The Effect of Using RocketReader Software on Reading Speed and Comprehension of Saudi Undergraduate...

Imam Muhammad ibn Saud Islamic University

College of Languages and Translation

Department of English

The Effect of Using RocketReader Software on Reading Speed and

Comprehension of Saudi Undergraduate Female Students

By

Uhoud Alrubaiy’a

Submitted to the Department of English

College of Language and Translation, Imam University

In partial fulfillment of the requirements for the degree of

Master of Arts

Dr. Ahmad Al-Banyan, Advisor

Safar 1431-January 2010

ROCKETREADER i

This thesis entitled:

The Effect of Using RocketReader Software on Reading Speed and

Comprehension of Saudi Undergraduate Female Students

Written by Uhoud Alrubaiy'a

Has been approved for the Department of English

_____________________________________ (Dr. Ahmad Al-Banyan)

_____________________________________ (Dr. Muhammad Al-Qudhaieen)

_____________________________________ (Dr. Rafeeq Ahmad)

Safar 1431- January 2010

The final copy of this thesis has been examined by the signatories, and we find that both

the content and the form meet acceptable presentation standards of scholarly work in the

above mentioned discipline.

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ABSTRACT

The aim of this experimental study was to explore the effect of using RocketReader

reading proficiency software on reading speed and comprehension of Saudi

undergraduate female students. To achieve this goal, the researcher used RocketReader

Online. Additionally, extra tools and software were incorporated into the course,

including Exam Pro and Cool Timer. Sixty female students from the English Department

of Al-Imam Islamic University participated in this study. Those students were divided

into two groups: the experimental group, called the RocketReader Team, and the control

group. They were randomly selected in a cross-sectional way and represented three

academic levels: two, four, and six. The study lasted for 7 weeks. The study’s findings

showed an improvement in the reading speed and comprehension of the RocketReader

Team as a result of using RocketReader.

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)RocketReader Online .(w=ذ W=إ _yJzو , إLM ى آ{|}امL~ت أJR`BLMام أدوات وD@OPإ vU)Exam Pro ( وآ[ل

LqEJU)Cool Timer .( cB _<=J[ ن]OP _PراD=ا abه hy ركJ� Dk=و Dq;B مJB\ا _nBJ� hy _E{RA`K\ا _�A=ا vo| تJ<=J[

_RBZP\د ا]nP cM .cROX]q`B W=إ veqRokU vU Dk=و : _MLÒ=ا _X]q`B- رDEر FوآL=ا �ELy)Team (RocketReader

- _rMJ�=ا _X]q`q=ا �ELyو . cB hzLX hا�]�X t��M تJ<=Jr=ر ه��ء اJRO~إ vU D|ثوZS cت هJE]OoB : ى]Ooq=ا

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). RocketReader(وا�JnROPب =��EL ا=DnM _MLÒ إD@OPاIBJKL<= veB روآF رDEر

ROCKETREADER iv

DEDICATION

To my father, my mother, and my brothers, I dedicate this work.

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ACKNOWLEDGEMENTS

All praise to Allah for giving me the strength and the will to finish this work and for

blessing me with all the wonderful people in my life.

I extend my gratitude to my family, whose love, care, and support have motivated me

to continue this journey. I express heartfelt gratitude to my dear parents for instilling in

me a passion for knowledge and personal development and for enduring so many

hardships in order help me achieve my goals in life. I will be indebted to them as long as

I live. I also thank my brothers for supporting and encouraging me.

I would like to thank my supervisor, Dr. Ahmad Al-Banyan, whose insight, wisdom,

and feedback have been important sources in developing this thesis. I would like to thank

committee members Dr.Muhammad Al-Qudhaieen and Dr. Rafeeq Ahmad for their

efforts reviewing this thesis and their valuable feedback.

Finally, I thank all the tutors and students of the English department who participated

in this study.

