This study investigated the impact of prompting to achieve a faster reading rate on the reading performance of 100 Israeli first-grade students from lower- and middle-class backgrounds. In both groups, reading comprehension and decoding skills improved under the fast-pace condition. However, the children from lower socioeconomic backgrounds showed the greatest degree of overall improvement. Having scored significantly lower at self-pace, disadvantaged pupils nearly attained the level demonstrated by advantaged children when reading at the faster pace. The enhanced reading skills exhibited under accelerated speed are explained.
|Number of pages
|Journal of Psychology: Interdisciplinary and Applied
|Published - Sep 1987
ASJC Scopus subject areas
- Business, Management and Accounting (miscellaneous)
- General Psychology