Does speed‐reading training work, and if so, why? Effects of speed‐reading training and metacognitive training on reading speed, comprehension and eye movements

Abstract

BackgroundCommercial speed‐reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed‐reading training can indeed have such effects. However, research on the effectiveness of modern speed‐reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed‐reading by assessing the effects of a speed‐reading application on reading performance in a pre‐training and post‐training design with a control group. Second, we aimed to identify the mechanism underlying speed‐reading training programs.MethodsWe assessed reading speed, comprehension and eye movements of 30 German‐speaking undergraduates (Mage = 22.77 years, SDage = 3.41 years) before and after they received a commercial, app‐based speed‐reading training, a metacognitive training or no training.ResultsResults revealed higher reading speed in the speed‐reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye‐movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.ConclusionsWe discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.