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TABLE OF CONTENTS

Chapter Page

I. INTRODUCTION 1

Background of the Study ……………………………………….....………………………… 1

Statement of the Problem ……………………………………….....………………………… 3

Significance of the Study ……………………………………….....………………………… 3

Purpose of the Study and Research Questions ……………………………………. 4

Limitations of the Study ……………………………………….....………………………… 4

II. LITERATURE REVIEW …………………………………….….....……………………….. 5

Introduction ……………………………………………………..………………………………… 5

E-learning and Language ………………………………..….………………………………… 5

Speed Reading ……………………………………………………..……………………………….. 6

Reading Proficiency Software …………………………...………………………………… 8

RocketReader …………………………………………………………..….………………………… 10

The Overworked Eye ……………………………….…..….…………………………… 12

Skip-back …………………………………………….………….………………………… 13

Vocalization …………………………………………….………….………………………… 13

Summary ………………………………………………….……….………….………………………… 14

III. RESEARCH METHODOLOGY ………………………….………………………… 15

Nature of the Study ………………………………………………….…….……………………… 15

Participants and Sampling …………………………………..………….…………………… 15

Researcher's Role ………………………………………………….………….………………… 17

Materials …………………………………………………………….…….…………….……………… 17

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RocketReader Instructional Techniques ……………………….…….……… 17

Questionnaire ………………………………………………………….……………… 20

Pre-and Post-Tests …………………………………………………………….…………… 21

Design …………………………………………………………………………………….………… 22

Procedure …………………………………………………………………………………..…..……… 22

Data Collection and Analysis …………………………………….………………………… 23

Reliability ………………………………………………………………………….………..………… 23

Validity ………………………………………………………………………….………..………… 23

Summary ………………………………………………………………………….………..………… 24

IV. DATA ANALYSIS AND RESULTS …………………………………………………… 25

Introduction ………………………………………………………………………………..………… 25

Results ………………………………………………………………………………..………… 25

Question 1 …………………………………………………………………………..………… 25

Question 2 …………………………………………………………………………..………… 28

Question 3 …………………………………………………………………………..………… 31

Question 4 …………………………………………………………………………..………… 32

Data Analysis …………………………………………………………………………..………… 33

Discussion …………………………………………………………………………..………… 42

Using RocketReader Online Software to Increase Reading Speed 42

Using RocketReader Online Software to Develop Reading Comprehension .............................................................................

42

Improvement in Reading Speed Leads to Better Comprehension .. 43

Level of Satisfaction with RocketReader Online ……………………… 43

Summary ………………………………………………………………………….……………………… 44

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V. CONCLUSION, IMPLICATIONS, AND RECOMMENDATIONS.......... 45

Conclusion ……………………………………..……………………………………………………….. 45

Summary of the Findings ……………………..……………………………………………… 45

Implications of the Study ………………………………………………………………..…… 47

Recommendations for Further Research ………………………………………… 47

REFERENCES ………………………………………………………………………………………………… 49

APPENDICES ………………………………………………………………………………………………… 53

Appendix A: Pre- and Post-Test …………………….……………………………… 53

Appendix B: Factual Questionnaire …………………..………………..……………… 56

Appendix C: Sample of RocketReader Report ………………………………..…… 57

Appendix D: Attitudinal Questionnaire ………………………………………… 59

Appendix E: Cool Timer v. 3.6 and Exam Pro v. 1.7 ….…………………… 60

Appendix F: Quick Reading Speed Test from RocketReader ……………. 61

Appendix G: Informed Consent Form ……..……………………….………………… 62

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LIST OF TABLES

Table Page

1. Mean of Different Variables Between the Two Groups Before

Joining the Study …………………………………………………

16

2. T-test of Reading Speed Pre-Test …………………………….. 26

3. T-test of Reading Speed Post-Test …………………………….. 26

4. Means of Reading Speed in Pre- and Post-Tests for All Participants 27

5. Eye Glance Width and Reading Speed for the RocketReader Team 28

6. T-test of Comprehension Pre-test. …………………………….. 29

7. T-test of Comprehension Post-Test …………………………….. 29

8. Means of Comprehension for the Pre-Test and Post-Test for All

Participants ……………………………………………………..

30

9. Comprehension and Seconds per Answer for the

RocketReader Team ………………………………….………….

31

10. Correlation between Comprehension and Reading Speed

Post-Test for the Experimental Group ……………………………

33

11. Results of Attitudinal Questionnaire ……………………………... 33

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CHAPTER I: INTRODUCTION

Background of the Study

The Custodian of the Two Holy Mosques, King Abdullah bin Abdulaziz Al-Saud, has

issued a decree to establish a national plan for the utilization of information technology (IT).

The plan recommends the implementation of e-learning and distance learning in higher

education. The trend of using e-learning as a learning tool is now rapidly expanding into

education. The use of technology will enhance the process of education and prepare students

for the complexities of today's rapidly developing society. In contrast to traditional classroom

learning, e-learning is not constrained by space, time, or location; therefore, students have a

high degree of flexibility and can access self-paced learning opportunities.

