The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension level of at least 70% after reading a passage and answering a series of true/false questions. Reading rates increased over grades, with two exceptions: (a) between grades 6 and 8, growth in reading rate appeared to plateau; and (b) between grades 10 and 12, reading rate increases were seen only among students in the upper two quartiles. Changes in the other three efficiency measures reflected similar patterns of reading efficiency development over grades. The reading efficiency of students in this study was also compared with that of a sample of students from 1960, using norms reported by Taylor (1965) and validated by Carver (1989). Comprehension-based silent reading rates in grade 2 were comparable across the 50-year span, but the cross-grade growth trajectory was much shallower in the present study than it was in 1960. These results suggest that present-day students may not achieve the same level of word-reading automaticity as did their 1960 counterparts. 本研究旨在测定美国 2、4、6、8、10 和12 年级学生在理解基础上的默读效率。学生阅读标准化等级水平的短文时,眼动记录系统便会测量阅读速度、每个字的注视点(眼动停止)次数、注视时间、以及每个字的回归 (右向左的眼动) 次数。只有学生阅读一篇短文后,回答一系列的真伪问题时,能表现出至少70%的阅读理解水平的情况下,眼动记录才被视为有效。所有年级均有阅读速度的增加,但有两个例外的情况: 一、6和8年级之间,阅读速度的增长似乎出现高原停滞期;二、10和12年级之间,只有那些属于两个上四分位程度的学生才有阅读速度的增长。其他三个阅读效率的测量结果,也反映出所有年级均有类似的阅读效率增长模式。本文作者以泰勒(1965年)所报告和卡弗(1989年)所验证的规范,把本研究的学生阅读效率结果,与一个来自1960年研究的学生样本作了比较。在以理解为基础的默读速度方面来说,本研究的2年级学生可以比得上50年前的学生,但就跨年级的增长轨迹方面而言,本研究的学生成绩却比不上1960的学生成绩。这些结果显示,现今的学生未必能达到1960的相对学生所能达到的字词阅读自动化的程度。 Este estudio midió la eficacia de la comprensión al leer en voz baja de estudiantes estadounidenses en los grados, 2, 4, 6, 8, 10 y 12. Los estudiantes leían pasajes estandarizados a su nivel mientras un sistema de grabación del movimiento ocular medía el índice de lectura, fijación (ojo detenido) por palabra, la duración de la fijación, y regresiones (movimiento ocular de derecha a izquierda) por palabra. Se consideraron válidos los en comprensión de por 70% al de y de la de un índice de a de los (a) los 6 y 8, el y (b) los 10 y 12, un del índice en los Los en de eficacia en el de la eficacia a de los eficacia de los estudiantes en estudio de estudiantes de 1960, por Taylor (1965) y por Carver (1989). Los de en la comprensión al leer en voz baja en el en el de la de a de los en el estudio en 1960. los estudiantes de el nivel de en la de 2 6 10 (1965) (1989). 2 1960. 1960. 2, 4, 6, 8, 10 a (a) 6 10 1960 1960 1960 de la en de de passages de un la de de fixations la fixations regressions de de un de 70% un passage de de de la la un la la la en de en de de 1960, en Taylor (1965) Carver (1989). de en en de la de de 1960. de the reading in the was by the of and by and with reading of an the of the reading in an at least the a that reading in was an in at the of the and in the only silent reading in the of the with an to a similar after that students were but did not that reading in was as reading at a rate at while the to from to the of silent reading with students that the of to and silent reading at grade and an development in was the of the Reading of an of the of to reading silent The that was to the of the but not the to the that to silent reading not as an was the of the by a in in U.S. reading and the of reading a between reading and reading comprehension as students to grades The also to the of silent reading was that students were using their silent reading and that measures of and comprehension were also that silent reading with was as as reading in the development of and comprehension in grade The of development in reading The the that students the to in to the same of reading by and silent reading with of the the students to increased to at grade and that the to a of U.S. students a of with at of The present study to the rates at U.S. students read grade-level with that and comprehension-based silent reading silent reading rates and to the of comprehension-based silent reading efficiency development from the grades the silent reading the 1960 students from grade were silent reading rate and eye movement per word, fixation durations, and regressions per were as students read grade-level passages and to true/false comprehension questions. Students to achieve a of 70% the comprehension in their efficiency to in the of the silent reading efficiency of U.S. Taylor 1960 results were compared with of three other (a) a of study (b) rates that Carver from norms reported grades the Reading and the of reading the students at and and read two by comprehension questions. reading rates at the and were reported in per but comprehension reported were the of students rate and and the of students in rate at least of the comprehension questions. Carver the reading rates of students in grades as read of grades 4, 10, and were a standardized reading Reading Carver that students read the study passages with but comprehension was not that the in (1965) the norms the study a sample with a of grades, used and reported comprehension-based silent reading rates rates students demonstrated at least 70% comprehension-based silent reading rate a measure of reading and the of reading by recording eye movement The with reading a of eye to as that by fixations of the with of and to of and reading in the of in and in and eye to in the that regressions the of in the the with the of a not regressions much and the level of a in comprehension a level The of regressions regarded as a of reading in of of eye reading rates in the of of the eye of but only a the development of eye across the of a The that and and regressions than and that of similar patterns to of study in that it was the study of students that eye movement recording with of reported a of eye in a sample of students in grades reading and silent of this only Taylor comprehension-based silent reading efficiency that the grades. 