TY  - THES
AB  - The relationship between speed and comprehension remains a pivotal and highly debated topic in the field of reading research within cognitive science. While commercial programs claim to enhance reading rates without comprehension loss, there is limited empirical evidence to support such claims. The present dissertation examines whether a strict speed-accuracy trade-off (SAT) applies to reading, or, alternatively, readers can adapt to accelerated reading without compromising understanding. In three experiments employing a novel line-by-line technique, reading speed was systematically manipulated. Experiment 1 demonstrated that native English readers are able to maintain high comprehension levels up to 360 words per minute (wpm). Declining performance was only observed at 405 wpm, with detailed analyses suggesting adaptations mainly in late processing stages. In contrast, Experiment 2 revealed that second-language (L2) English readers experienced significant comprehension losses even at moderate speed increases, despite similar oculomotor adjustments. The third experiment utilized individualized speed increments with German native readers, with a focus on lexical processing and comprehension monitoring as reflected in semantic plausibility violations. Findings demonstrated that while maintaining lexical access at higher speeds, there was a decrease in the reprocessing of implausible words. At the same time, no significant decline in general comprehension scores occurred. Collectively, these findings challenge the notion of a universal SAT in reading, at least for skilled native speakers. Results underscore the capacity for strategic adaptation and resource reallocation to sustain comprehension under time pressure. In contrast, L2 readers encounter more significant limitations, indicating that reading speed thresholds are strongly influenced by language proficiency and automated cognitive resources. This work contributes to a nuanced understanding of reading adaptability, offering insights for both theoretical models and practical applications in reading instruction and technology.
AU  - Schwalm, Laura
CY  - Wuppertal
DA  - 2025
DO  - 10.25926/BUW/0-934
DP  - Bergische Universität Wuppertal
LA  - eng
N1  - Bergische Universität Wuppertal, Dissertation, 2025
PB  - Veröffentlichungen der Universität
PY  - Juni 2025
SP  - 1 Online-Ressource (VII, 277 Seiten) : Illustrationen
T2  - Psychologie
TI  - Is there a speed-accuracy trade-off in reading?: the effects of reading speed on word processing and comprehension
UR  - https://nbn-resolving.org/urn:nbn:de:hbz:468-2-6557
Y2  - 2026-01-18T13:04:35
ER  -