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Not so fast: Using speed to differe...

Kleinmann, Ava E.

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Not so fast: Using speed to differentiate high and average readers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Not so fast: Using speed to differentiate high and average readers./
Author:	Kleinmann, Ava E.
Description:	80 p.
Notes:	Adviser: Lawrence J. Lewandowski.
Contained By:	Dissertation Abstracts International66-10A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194018
ISBN:	9780542377822

Not so fast: Using speed to differentiate high and average readers.
Kleinmann, Ava E.

Not so fast: Using speed to differentiate high and average readers. - 80 p.

Adviser: Lawrence J. Lewandowski.

Thesis (Ph.D.)--Syracuse University, 2005.

Increasing numbers of postsecondary students have sought psychoeducational evaluations for disabilities based on purported deficits in processing speed that impact reading. However, research to date has only begun to explore this relationship. The present study examined the concurrent and predictive validity of measures of speed and reading and explored the relationship of perceptions about speeded performance to actual scores. One hundred twenty-five postsecondary students without any reported disabilities completed a battery of speed, reading, cognitive, and demographic measures. Results indicated that there were weak correlations among measures of speed and reading, and that both standardized and experimental speed measures were not predictive of reading comprehension performance. Examinees' perceptions about their reading performance under timed conditions explained a significant proportion of variance in reading comprehension. The present study supports previous research underscoring the limited relationship between speed and reading in this population, with the exception of relatively good predictive validity of a standardized measure of reading fluency and self-reported speed skills. Until further research elucidates the speed-reading relationship in both typical and clinical populations clinicians should use caution when interpreting speeded measures in the context of postsecondary psychoeducational evaluations.

ISBN: 9780542377822Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Not so fast: Using speed to differentiate high and average readers.
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005 20110920
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020 $a 9780542377822
035 $a (UnM)AAI3194018
035 $a AAI3194018
040 $a UnM $c UnM
100 1 $a Kleinmann, Ava E. $3 1293915
245 1 0 $a Not so fast: Using speed to differentiate high and average readers.
300 $a 80 p.
500 $a Adviser: Lawrence J. Lewandowski.
500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3565.
502 $a Thesis (Ph.D.)--Syracuse University, 2005.
520 $a Increasing numbers of postsecondary students have sought psychoeducational evaluations for disabilities based on purported deficits in processing speed that impact reading. However, research to date has only begun to explore this relationship. The present study examined the concurrent and predictive validity of measures of speed and reading and explored the relationship of perceptions about speeded performance to actual scores. One hundred twenty-five postsecondary students without any reported disabilities completed a battery of speed, reading, cognitive, and demographic measures. Results indicated that there were weak correlations among measures of speed and reading, and that both standardized and experimental speed measures were not predictive of reading comprehension performance. Examinees' perceptions about their reading performance under timed conditions explained a significant proportion of variance in reading comprehension. The present study supports previous research underscoring the limited relationship between speed and reading in this population, with the exception of relatively good predictive validity of a standardized measure of reading fluency and self-reported speed skills. Until further research elucidates the speed-reading relationship in both typical and clinical populations clinicians should use caution when interpreting speeded measures in the context of postsecondary psychoeducational evaluations.
590 $a School code: 0659.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Reading. $3 1017790
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0525
690 $a 0535
690 $a 0632
710 2 0 $a Syracuse University. $3 1017440
773 0 $t Dissertation Abstracts International $g 66-10A.
790 $a 0659
790 1 0 $a Lewandowski, Lawrence J., $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194018