An Experimental Study of College Level Silent Reading Under Audible Rhythmic Stimulation |
Contents
Chapter | xiv |
Chapter Page | 1 |
88 | 4 |
of Reading | 7 |
Stanford Grade Point Rating | 10 |
graphy | 12 |
THE SIGNIFICANCE OF CERTAIN MEASURES OF READING | 17 |
THE PROBLEM | 18 |
Summary | 181 |
THE SHIFTING PERCENTAGES FOR DIFFERENT DEGREES | 184 |
Distribution Sectioned at Own Medians | 190 |
Chapter Page | 192 |
B Evaluation of Relative Status of Indi | 196 |
Positive Correlation between Speed | 202 |
THE FIRST EXPERIMENT IN COACHING INDIVIDUALS | 206 |
Procedure | 209 |
PROCEDURE | 27 |
Topics | 31 |
Attendance | 34 |
Working Conditions | 37 |
Auditory Pacing | 41 |
Tachistoscopic Demonstrations | 45 |
Motivation | 48 |
graphy | 61 |
78 | 63 |
សឹងគ | 66 |
88888 | 78 |
C | 80 |
The Interdependence of Rate and Comprehen | 82 |
Correlation of Initial Test Scores | 94 |
Pearsonian Correlations of Each | 99 |
Chapter Page | 102 |
a Intercorrelations of Raw Scores | 106 |
The Correlational Data and Discussion | 115 |
and 3 abc Stanford Silent Read | 123 |
and 5 abc Iowa Silent Reading | 135 |
abc Book Mark Comprehension Esti | 146 |
abc Book Mark Rate | 152 |
abc Minnesota Speed of Reading | 159 |
abc Wrenn StudyHabits Inventory | 164 |
abc Grade Point Rating | 172 |
Coaching Plan | 213 |
Material Read | 216 |
Tests Used | 222 |
Chapter Page | 247 |
Conclusions | 263 |
Procedure | 267 |
Equating Control and Paced Groups | 271 |
Data on Rate Changes | 274 |
Difficulty of Text | 280 |
B Summary and Conclusions | 287 |
Procedure | 290 |
Book Mark Estimates of Difficulty | 294 |
Iowa Silent Reading Test Results | 298 |
Stanford Silent Reading Test Results | 301 |
AN EXPERIMENT IN SILENT READING WITH PACED | 305 |
Study of Acceleration by HalfSessions | 343 |
Summary of Book Mark Gains and Dif | 351 |
Summary and Conclusions | 354 |
XI | 358 |
sion and the Rate of Reading | 362 |
The Relationships between Comprehen | 370 |
The Changes During Training in Tech | 375 |
Conclusion | 382 |
SUPPLEMENTARY BIBLIOGRAPHY | 394 |