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The effects of speed reading courses have been widely researched (cf. Berger, 1968). Stevens and Orem (1963) have suggested that the superior reader entering such a course with a more rapid reading rate, is an average or above average student, and likes to read. Rauch and Weinstein (1968) and Combs (1966) stress "read, read, read" as the best method for gaining speed. However, the National Association of Secondary School principals (1965) has warned that speed and comprehension do not necessarily go hand-in-hand, a finding which challenged earlier research by O'Brien (1921). A study of Air Force personnel (Brim, 1968) suggests that comprehension remains fairly constant as speed increases. Ray (1962) summarized nineteen representative studies since 1945 and found that most of these reported gains in rate of reading. Fewer than half the studies showed gains in both speed and comprehension.

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