Tempo czytania ze zrozumieniem w języku polskim na przykładzie uczniów klas ósmych i maturalnych

• Authors: Tomasz Moździerz

Title variants

EN

Fluent reading in Polish: the case of primary and high graduates

Abstracts

EN

Reading constitutes for one of the most important activities, both in work and in education. There are three major components to reading: comprehension, decoding and reading speed. The relationship between comprehension and reading speed is a tradeoff; after reaching a certain peak one has to decrease for the other to increase. The knowledge of how fast an average person reads can be a useful tool in planning any activity that requires the use of text, such as a language course. To date Polish linguistics lacks relevant research on the speed of reading with comprehension. The following paper presents part of the doctoral project that aims to answer the questions “How fast and with what level of understanding do Poles read?” The paper sums up two research studies which examined the reading speed and comprehension in Polish of students in the final year of high school and in grade 8 of Polish primary school. Both groups read a non-specific text of medium-difficulty about Sherlock Holmes and completed a 9-item comprehension test. The high school students on average scored 77% on the comprehension test with an average reading speed of 173 words per minute (wpm). On the same text, primary school students scored 66% and read at 156 wpm.  

Keywords

EN

average reading rate; reading comprehension; fluent reading; reading efficiency; Polish

PL

średnie tempo czytania; czytanie ze zrozumieniem; płynne czytanie; wydajność czytania; język polski

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2022
• Issue: 59/2
• Pages: 76-91

