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Formative Research on Personal Computer-based Training in Speed Reading Japanese

DOI

Bibliographic Information

Other Title
  • パーソナル・コンピュータによる日本語速読訓練の形成的研究
  • パーソナル コンピュータ ニ ヨル ニホンゴ ソクドク クンレン ノ ケイセイ

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Abstract

The authors have been conducting formative research aimed at developing a personal computer-based system for training in speed reading Japanese. Reducing both frequency and duration of eye fixation points is basic to speed reading. In order to be able to achieve these goals it is necessary to improve the subject's reading concentration and rhythm. The authors have been developing a personal computer-based Japanese language speed reading system, adaptable to individual learners, which (1) will present appropriate practice materials, (2) uses such presentation as a pacemaker for promoting reading speed, and (3) will keep the student informed of his or her reading accuracy. Using students at Tezukayama Gakuin (Women's) University, the authors have already reported the results of their pre-survey, a preliminary experiment and a first attempt at formative research (Segawa, 1984). From the results of this work, the authors realized that making the CRT display coefficient (the length of time 10 characters are displayed) faster than the reading coefficient (the length of time it takes the subject to read 10 characters) results in increased speed with the reading coefficient evidencing an exponential distribution. For the second attempt at formative research, a display coefficient was established by drawing a learning curve on dual logarithmic coordinate graph paper which leveled out slightly sooner than did the learning curve in the first study. A ten-day study course for a group of Tezukayama Gakuin University students, using the same methods and materials as used in the first study, showed positive mastery from the first day of the course. The reading coefficient rose from 1.24 to 0.86 ; analysis of variance showed a 1 % level of significance. The rate of correct responses also rose from 5696 to 8596 ; a mastery coefficient of 0.0815. The third formative research project was designed to consider to what extent plotted straight line reading and display coefficients could deviate from one another. Because, during the first experiment, it had been found that the learning curve for the reading coefficient followed an exponential distribution it was possible to predict the succeeding day's reading coefficient. Each of the subjects used his or her own personal computer and program for computing the display coefficient was made a part of each learning data file. The results showed that the average reading coefficient increased from 1.56 to 0.66 ; again using analysis of variance, significant at the 1 96 level. The rate of correct response was stable at between 71.4 and 74.98%. From the first day of the experiment the reading coefficient evidenced an exponential distribution with a learning coefficient of 0.1619. A relative high degree of correlation was also found between the daily "phrase reading training" (phrases of 5 or more characters and syllabary combined) and the reading coefficient for that same day.

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Details

  • CRID
    1390282681031328512
  • NII Article ID
    110009742700
    110000459785
  • NII Book ID
    AN00104615
  • DOI
    10.24458/avr.17.0_33
  • ISSN
    24330884
    03867714
  • NDL BIB ID
    2846126
  • Text Lang
    ja
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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