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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.
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Author biographies
Tao Gao, Counseling and Psychological Services, Guangdong Industry Polytechnic, Guangzhou, P.R. China.
Junfeng Zhao, PhD, Institute of Behavior and Psychology, Department of Psychology, Henan University, Jin Ming Avenue, Kaifeng, Henan, China.
Kai Dou, PhD, School of Education, Guangzhou University, Guangzhou, P.R. China.
Yujie Wang, Counseling and Psychological Services, Guangdong Industry Polytechnic, Guangzhou, P.R. China.
Xiaoming Li, PhD, Professor and Endowed Chair, Health Promotion, Education, and Behavior Director, South Carolina SmartState Center for Healthcare Quality (CHQ) University of South Carolina Arnold School of Public Health.
Sayward E. Harrison, PhD, postdoctoral Fellow SC SmartState Center for Healthcare Quality (CHQ) Health Promotion, Education, & Behavior, Arnold School of Public HealthUniversity of South Carolina.