Al-Shammari (2008) says that e-learning is becoming more popular every day in the Arab

world. Distance education was introduced into the Arab world, according to Al-Jamhoor

(2005), after the mid-20th century. Experts say that "The Middle East is a promising market

for e-learning" (Al-Herbish, 2006). The Saudi e-learning market was expected to increase at

an average rate of 32% in 2008 (p. 27). Al-Herbish (2006) also says that e-education

encourages effective learning because it creates interest and focuses the attention of students;

moreover, e-learning is better than traditional learning because students can work at their own

pace in a comfortable setting, distraction is minimized, e-learning can be accessed anywhere,

at any time, including details of students’ schedule, deadlines, and progress, and users have

immediate access to updated course materials (pp. 28-30).

The Internet brought new opportunities to all educational institutions (Schtageter, 2006).

One of the skills that has a place in e-learning is reading. So what is reading? Reading is

about understanding a written linguistic message. It involves both perception and thought. It

comprises two related processes: word recognition and comprehension. Word recognition

refers to the process of associating written symbols with the spoken language.

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"Comprehension is the process of making sense of words, sentences and connected text"

(Pang et al., 2003, p.7).

Learning to read is an important educational goal. The ability to read opens new worlds

and opportunities; however, a widely recognized problem faced by learners throughout the

EFL world is that of slow reading. In many reading classes, the focus is on comprehension

rather than on encouragement of reading itself. Slow reading involves "the processing of

information at such a slow rate that the reader is unable to hold enough details in the short-

term memory to permit decoding of the overall message of the text" (Bell, 2001, p. 1). Slow

readers are unable to retain information they have read in sufficiently large chunks to

progress through a text with adequate retention of the content. Before they reach the end of a

page, or even of a sentence, they may have forgotten the beginning.

It was in the 1960s that interest in reading speed grew through the writings of Fry (1963)

and De Leeuw and De Leeuw (1965); these latter claimed that 230–250 words per minute

was the average speed of the public. These early insights led to growth of speed reading

courses. Most reading approaches in classrooms concentrate on manipulating language

instead of developing reading. They tend to inhibit reading improvement among learners at

low proficiency levels. For EFL learners, reading is a subject in which they read a passage

and try to answer comprehension questions to measure their understanding. Teachers do not

try to develop learners’ speed.

The expansion of computer technology in the last decades, however, has given birth to

new methods for developing reading speed and improving comprehension, and many

companies produce reading speed and comprehension software. Most reading speed software

seems to liberate learners from slow reading and leads to genuine comprehension of what is

being read. There has been much discussion recently about the role of reading software in

developing automatic word recognition and promoting lexical access skills. Some of them

stand on the parallel letter recognition model, the most modern model, in which the eye gazes

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at a chunk of text and then transfers these signals to the mind to process. This model

describes the letters in the territory of each eye fixation being classified at the same time in

parallel by the brain (Whitney & Cornelissen, 2008). For slower readers, this process takes

considerable time and effort and results in reduced speed and comprehension.

The current study explores the effect of using RocketReader reading proficiency software

to increase reading speed and comprehension among Saudi undergraduate female students.

Statement of Problem

The present study seeks to determine whether use of RocketReader reading proficiency

software improves reading speed and comprehension. This study discusses the unique

capabilities of RocketReader for breaking poor reading habits, improving comprehension,

and increasing reading speed. The present study attempts to evaluate the effect of using

RocketReader Online on reading speed and comprehension of Saudi undergraduate female

students.

Significance of the Study

Studies that measure reading speed and comprehension have been relatively few, and

those that exist evaluate reading speed in relation to different classroom methodologies for

teaching reading. Early work on developing reading speed led to lower levels of reading

comprehension. Those learning to read often struggle word by word. Reading fluently means

"reading smoothly and expressively at speeds approaching regular speech" (Ronald, 2005,

p.6).

RocketReader uses various methods to break poor reading habits and increase reading

speed with strong comprehension. It provides a wide variety of reading proficiency exercises

to address a range of reading obstacles. It focuses on eliminating bad reading habits such as

vocalization and skip-back. The present study seeks to determine whether a solid scientific

basis exists for the use of this software to improve reading speed and comprehension.

