Impact of cognitive flexibility on rapid reading skills training outcomes for primary school students in China

Abstract

This study used a quasi-experimental design to investigate the impact of Rapid Reading Skills Training (RRST) on some reading outcomes for primary school students in central China and also examined the influence of cognitive flexibility on intervention outcomes. A sample of 108 students (mean age = 11.75 years) were recruited. Students' cognitive flexibility was measured with the Wisconsin Card Sorting Task. Cluster randomization was used to assign students at the whole class level to either an experimental or control condition. A 12-session RRST intervention was completed with the experimental class ( N = 54). Silent reading speed and passage comprehension were measured before and after training for all students. Independent samples t-tests and two-factor repeated measures ANOVA revealed that students in the experimental class displayed higher scores for reading speed and effective reading rate post-intervention than those in the control class. Students who had scored higher on cognitive flexibility showed significantly larger increases post-intervention than those scored lower. Results provide preliminary support for using RRST to increase rapid silent reading speed among Chinese primary school students, though replication and more rigorous experimental designs are needed. Cognitive flexibility may enhance gains associated with this type of intervention. Implications for school psychologists are discussed.