the test not being officially timed; not accounting for variables that may influence a student’s performance (i.e. personality and test-taking traits); or involving any true variable manipulation. All of which can be accounted for in a later test to increase the robustness of the already established study. Personally, I think if they took this timed test and changed it into a time based scenario it would prove interesting, particularly in a business model. A model where large passages of information are provided and a decision must be reached within the timed limit that weighs both profits and consequences to test reading comprehension with decision-making. This could then ultimately be used to assess capabilities of forecasting in this modern information age we live in.

Sources

Test-Taking Speed: Predictors and Implications

So Much to Read, So Little Time; How Do We Read, and Can Speed Reading Help

Lovett, B. J., Lewandowski, L. J., & Potts, H. E. (2016). Test-Taking Speed Predictors      and Implications. Journal of Psychoeducational Assessment,             0734282916639462.             <http://jpa.sagepub.com/content/early/2016/03/18/0734282916639462.full.pd     f>.

Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So Much           to Read, So Little Time How Do We Read, and Can Speed Reading Help?. Psychological Science in the Public Interest, 17(1), 4-34.                                                    <http://psi.sagepub.com/content/17/1/4.full.pdf+html>.