Effects on Poor Readers' Comprehension of Training in Rapid Decoding

Abstract

Two experiments were designed to examine the effects on comprehension of increasing the decoding speed of poor readers. In the first experiment, poor readers were trained to read a list of words as rapidly as good readers, and then asked to read a passage comprised of the practiced words. Decoding speed measures on the word list and passage and comprehension measures were obtained. The performance of the trained poor readers was compared to their performance on an equivalent untrained passage and to the performance of good readers. The second experiment was essentially a replication of the first, with the addition of a training condition which emphasized rapid phrase reading.The results of both experiments indicated that while decoding training, whether focusing on isolated words or on phrases, significantly increased the decoding speed of single words, it did not improve comprehension performance. The implications of these findings are discussed in relation to a decoding sufficiency hypothesis.

The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension

“…This effect is apparent in the studies reported by Fleisher et al (1979) and Spring et al (1981) in which unintentional cues to read quickly and accurately may have altered performance and from studies in which cues to change reading performance were intentionally manipulated (DiStefano et al, 1981;Frase & Kreitzberg, 1975;Grant & Hall, 1967;Pehrsson, 1974). Thus, students do not appear to shift their attention to comprehension automatically when reading fluently.…”

“…According to the research which has investigated the effects of automatic decoding, little support exists to substantiate the premise that readers automatically attend to comprehension. Studies on training words in isolation have shown definite increases in word recognition rates, but concomitant effects on comprehension have not been reported (Fleisher et al, 1979;Spring et al, 1981). This suggests that students may need to be cued to shift their attention from word recognition to comprehension once fluent reading has been achieved.…”

“…Second, procedures to train students to recognize words in isolation often have embedded cues that effectively focus students' attention to read individual words quickly and accurately. This focus on fluency may interfere with reading for comprehension (Fleisher et al, 1979;Spring et al, 1981). Consequently, the effects of improved recognition of words in isolation have not been shown conclusively to improve comprehension.…”

“…There has been debate, however, over the efficacy of training students to recognize words in isolation rapidly (Blanchard & McNinch, 1980;Fleisher, Jenkins, & Pany, 1979;Spring, Blunden, & Gatheral, 1981). Two concerns are raised regarding the effect of training students to recognize words in isolation on comprehension of connected discourse.…”

Decoding as a Component of Reading Comprehension among Secondary Students

“…A short-term training program prepared by Fleisher, Jenkins, and Pany (1979) focused specifically on word recognition and not on meaning. Although the training program was successful in increasing the decoding accuracy and speed for fourth-and fifth-grade subjects, no associated gain in comprehension was observed.…”