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Purpose of the Study and Research Questions

This study aims to explore the effect of using RocketReader reading proficiency

software on reading speed and comprehension of Saudi undergraduate female students. To

this end, the researcher proposes the following research questions:

1- Does use of RocketReader software increase Saudi female undergraduates' reading

speed?

2- Does use of RocketReader software develop Saudi female undergraduates’

comprehension?

3- Does use of RocketReader software help break poor reading habits?

4- Does increased reading speed lead to better comprehension?

Limitations of the Study

The present study had a few limitations. The researcher had decided to extend

the treatment to 8 weeks, but because of a change in the academic schedule, final

exams were scheduled a week ahead, so the treatment lasted only 7 weeks. In

addition, some students did not practice daily because of problems with their

internet connections as well as a heavy load of exams and assignments.

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CHAPTER II: LITERATURE REVIEW

Introduction

In today's digital age, learning is no longer restricted to the classroom. The Internet and

its applications in education and industry have significantly influenced the way we teach and

learn. Using computers in the EFL classroom is important for both teachers and learners.

Computers can handle a range of activities and carry out programmed functions at amazing

speed. They can check exercises and gradually move students from easy to more difficult

exercises according to their levels and abilities.

This chapter reviews literature related to this study. It sheds light on four areas: (a) the

relationship between e-learning and language, (b) the concept of speed reading, (c) reading

proficiency software, and (d) RocketReader as reading software.

E-learning and Language

The rapid development and advancement of information and communication

technology has made it possible to build new learning systems, and it has a significant impact

on distance education (Atan, Rahman, & Idrus, 2004). E-learning is one of the fastest

growing fields of education in the world today. A number of terms are used in the literature to

refer to e-learning, including online learning, computer-based training (CBT), Web-based

learning, distributed learning, and electronically enabled distance learning (Cramer, Krasinki,

Crutchfield, Sackmary, & Scalia, 2001). Urdan and Weggen define e-learning as "the

delivery of content via all electronic media, including the Internet, intranets, extranets,

satellite broadcast, audio, video tape, interactive TV, and CD-ROM." (2000). Wentling et al.

(2000) arrived at their own definition of e-learning, as follows:

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E-learning is the acquisition and use of knowledge distributed and

facilitated primarily by electronic means. This form of learning currently

depends on networks and computers but will likely evolve into systems

consisting of a variety of channels (e.g. wireless, satellite), and technologies

(e.g., cell phones) as they are developed and adopted. E-learning can take

the form of courses as well as modules and smaller learning objects. E-

learning may incorporate synchronous or asynchronous access and may be

distributed geographically with varied limits of time (p.4).

Sun et al. (2007) define e-learning as a Web-based system that makes knowledge

available to learners at any time and place. William Henry Gates III referred to e-mail as “the

Internet's first killer application” (2002); later, John Champers said that e-learning would be

the Internet's next "killer application" (2007). Some features of the World Wide Web, "such

as hypertexts, graphics, sound and video illustrations and the easy-to-handle point and click

graphical interfaces" provide a rich and extensive environment for developing and designing

different types of learning materials (Atan et al., 2004, p.2).

Colleges and universities are now encountering competition in e-learning. A growing

number of universities are attempting to enter the "corporate-dominated distance learning

market" through venture startups and partnerships with technology companies, including

Columbia University and Harvard University (DeBellis, 2000). As further testimony to the

exponential growth of online education, Arab Open University (AOU) in Saudi Arabia uses

an e-learning platform to deliver its courses (Al-Shammari, 2008).

Speed Reading

Abela (2007) defines speed reading as "a collection of reading methods which attempt to

increase rates of reading without greatly reducing comprehension or retention. Methods

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include chunking and eliminating subvocalization" (p.9). Reading is a skill that requires

much practice to perfect. Robeck and Wallace define the reading process as a process of

translating signs and symbols into meanings and incorporating the new information into

existing cognitive and affective structures (1990).

Bell mentions that speed differs according to the reader's purpose in approaching a text

(2001). A slow reading speed is 0–150 words per minute (wpm). Below average speed is

150–230 wpm. The average reading speed is 230–250 wpm. Fast reading speed is 350–500

wpm, while an excellent reading speed is in the range of 500–800 wpm (Sicheritz, 2000).

Reading beyond a rate of 800 wpm indicates low comprehension and skimming (Ronald,

2005).