Dates

published

2022

Contributors

author

Tomasz Moździerz

• Jagiellonian University

• https://orcid.org/0000000220370469

References

• Alderson J. C. (2000), Assessing Reading. Cambridge: Univeristy Press. https://doi.org/10.4324/9780203891643-6
• Altarriba J., Kroll J. F., Sholl A., Rayner K. (1996), The influence of lexical and conceptual constraints on reading mixed- language sentences: Evidence from eye fixations and naming times. "Memory and Cognition", nr 24(4), s. 477-492. https://doi.org/10.3758/BF03200936
• Braslavski P., Petras V., Likhosherstov V., Gäde M. (2016), Ten Months of Digital Reading: An Exploratory Log Study, (w:) Fuhr N., Kovács L., Risse T., Nejdl W. (red.), Research and Advanced Technology for Digital Libraries. Kopenhaga: Springer International Publishing, s. 392-397.https://doi.org/10.1007/978-3-319-43997-6_32
• Breznitz Z. (1997), Reading Rate Acceleration: Developmental Aspects. "Journal of Genetic Psychology", nr 158(4), s. 427-441. https://doi.org/10.1080/00221329709596680
• Breznitz Z. (2008), Fluency in Reading. Synchronization of Processes. Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Brysbaert M. (2019), How many words do we read per minute? A review and meta-analysis of reading rate. "Journal of Memory and Language", nr 109(Kwiecień), https://doi.org/10.1016/j.jml.2019.104047
• Buari N. H., Chen A. H., Musa N. (2014), Comparison of reading speed with 3 different log-scaled reading charts. "Journal of Optometry", nr 7(4), s. 210-216. https://doi.org/10.1016/j.optom.2013.12.009
• Carver R. P. (1976), Word length, prose difficulty, and reading rate. "Journal of Literacy Research", nr 8(2), s. 193-203. https://doi.org/10.1080/10862967609547176
• Carver R. P. (1977), Toward a Theory of Reading Comprehension and Rauding. "Reading Research Quarterly", nr 13(1), s. 8-63. https://doi.org/10.2307/747588
• Carver, R. P. (1982), Optimal Rate of Reading Prose. "Reading Research Quarterly", nr 18(1), s. 56-88. https://doi.org/10.2307/747538
• Carver R. P. (1983), Is Reading Rate Constant or Flexible? "Reading Research Quarterly", nr 18(2), s. 190-215. https://doi.org/10.2307/747517
• Carver R. P. (1984), Rauding Theory Predictions of Amount Comprehended under Different Purposes and Speed Reading Conditions. "Reading Research Quarterly", nr 19(2), s. 205-218. https://doi.org/10.2307/747363
• Carver R. P. (1985), How Good Are Some of the World's Best Readers? "Reading Research Quarterly", nr 20(4), s. 389. https://doi.org/10.2307/747851
• Carver R. P. (1989), Silent reading rates in grade equivalents. "Journal of Literacy Research", nr 21(2), s. 155-166. https://doi.org/10.1080/10862968909547667
• Carver R. P. (1992), Reading rate: Theory, Research, and Practical Implications. "Journal of Reading", nr 36(2), s. 84-95.
• Ciuffo M., Myers J., Ingrassia M., Milanese A., Venuti M., Alquino A., Baradello A., Stella G., Gagliano A. (2017), How fast can we read in the mind? Developmental trajectories of silent reading fluency. "Reading and Writing", nr 30(8), s. 1667-1686. https://doi.org/10.1007/s11145-017-9744-2
• Coltheart M. (2005), Modeling Reading: The Dual-Route Approach, (w:) Snowling M.J., Hulme C. (red.), The Science of Reading: A Handbook. Oxford: Blackwell, s. 6-23. https://doi.org/10.1002/9780470757642.ch1
• Courage M. L. (2017), Screen Media and the Youngest Viewers: Implications for Attention and Learning, (w:) Cognitive Development in Digital Contexts. San Diego: Elsevier Inc, s. 3-28. https://doi.org/10.1016/B978-0-12-809481-5.00001-8
• Delgado P. Vargas C., Ackerman R., Salmerón L. (2018), Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. "Educational Research Review", nr 25(Listopad), s. 23-38. https://doi.org/10.1016/j.edurev.2018.09.003
• Ehrlich E. (1963), Opinions differ on speed reading. "National Education Association Journal", nr 52, s. 45-46.
• Grabe W. (2009), Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press. https://doi.org/10.1111/j.1540-4781.2011.01151.x
• Główny Urząd Statystyczny. (2020), Oświata i wychowanie w roku szkolnym 2019/2020. Online:https://stat.gov.pl/obszary-tematyczne/edukacja/edukacja/oswiata-i-wychowanie-w-roku-szkolnym-20192020,1,15.html [DW:03.08.2022].
• Hoover W. A., Gough P. B. (1990), The Simple View of Reading. "Reading and Writing", nr 2, s. 127-160. https://doi.org/10.1145/504412.504413
• Joshi R. M., Aaron P. G. (2002), Naming speed and word familiarity as confounding factors in decoding. "Journal of Research in Reading", nr 25(2), s. 160-171. https://doi.org/10.1111/1467-9817.00166
• Kolić-Vehovec S., Bajšanski I. (2007), Comprehension monitoring and reading comprehension in bilingual students. "Journal of Research in Reading", nr 30(2), s. 198-211; https://doi.org/10.1111/j.1467-9817.2006.00319.x
• Korinth S. P., Fiebach C. J. (2018), Improving Silent Reading Performance Through Feedback on Eye Movements: A Feasibility Study. "Scientific Studies of Reading", nr 22(4), s. 289-307. https://doi.org/10.1080/10888438.2018.1439036
• Kwon H., Linderholm T. (2015), Reading speed as a constraint of accuracy of self-perception of reading skill. "Journal of Research in Reading", nr 38(2), s. 159-171. https://doi.org/10.1111/1467-9817.12013
• Moździerz T. (2020), Długość przeciętnego polskiego wyrazu w tekstach pisanych w świetle analizy korpusowej. "Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców", nr 27, s. 177-192. https://doi.org/10.18778/0860-6587.27.09
• R Core Team (2022). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
• Rayner K., Schotter E. R., Masson M. E. J., Potter M. C., Treiman R. (2016), So much to read, so little time: How do we read, and can speed reading help?, "Psychological Science in the Public Interest, Supplement" nr 17(1), s. 4-34.https://doi.org/10.1177/1529100615623267
• Seretny A., Lipińska E. (2005), ABC Metodyki nauczania języka polskiego jako obcego, Kraków: Universitas.
• Seretny A. (2016), Stopień trudności słowa w perspektywie glottodydaktycznej. "Języki obce w szkole", nr 60(1), s. 17-26.
• Smith F., Lott Holmes D. (1971), The Independence of Letter, Word, and Meaning Identification in Reading. "Reading Research Quarterly", nr 6(3), s. 394-415. https://doi.org/10.2307/747127
• Stanovich K. E. (1986), Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. "Reading Research Quarterly", nr 21(4), s. 360-407. https://doi.org/10.1598/rrq.21.4.1
• Taylor S. (1965), Eye Movements in Reading: Facts and Fallacies. "American Educational Research Journal", nr 2(4), s. 187-202. https://doi.org/10.3102/00028312002004187
• Walczyk J. J. (2000), The Interplay Between Automatic and Control Processes in Reading. "Reading Research Quarterly", nr 35(4), s. 554-566. https://doi.org/10.1598/rrq.35.4.7
• https://jasnopis.pl/# [DW:04.08.2022]
• https://www.spyshop.pl/blog/sherlock-holmes-ktory-istnial-naprawde-kto-zainspirowal-arthura-doylea/ [DW 01.08.2022]

Identifiers

DOI

10.14746/n.2022.59.2.6

Biblioteka Nauki

16461869