3/24/2023 0 Comments Persona 5 r speed readerThese findings suggest that good word-recognition accuracy lays the foundation for the development of word-recognition speed and reading comprehension in German primary school children. Moreover, the overall pattern was that children who reached the basic word-recognition accuracy in later grades showed flatter trajectories of word-recognition speed and reading comprehension over the primary school years. Multilevel growth models revealed that the improvement of word-recognition speed and reading comprehension was more pronounced for children who reached the critical threshold by the end of Grade 1. The growth curves of word-recognition speed and reading comprehension were hypothesized to be steeper for children who achieved a basic word-recognition accuracy of 71 % compared to children who failed to reach this threshold by the end of Grade 1. Word-recognition accuracy and speed were assessed at the end of Grades 1–4 and reading comprehension at the end of Grades 2–4. In a longitudinal study, 1095 German primary school children were followed from Grades 1–4. Recent studies suggest that readers need to reach a certain word-recognition accuracy threshold first before word-recognition speed starts to improve. In the studies carried out, it was concluded that the education in speed reading techniques increased the reading speed and reading comprehension levels of the gifted students, that the students developed a positive attitude towards reading and made an important step in gaining reading habits, and that the studies carried out would be beneficial in terms of increasing the academic success of the students. At the same time, semi-structured interviews were conducted with each student who took part in the study during the 28-hour training period, according to the planning made. At the end of the studies, the students' post-reading speeds were taken and the difference between the pre-tests and the post-tests was compared using the SPSS 21 program. At the beginning of the study, the students’ initial reading speeds were taken through a narrative and an informative text, and then these students were given 28 hours of speed reading techniques training. While the quantitative data of the study were collected according to the pretest-posttest model without a control group, the qualitative data were obtained through semi-structured interviews with the students in the study. The study was carried out according to a nested mixed methods design, which is one of the mixed research methods. In the study, in which a total of 100 participants from the 4th, 5th and 6th grades attending the Science and Art Center took part, 28 hours of training in speed reading techniques were given to the students. The aim of this study is to improve the reading speed and reading comprehension levels of gifted students through training in speed reading techniques. Gifted students have a reading capacity above their level. The implementation of this program in the educational process will allow to optimize the time and effort necessary to acquire a certain amount of educational knowledge, as well as to increase the motivation and personal interest of the individual in the process of education and self-education. Our aim is to develop an appropriate training program, which will take into account not only the capabilities and limitations of the visual and cognitive systems, but also motivational-meaning-building component, which largely determines the student’s involvement in the lesson and the level of results achieved. This study presents a theoretical overview of the modern scientific understanding of speed reading, and examines the psychological aspects (cognitive, motivational-meaning-building) that have an impact on the effectiveness of speed reading learning process. Improving the reading skill allows not only to work with text information faster and more efficiently, but also to qualitatively change the intellectual abilities of a person by means of speed reading. Reading is still one of the main ways of gaining knowledge. The need to navigate the vast and dynamically changing field of information requires more sophisticated skills of working with it. The demand for innovative learning methods is dictated not only by the speed of changes and updates of the knowledge system, but also by the enormous growth of data.
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