Eye vs. Text Movement: Which Technique Leads to Faster Reading Comprehension?

Autor/in	Abdellah, Antar Solhy
Titel	Eye vs. Text Movement: Which Technique Leads to Faster Reading Comprehension?
Quelle	48 (2009), S.1-27 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Majors (Students); Speed Reading; English (Second Language); Control Groups; Experimental Groups; Reading Comprehension; Computer Software; Eye Movements; Second Language Learning; Preservice Teachers; Teaching Methods; Computer Uses in Education; Educational Technology; Program Effectiveness; Reading Instruction; Elementary School Teachers + Suchen Sie Ihr Suchwort? Schnelllesen; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Augenbewegung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Unterrichtsmedien; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Eye fixation is a frequent problem that faces foreign language learners and hinders the flow of their reading comprehension. Although students are usually advised to read fast/skim to overcome this problem, eye fixation persists. The present study investigates the effect of using a paper-based program as compared to a computer-based software in speed reading on enhancing EFL majors' reading comprehension. 75 students of the primary division in the faculty of Education were randomly distributed into a control group (25), experimental group A (25), and experimental group B (25). Results of the study showed that students who were trained using the paper-based program scored significantly higher and achieved faster reading comprehension than those who were trained using the speed reading software. Discussion and interpretations of results are presented. Appended are: (1) Screenshots; (2) Pre-test in Speed Reading; and (3) Permission for Reprinting. (Contains 1 table, 3 figures, 2 footnotes, and 2 resources.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10