A Research-Based Modification of a Computer Program for Reading Instruction

Abstract

Two versions of a computer-based program for enhancing reading speed were examined. One program was based on a commercially available program that presents texts as randomly segmented chunks, while the other program segmented the text at meaningful breaks. College students read six passages at either 350 or 500 wpm and encountered both versions of the programs. Comprehension performance was lower for those students who read at 500 wpm. Students performed significantly better with the meaningful segment version. The difference was more pronounced for the 500 wpm condition, though the interaction was not significant. The authors argue that commercial computer programs for reading instruction should either be based on current research findings or allow for modification by the educators who purchase them.