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increased in grade but in the the patterns of in the grades reported in this study to the to the and grades, as in the of a of the of from the of of Taylor passages to the grade-level that the passages that were to did not comprehension among the of at least a of that students than at least in a not to the of the of students to a of over an of as an the that students in their reading growth and to their reading but also to the and of reading the of The present results suggest that in this Students to and reading the grades to and students with to and reading The suggest that U.S. students the the of grade students in the reported that that only read to from the suggest that of and of in These also the compared with students in reading These with a of the Students not in reading and this it that an to reading development reading and their to read to the of U.S. the same at a of as of the in the Reading the and the of reading that reading and a in the and that students to as to in and in this the of a in reading efficiency 1960 that reading in the among and the in a in the of reading was the in the comprehension-based silent reading rates of U.S. grade students with grade students in a in reading read in a of reading in with of efficiency in the present study by the in regressions and in as as development of and in reading comprehension also a between reading rate and reading comprehension The of U.S. students in to other the in this a in reading and efficiency to of was to that the the present were in as a as and in a that comparable to the in the 1960 a of that the results with was the to that the from the two were Students in were by the were to the 1960 study did not and the sample were at the level only of the the not with the 1960 study did not an measure of reading the measures of reading were the of sample in the between the results of the 1960 study and the results of that in the and in the results of the study also from with of and reading in the eye movement used in the two The 1960 were by from the from the of reading rate, fixation durations, and The that between the two may to a in eye movement of the in this study to using of the and to to this the that measures of reading rate and fixations per in the 1960 and were in grade 2 and did not grades. were used to the passages and from (1965) the of and of the comprehension the passages used in the were were was to the of the to over the 50-year in that only were to only comprehension were across and reading rate other measures of reading The of true/false the in the 1960 were to that true/false of true/false that to level than across the 1960 and to the 1960 of passages students to the passages to were that this that the that the passages were students than the was that with the 1960 was the were by in the grades in the and 1960 Taylor grade 10 from grades and and grade from grades and The study did not sample grade it was to at grade 10 and to grade in with grade in 1960 in the a grade students in the sample in the grade students in 1960 were than the grade students in (1965) study did not measures of in in the the was to across two to a to the 1960 using a that the grade-level to the in 1960 of eye movement measure and across grade a to of the of the with the that with sample that the 1960 sample was than the using the regarded as a to only to the in the 1960 sample and it to between the to in this the that the 1960 did not the the were as as efficiency may that in to the of silent reading efficiency and not to of reading as reading The present to that the silent reading efficiency of U.S. at least to the in and the to in reading efficiency in the of in the 1960. increases in and and the of students from U.S. a that than may a that the of of in increased the and that the of the over the while the of and over the same in reading and as the of in the and of the present study the of and other the results in reading efficiency across the from 1960 to also to the the the that reading and with the of in and These the that the other in of the reading of and the of with and the of the that with and of the two of the in an and reading than to and a and the of may the the of this a was by Reading also as Taylor was as of an Reading as of an as a Reading 1960 study was of was to as of at Reading also a of to this was a Reading at the of the to was not by Reading was by to the and as of as an in the Reading as a to Reading of and in the that to this was from Reading not to the present in the that to this was to to the students and of their to in this and to Taylor and this also the of Reading and in this and the at Reading the and of and a at the of a in the of and of the of and at a at Reading a in the and and in the of at the of and a of the Reading a of and in the of and at and a of the Reading