1987/09/01 by Zvia Breznitz
Psychology · Mathematics · Social Sciences · #Reading and Literacy Development #Cognitive and developmental aspects of mathematical skills #School Choice and Performance
paper · doi:10.1080/00223980.1987.9915503
Abstract This study investigated the impact of prompting to achieve a faster reading rate on the reading performance of 100 Israeli first-grade students from lower- and middle-class backgrounds. In both groups, reading comprehension and decoding skills improved under the fast-pace condition. However, the children from lower socioeconomic backgrounds showed the greatest degree of overall improvement. Having scored significantly lower at self-pace, disadvantaged pupils nearly attained the level demonstrated by advantaged children when reading at the faster pace. The enhanced reading skills exhibited under accelerated speed are explained.