Time Limitations Enhance Reading Comprehension

The Effects of Native Language and Gender on Procedure Performance

OBJECTIVE

Evaluation of effects of native language-native (L1) versus nonnative (L2)-on procedure performance.

BACKGROUND

Written procedures are used by global industries to facilitate accurate and safe performance of hazardous tasks. Often companies require that all employees be sufficiently literate in English and to use only English versions.

METHOD

Industrial tasks were tested using a virtual reality industrial environment (Second Life^®) to explore effects on procedural performance and safety statement adherence. Fifty-four engineering students (27 L2) participated in the study to explore the native language variable. The participants completed the procedures under time pressure and were scored according to procedure performance and hazard comprehension.

RESULTS

Analysis of eight procedures showed significant differences between L1 and L2 for procedure performance (specifically for L2 females). There were no language fluency or hazard comprehension differences found between the two groups.

CONCLUSION

The results suggest that (a) the lower procedure performance of L2 readers was not due to English proficiency but more likely to time pressure; (b) implications regarding single language procedures are not fully understood, particularly with regard to gender differences.

APPLICATION

This research is applicable to high-risk industries providing single language, time critical procedures to multilingual workforces.

On the Importance of the Speed-Ability Trade-Off When Dealing With Not Reached Items

In many applications of high- and low-stakes ability tests, a non-negligible amount of respondents may fail to reach the end of the test within the specified time limit. Since for respondents that ran out of time some item responses will be missing, this raises the question of how to best deal with these missing responses for the purpose of obtaining an optimal assessment of ability. Commonly, researchers consider three general solutions: ignore the missing responses, treat them as being incorrect, or treat the responses as missing but model the missingness mechanism. This paper approaches the issue of dealing with not reached items from a measurement perspective, and considers the question what the operationalization of ability should be in maximum performance tests that work with effective time limits. We argue that the target ability that the test attempts to measure is maximum performance when operating at the test-indicated speed, and that the test instructions should be taken to imply that respondents should operate at this target speed. The phenomenon of the speed-ability trade-off informs us that the ability that is measured by the test will depend on this target speed, as different speed levels will result in different levels of performance on the same set of items. Crucially, since respondents with not reached items worked at a speed level lower than this target speed, the level of ability that they have been able to display on the items that they did reach is higher than the level of ability that they would have displayed if they had worked at the target speed (i.e., higher than their level on the target ability). Thus, statistical methods that attempt to obtain unbiased estimates of the ability as displayed on the items that were reached will result in biased estimates of the target ability. The practical implications are studied in a simulation study where different methods of dealing with not reached items are contrasted, which shows that current methods result in biased estimates of target ability when a speed-ability trade-off is present. The paper concludes with a discussion of ways in which the issue can be resolved.

Reading Comprehension in Latin America: Difficulties and Possible Interventions

Reading comprehension (RC) is below the international standard in many countries of Latin America (LA). Here we review factors that might be associated with failure in RC of the first language in LA. Then we present interventions reporting beneficial impact on RC in typically developing students from English-speaking countries and discuss their possible applicability in LA. We conclude that research-based pedagogical interventions are currently available to promote RC at school and may be suitable to implement in LA in order to improve RC.

Measuring Ability, Speed, or Both? Challenges, Psychometric Solutions, and What Can Be Gained From Experimental Control

The main challenge of ability tests relates to the difficulty of items, whereas speed tests demand that test takers complete very easy items quickly. This article proposes a conceptual framework to represent how performance depends on both between-person differences in speed and ability and the speed-ability compromise within persons. Related measurement challenges and psychometric models that have been proposed to deal with the challenges are discussed. It is argued that addressing individual differences in the speed-ability trade-off requires the control of item response times. In this way, response behavior can be captured exclusively with the response variable remedying problems in traditional measurement approaches.

Reading speed, comprehension and eye movements while reading Japanese novels: evidence from untrained readers and cases of speed-reading trainees

Background

A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies.

Methodology/Principal Findings

In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students.

Conclusions/Significance

In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables. The trainees overall tended to show poor performance influenced by the speed-accuracy trade-off, although this trade-off may be reduced in the case of at least one high-level expert.