Abstract
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.
Original language | English |
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Pages (from-to) | 491-500 |
Number of pages | 10 |
Journal | Journal of Psychology: Interdisciplinary and Applied |
Volume | 121 |
Issue number | 5 |
DOIs | |
State | Published - Sep 1987 |
ASJC Scopus subject areas
- Business, Management and Accounting (miscellaneous)
- Education
- General Psychology