Reading strategies of fast and slow readers.
In three subject-paced experiments we evaluated reading patterns at the word, line, and sentence level for fast and slow readers. A moving-window method was used to collect word reading times for natural texts. At the word level, reading times of word N were influenced by features of word N-1 for fast readers but not for slow readers. The lag effect exhibited by fast readers indicates that they continue to process a word when it is no longer in view, thus limiting the notion of immediate processing. Contrary to our initial expectation that fast readers would process only a single new argument from a sentence, whereas slow readers would process several new arguments, we found that both reader groups adopted a many-argument strategy. However, fast and slow readers differed in terms of the text units (lines vs. sentences) defining the new-argument effects: Fast readers exhibited greater new-argument effects relative to lines, whereas slow readers exhibited greater new-argument effects relative to sentences. Specifically, slow readers integrated the new arguments primarily at the end of the sentence, whereas fast readers did so at line boundaries. These results are discussed in terms of a buffer-and-integrate model of reading comprehension.
Haberlandt
K F
KF
Department of Psychology, Trinity College, Hartford, Connecticut 06106.
Graesser
A C
AC
Schneider
N J
NJ
D000328:Adult; D003210:Concept Formation; D006801:Humans; D011578:Psycholinguistics; D011930:Reaction Time; D011932:Reading; D012153:Retention, Psychology