Speed reading is a continuous field. A skilled reader decides his or her reading speed

depending on the purpose and the difficulty of the text. Mullan mentions that speed reading is

used for very fast reading of an entire text with optimal assimilation. Mullan shows that the

eyes process several letters and words per fixation, and if the word is already known to the

reader, reading is a processing of a word image rather than a sequence of letters. Fast readers

make fewer fixations and their fixation durations are shorter than those of poorer readers

(1997).

Mindtools (2001) and Kulik et al. (1983) found a significant increase in students' reading

speed and comprehension in many studies of computer-assisted reading instructions. In 1991,

Culver applied a study to improve reading speed and comprehension of EFL students using

computers. He implemented a computer reading program to determine whether exit and

entrance scores of EFL college students in reading speed and comprehension would improve.

The results showed some improvement in reading speed and comprehension for the majority

of the target group as a result of using computers. Rosemarie (2005) conducted a study to

determine the effects of computer-presented automatization exercises on poor readers. He

found that they progressed in accuracy and speed.

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However, poor readers spend a lot of time reading small fixations. They often skip back,

losing the flow and structure of the text and hence overall understanding of the subject. The

increased amount of irregular eye movement will make reading tiring. A poor reader may

therefore find the text significantly less satisfying, and may find it harder to concentrate and

to understand the text than a good reader (Mindtools, 2001).

In drawing conclusions about the use of computers for reading instruction, previous

researchers clearly support the idea that computer-based instruction facilitates students'

reading comprehension and increases their reading speed. EFL reading teachers should use

computers in their classrooms not simply because they are "new technology," as reported by

Wellington (1995), but because of the positive results they deliver from their students.

Reading Proficiency Software

This part will focus on the question of how EFL reading can be facilitated with computer

applications for language teaching and learning. Some people possess a natural talent for

reading quickly; however, many people wish they could save time and effort at work, school,

and home by reading faster (Reinking, 1988). Research indicates that following computer

instructions is very effective for practicing and developing reading skills. Software

gives learners the opportunity to monitor their own learning tasks and check and correct their

own errors, which supports the development of independent learners.

Glee (2009) believes that good speed-reading software should offer several features. It

should track a reader’s progress. For multiple users, password protection can be important to

protect readers' privacy. Options should be available to change program settings, choose

specific texts, set reading speeds, and choose the types of exercises to do. Effective speed-

reading software should include comprehension tests along with speed-reading exercises.

Various methods should be applied for teaching speed-reading skills. The best known are

essentially flash, highlighted word groups, and keyword focus. Good speed-reading software

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must include different types of texts for different levels and interests. It should give the user

the opportunity to change text formatting, including font color, size, and style. Moreover,

companies that offer speed–reading software should provide customer service contact

through phone or e-mail. According to Dynarski et al. (2007), five broad areas of instruction

are given in reading software: tutorial opportunities, practice opportunities, individualization,

feedback to the teacher, and feedback to the students.

Abundant software is available in the reading software market, for example, the

Accelerated Reader (AR), created in 1984 and developed by Judi and Terry Paul. It is a

guided reading program in which the teacher is closely involved with students’ reading of

texts. It involves two components: AR software and "AR Best Classroom Practices." AR

software is a computerized reading program that makes the student practice the essential

components of any reading curriculum. It can be personalized according to a student's level

and is followed immediately by feedback. The teacher can monitor the learner's progress and

intervene with appropriate instructions when needed. Many independent studies have

demonstrated that students' reading abilities advanced with the use of AR. A drawback of

AR, according to Johnson (2003), is the nature of the comprehension questions, which

concern literal rather than inferential reading comprehension (WWC Intervention Report,

2008).

Another software is The Reader's Edge, created by the Literacy Company in 2003. It

provides speed-reading training with improved comprehension for children and adults of all

reading levels. It uses computer-generated visual exercises to overcome the habits of slow

readers and teach the habits of skillful readers. It has six different types of speed reading

exercises, including recognition tests, mobility training, and word group tests as well as

vertical and horizontal span exercises (Tobias, 2003).

AceReader Pro is a speed reading and comprehension software developed by StepWare,

Inc. It is a self-improvement educational reading tool that has won many awards, including

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2006 and 2007 Technology and Learning's Awards of Excellence. It focuses on breaking two

slow reading habits: subvocalization and re-reading (StepWare, 2006). According to

TopTenReviews (2009), AceReader Pro and The Reader's Edge have similar programs, but

the former is "a bit less intuitive" than The Reader's Edge; however, unlike The Reader's

Edge, AceReader Pro has versions available for both PC and Mac.

