The Effects of Speed-reading Instruction on Perception of Reading Strategies

Abstract

The purpose of this study is to examine whether Japanese university students trained to read rapidly demonstrate better reading comprehension, and how the instruction effects their perception and use of reading strategies. Thirty-eight students enrolled in a second-semester received speed-reading instruction for twelve weeks. In each class, the students measured and recorded their reading speed. Before and after the instruction, reading comprehension tests and questionnaire surveys on reading strategies were conducted to examine the relationship among speed-reading instruction, reading comprehension, and the students ' perception and use of reading strategies. The analyzed data show that the students demonstrated better reading comprehension and more employment of top-down reading strategies after the instruction. The results indicate that speed-reading instruction has positive effects on students' perception and use of reading strategies.