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There has been much research on the linkage between cognition and speed reading by a variety of professionals such as educational psychologists, teachers and cognitive science researchers. Recently a study undertaken by researchers from the University of Aberdeen was published in an academic journal, which appears to prove that comprehension is proportionally linked to the course reading speed. This has finally provided statistical data to back up something that researchers have long believed to be true.

Course reading speed has always been believed to help a student to shine at school, but it’s not just an old wives tale. In a large study involving the interview of over 9000 parents, teachers and students, it was found that students with an above average class reading speed, absorbed more of the concepts being taught and were left with more time to revise their understanding.

The results of the study did not completely satisfy the researchers. The head researcher had said that there is a need to go further and analyze the connection between the understanding of educational curricula and course reading speed.

It is assumed by cognitive scientists that there is a critical threshold reading speed, past which understanding is greater than the national average. They refer to this as the breakthrough reading speed and further research into the definition of that threshold limit is vital if we desire to learn more about the relationship.

The speed at which you read is affected by a variety of different things. An early introduction to reading materials and their subsequent availability is a definite way to increase reading speed during childhood. Once set, the speed will generally remain the same throughout life.

According to this study, Children with unique educational needs can enhance their information retention levels with support from teachers and remedial classes. Increasing the child’s reading speed to a point close to the threshold limit will work, so long as there is as much time spent on reading as there is on other remedial aspects.

There has been much research on the linkage between cognition and speed reading by a variety of professionals such as educational psychologists, teachers and cognitive science researchers. Recently a study undertaken by researchers from the University of Aberdeen was published in an academic journal, which appears to prove that comprehension is proportionally linked to the course reading speed. One area that scientists are considering for future search is exploring “breakthrough reading speed.” For scientists to uncover just how cognition and class reading speed are related, they must discover the threshold level, provide that it really exists indeed.

This entry was posted on Wednesday, August 27th, 2008 at 8:38 am and is filed under Education.You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.