A Disclosure of Reading Rate and Its Effect on Comprehension in Second Language Learning Context

In reading, it is vital for readers to develop decoding to the extent where each word is recognized automatically. Once this happens, they will have the necessary attention to focus on the sense or meaning of the text. This study investigated adult ESL learners’ reading rate and its relationship with comprehension. This study also examined possible differences in the reading rate in terms of gender and academic semester. Its respondents were 210 Diploma students from one of the universities in Malaysia. Data were collected through Oral Reading Fluency (ORF) Assessment and Reading Comprehension Test. Jameson’s (2005) Reading Rate Formula and Levels of Reading Rate for College Readers were used to examine respondents’ reading rate. All data were coded and computer-scored using the Statistical Package for the Social Science (SPSS) programme. This study revealed that 106 respondents were Excellent College Readers while the rest ranged from Strong College Readers to Good General Readers. It was also discovered that females performed better than males in reading rate and Semester 3 respondents’ reading rate was better than those in Semester 1. The correlation test indicated positive relationship between reading rate and comprehension.

Construct Validation of an Online Reading Strategy Inventory for Use in Iran

Significant departure from reliance upon print texts is requiring teachers and researchers to redefine online reading processes for diverse contexts, and participants. To bring the significant role of the participants into the reading research limelight, the present study explores the processes involved in the online reading strategy use of Iranian EFL college readers. 270 participants responded to a 46-item instrument (a=0.85) called Online Reading Strategy Inventory (ORSI). The exploratory factor analysis of the responses indicated three major types of online reading strategies: 1) General Reading Strategy, 2) Online Specific Reading Strategy, and 3) Metacognitive Strategy, which implies that that the participants' online reading behavior is not identical to their offline reading practice. The factorial validity of the instrument, along with evidence for a significant relationship between students' responses on the instrument, and their online reading comprehension process suggests further considerations for providing the due digital literacy assistance.