Reading efficiently requires not just accuracy or speed individually, but the ability to perform both simultaneously; missing either can lead to inaccurate and/or laborious reading comprehension.
This seminar investigates the relationship between reading comprehension accuracy and speed through two timed assessments. It highlights the diverse profiles in assessment strategies and illustrates that quick reading does not always indicate accurate comprehension, and mistakes are not inevitable when reading slowly.
Two competing latent models will be contrasted to define reading comprehension efficiency and its relationship to conventional speeded reading tasks (requiring minimal comprehension) and reading comprehension tasks (without imposed time limits).