Ultimate Speed Reader is a product of Knowledge Adventure, Inc. that offers six types of

speed-reading exercises. It contains a collection of about 200 passages suitable for readers

aged eight and up; however, according to TopTenReviews (2009), this program lacks

flashing exercises and easy selection of specific reading passages. Another speed-reading

program is Speed Your Read by Stark Raving Software. This software provides speed tests,

timed tests, reading exercises (drill sets), and warm-up exercises. It tracks the progress of

multiple users and produces progress reports. It automatically adjusts the words-per-minute

reading speed, but this is one of its drawbacks because users cannot manually adjust the

speed.

Finally, Letter Chase Speed Reader by Letter Chase includes 15 stories for "eye warm-up

exercises, reading practice, comprehension tests and speed tests. However, the design of the

vertical reading practice causes confusion" (TopTenReviews, 2009).

In conclusion, with effective speed-reading software, average and slow readers can learn

to increase their reading speed while maintaining a high rate of reading comprehension.

RocketReader

This section explains how RocketReader instructional techniques are based on a solid

scientific foundation. The program addresses problem reading habits and helps develop a

high level of reading fluency and comprehension. This software uses Artificial Intelligence–

based reading strategies to train users to read faster with better reading comprehension.

RocketReader was founded by Artificial Intelligence researcher Dr. Simon Ronald in 1996,

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and in the same year, RocketReader computer software was released. A search for the

keyword 'reading software' on Google reveals the RocketReader Web site as the number one

result. It is used in schools, universities, colleges, and homes in the United States, United

Kingdom, Australia, and many other countries (Ronald, 2005). RocketReader won third prize

in Secrets of Australian IT Competition in the e-learning category in 2004.

The success of RocketReader, as Ronald states, is attributable to the following points:

1. A variety of reading exercises working in combination to address many reading

obstacles.

2. A broad variety of stories and articles tested to appeal to different interests, ages, and

genders.

3. A great focus on rapid reading with strong comprehension.

4. A focus on eliminating bad reading habits, including skip-back and vocalization.

5. The ability to use learner’s own documents in training, e.g., Word, PDF, text, and

HTML, enhancing interest and relevance.

6. A record of user's progress.

The most modern model of reading is parallel letter recognition. Legge (2006), Wray

(2004), and Bechtel et al. (2002) describe the work of this model as follows. The eye sees a

chunk of text, and signals reach the brain. Individual letters are classified in a semi-

simultaneous fashion (in parallel). Skillful readers automatically process the component

letters of text. This model of reading, as Kevin Larson believes, has the most scientific

support of modern researchers. It suggests that we look at a chunk of text in a single eye

fixation, and each letter in that text is recognized in parallel at the same time until the word or

words in the text are fully labeled by the brain (2004). For the slower reader, this process of

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decoding the words and then associating meaning takes considerable time and effort,

resulting in reduced speed and comprehension (Rayner, 1998).

On the basis of this scientific understanding of the parallel model of reading,

RocketReader was designed in 1996. The goal of RocketReader is to develop reading speed,

comprehension, and stamina by training users to read more efficiently in chunks through the

use of various exercises, including flash, speed, and group training exercises (Ronald, 2005).

RocketReader works on breaking the three areas of poor reading habits: the overworked eye,

skip-back, and vocalization.

1. The overworked eye

Reading takes place when there is vision transfer. This transfer occurs when the eyes stop

during the fixation phase (Kirsch et al., 1993). Martinez-Conde et al. (2006) say

that approximately 80% of our vision occurs during fixation, and during the other 20% of the

time we are virtually blind. Eye overwork occurs when reading a sentence or a phrase

requires excessive eye movement and eye fixation. The eye is thus performing a lot of work

for a small amount of information, increasing mental workload and often leading to poor

comprehension (Ronald, 2005).

Better readers read in bigger chunks, with fewer eye fixations needed to read and

understand the same amount of text as slower readers. Faster readers thus have better

comprehension because they spend less time reading and the details remain fresh in their

memory, while slower readers forget the ideas of the first part before they reach the end of

the following one. That is the reason slower readers understand less than better readers

(Ronald, 2005). RocketReader incorporates three kinds of exercises designed to increase the

amount of text the reader can grasp in each eye fixation. These exercises are flash, speed, and

grouping exercises.

