We supply you with three ways to test your progress. There are standardised tests which you can take weekly or fortnightly. A second method is with material you’re already reading or need to read. This is often preferable because that material may be one big reason you want to improve! The third method is a hybrid we call Parroting. There are three ways to Parrot. Although you’ll KNOW intuitively that you’re reading far better, we prefer you to have numbers that indicate your progress. Below is a full explanation of how we measure “Reading Effectiveness.” There are four age levels of tests: Secondary School Ages 8 to 10 Middle School Ages 11 to 14 High School Ages 15 to 18 College / Adult Ages 18 and above
Copyright 2019 Alchemy Educational Training Ltd Ron Cole +44 (0)7738 666511 info@superreading.com
In SuperReading we provide rigorous testing for our students. We believe that the best way to inspire struggling students is with the truth of what they can achieve and then prove to them they’re achieving it. Most reading courses do very little skill measurement. If they do, it’s rather subjective. Many students have reported that in other courses they would read a selection in class and the teacher would ask them if they thought they understood it better. While they may have felt well supported, and wanted to say yes, that will not help them to sit exams. I’ve always insisted that we begin with reality and end with a better reality. Reading Effectiveness (R.E.) is the combination of Reading Speed X Comprehension / Recall SPEED X RECALL ACCURACY = R.E. In plain words, “How fast did I read, what do I have to show for it?” We use 400-word essays, usually about six paragraphs. The material is age appropriate to the student. Average reading times are around 2 minutes 30 seconds when they first start the program. Let’s do some simple maths. If you read a 400-word essay in one minute, you’re reading 400 words per minute (wpm). If you read the same essay in two minutes, that’s 200wpm. Let’s say that’s your reading speed, 200wpm. Now you take a reading test with ten fill-in-the- blank questions. If you can answer all ten questions correctly, your R.E. score is 200, or 100% of 200wpm. If you can only answer 5 questions correctly (50%), then your R.E. score is 100, or 50% of 200. Each correct answer is worth 10% of the Speed. SPEED X RECALL ACCURACY = R.E. 200 X 30% = 60 200 X 50% = 100 200 X 80% = 160 200 X 100% = 200 Each time we test, the student tests twice. There is a “Test” and a “ReTest.” In the Test, they are instructed to read the essay once through to the end and get their time, and then answer the questions. There is no note taking, and they may not refer to the essay. On the ReTest, they are instructed to take the time they feel they need to get all the questions correct, or 100%. Here we are measuring Review Speed and skill. We give them two opportunities with the essay because most dyslexic readers do not pick up a lot of information on a straight read-through. Therefore, Reviewing is a very good strategy for them to absorb all the information they need. We teach them advanced Reviewing skills in the course, and those skills, combined with other tools will greatly boost their abilities, reflected in their scores. In each class they get both a Test and ReTest score. This best reflects how they have improved when using the SuperReading skill set. A typical Day One R.E. score is something like Test_48/ ReTest_90. SPEED X RECALL ACCURACY = R.E. 120wpm X 40% = 48 150wpm X 60% = 90 During the course, R.E. Test scores climb gradually. ReTest scores can rise dramatically because the student is reading faster with higher comprehension, so they are getting upwards of 80% or more on the Test. On the ReTest they can quickly absorb any information missed on the first read. This is an outcome they could not have achieved a few weeks earlier. Here is a graph based on 5 courses around 2002 in Silicon Valley. This combined students and working professionals. All graduates agree that this is a fair assessment of their abilities. University experiments have proven this to be a highly accurate way of measuring reading abilities. Independent testing has also confirmed that SuperReading provides this level of reading ability. We also provide you with two alternative methods of personal testing, which may have more meaning for you. They often indicate better results.
In class we use a random distribution method when students (or professionals) take their weekly or fortnightly tests. This ensures that the “order of testing subjects” does not influence the outcomes of the scores. There are six standardised tests, which are also available to anyone taking the online course. In the classes, the students form a queue. The first person takes the first test laid out that day. The second person takes the next and so on until all students have a test. The next time, they are likely queued up in a different order. The first person takes the fisrt test, unless they took that one last time. The second person takes the next available testwhich they have not taken, and so on. By the end of the course, most everyone has taken the tests in a different order than the others. When all the tests scores have gone up significantly, nobody can say that it was due to the tests arranged to get easier as the course went along. Independent analysis of the essays revealed that each of the tests are of the same basic level of difficulty. This was an important finding, because there were people who felt that some subjects were more interesting than others, and therefore affected their scores. Either way, in the real world we often have to read material we’re not particularly interested in or fascinated with. Some essays have a few more facts and figures than others. Overall, it was reported that theyrepresented a fair appraisal of the student’s reading skills. The Italians hired an independent research group to determine testing validity and they found the same results. The testing builds a fair and accurate picture of a person’s reading ability, taking into account speed, accuracy of recall and comprehension.
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