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2. Skip-back

During normal reading, the eye moves forward with each eye movement. For slower

readers the eye skips back or regresses to earlier words (Yankelovich et al., 1995; Kirsch,

1993). However, RocketReader Flash and Speed Training exercises are designed to help the

reader overcome skip-back by making earlier read text invisible (Ronald, 2005).

3. Vocalization

Payne (2005) declares that vocalization is a widespread reading habit that limits the speed

of reading and comprehension. It occurs when the reader says the words aloud or under the

breath while reading. The average speaking speed is 180 wpm, slower than the average

reading speed of 230 wpm.

RocketReader, as Dr Ronald mentions, employs a number of methods to assist in the

transition to fast and accurate silent reading, such as Flash Training, in which a student has no

time to labor or vocalize word components while reading, and Speed Training, which uses the

Rapid Serial Visual Presentation method of paced reading (2007). Spence (2002) says that

sentences are displayed in RocketReader at a comfortable reading speed in Flash and Speed

exercises until the display rate of the text exceeds the pace at which words can be vocalized.

The difficulty level of the exercises can be increased step by step, in an adaptive way, to

prevent frustration (Irausquin et al., 2006).

Many readers who used RocketReader increased their reading speed and comprehension.

Many testimonial reports from RocketReader's users can be found at

https://rocketreader.com/say/say.html. For example:

I am still surprised at the quick results. Two months just does not seem a long

enough to speed up my reading by three times especially considering the

material I read is college level. After the first month of use, one hour every day,

my reading speed went from 232 wpm to 480 wpm. I hope the result is not

ROCKETREADER 14

atypical; everyone should have the opportunity to enjoy reading more in less

time.

I recently took up college classes again this fall, and the study time required per

class has dropped by almost half. The time I am saving is worth ten times the

amount I paid for the program. I now have more time for clubs, volunteering,

and the like. (J Riendaeu, Madison WI USA)

In conclusion, speed reading can make reading a much more enjoyable experience by

reducing eye strain, increasing understanding of the flow of a document, and reducing the

time needed to assimilate it. This will help a reader read a long document, extracting

information from it that would otherwise be neglected.

Summary

The review of literature for this study focuses on four important areas of research in the

field of reading speed and comprehension software: the relationship between e-learning and

language, the concept of speed reading, reading proficiency software, and RocketReader as

reading software. The current study will consider these findings and relate them to the use of

RocketReader reading proficiency software to increase reading speed and comprehension of

Saudi undergraduate female students.

ROCKETREADER 15

CHAPTER III: RESEARCH METHODOLOGY

Nature of the Study

The present study is based on an experimental design. Experimental designs are known

as the scientific method. Muijs (2004) defines the experimental method as "a test under

controlled conditions that is made to demonstrate a known truth or examine the validity of a

hypothesis" (p. 13). Muijs insists that experimental design is the best method of examining a

causal relationship. According to Vaus (2001), experimental design has the following

elements: one pre-intervention (pre-test); two groups: one exposed to the intervention

(experimental group) and one not exposed to the intervention (control group); random

assignment to the groups before the pre-test; one intervention (treatment); and one post-

intervention (post-test).

The researcher used an experimental method to explore the effects of use of

RocketReader reading proficiency software on reading speed and comprehension among

Saudi undergraduate female students. In this chapter, the researcher describes the research

participants and sampling, the researcher's role, the instruments, procedures followed, data

collection, and data analysis.

Participants and Sampling

Dornyei (2003) defines population as "the group of people whom the survey is about" (p.

71). Accordingly, the population of this study is EFL Saudi female undergraduate students.

Denscombe (2007) says that a sample is "a portion of the whole in the expectation and hope

that what is found in that portion applies equally to the rest of the population” (p.27). The

sample for this study comprised 60 female students from the English Department of al-Imam

Islamic University. Ages of participants ranged between 19 and 25, with a mean age of 22.

They were randomly selected in a cross-sectional way and represented three academic levels:

two, four, and six. The 60 students were divided into two groups: the experimental group,

ROCKETREADER 16

called the RocketReader Team, and the control group. Participants were randomly assigned to

either group. According to Muijs (2004), randomization "is most likely to ensure that there is

no bias as everyone will have an exactly equal chance to be in each group" (p. 21).

In the RocketReader team, participants' average learning experience in English before

joining the department was 7.63 years, with 43% of participants in the experimental group

having studied English in primary school for an average 3.77 years. In addition, 43% were

enrolled in English courses in private institutions for an average of 2 months. Only10% had

studied abroad, for a mean of 2 years (table 1).

Table 1

Mean of Different Variables Between the Two Groups Before Joining the Study

RocketReader Team Control group

Percentage Mean Percentage Mean

1. Average learning experience in

English before joining the department

7.63 years 7.67 years

2. Studied English in primary school 43% 3.77 years 43.33% 3.77 years

3. studied English in private institutions 43% 2 months 53% 3.06 months

4. Studied abroad 10% 2 years 17% 3.4 years

In the control group, participants’ average learning experience before joining the

department was 7.67 years, with 43.33% having studied English in primary school for an

average 3.77 years, while 53% were enrolled in English courses in private institutions for a

mean period of 3.06 months. Only 17% had studied abroad, for a mean of 3.4 years (table 1).

The means of these variables were essentially identical between the two groups at the

beginning. According to the survey, no participants had enrolled in any online course before.

The result of the factual questionnaire (see Appendix B) revealed that all had prior experience

in dealing with technology. Both groups, the RocketReader Team and the control group,

ROCKETREADER 17

were divided into three subgroups: Level 2, Level 4, and Level 6. The researcher referred to

participants by pseudonyms.

Researcher's Role

In this study, the researcher plays several roles: facilitator, teacher, observer, and

technical consultant. As the nature of the study encourages online independent learning, it

requires this kind of multiplicity of roles. It is necessary for the researcher to play several

roles when creating an online learning environment (Al-Jamhoor, 2005). The researcher

interacts with learners online to track their development, facilitates learning for them, helps

them with technical problems, observes their activities, and intervenes when necessary.

Prior and during the study, the researcher acts as the course technology consultant. Before

starting the experiment, she attached a simplified tutorial lesson on using the course tools to

participants’ e-mails. For those who faced difficulties, she worked with them individually via

cell phone and MSN to help them use the course tools.

Materials

The researcher used different kinds of instruments. At the beginning of the study, she

used a factual questionnaire. For the computer-based pre-test and post-test, the researcher

used Exam Pro software and Cool Timer software. For the treatment, the researcher used

RocketReader Online edition and a tutorial lesson on using the course tools. An attitudinal

questionnaire was used at the end of the study to measure the opinions of participants on the

RocketReader Team. All participants' MSN accounts were added to the researcher's contact

list to make it easier to contact them. Each of these instruments is described in the following

parts.

RocketReader Instructional Techniques

RocketReader is a reading product that develops silent independent reading, strong

reading comprehension skills, and fluency techniques. It does not cover all aspects of

ROCKETREADER 18

teaching a student to read, such as reading out loud. It is a software program that improves

reading speed, comprehension, and stamina. It helps break poor reading habits and master

fast and accurate reading.

The researcher used RocketReader Online edition, a fully maintained network solution.

The asynchronous nature of RocketReader Online edition is often cited as a positive benefit

for busy learners who prefer the flexibility of practicing whenever they have free time (Lin,

2005). Learners have access 24 hours a day from any computer connected to the Internet.

The researcher subscribed to RocketReader Online for 12 months. A multi-user account

for 30 students costs $810 and included the following:

- Training exercises to improve reading fluency, comprehension, vocabulary,

stamina, and confidence

- 500 reading texts with comprehension tests

- Vocabulary module in which instructors and users can create their own

multiple-choice quizzes and flashcards

- 5,000 e-book library

- Administrator/instructor control panels to easily manage classes and students.

- Detailed reports by user/class

- 24-hour access from any Internet connected computer

Moreover, the site takes care of full network installation, ongoing maintenance such as

backups and upgrades, and technical support through Web contact, telephone, e-mail, and

fax. It also provides secure and easy login with e-mail or username and password for

administrator, teachers, and students.

Learners initially log in with account username and password. All their activities are

saved to make it easy for teacher and learners to track their progress. They are then required

to choose a lesson plan, arranged by session lengths of 10, 20, 40, and 60 minutes. In the

ROCKETREADER 19

next window, an overview button appears on the left. It gives the learner an idea of the

benefits of using each type of exercise.

The next button is Flash Training, where text flashes on the screen to develop students'

ability to read many words in a single glance of the eye. Learners see a word or phrase flash

very quickly on the screen. They type the text in the Spell It field and click Go or hit Enter on

the keyboard. If they spell it incorrectly, the correct answer will be displayed. The learner can

choose the level of difficulty by clicking Easier or Harder. The learner can also control the

speed by clicking on one of the choices in the speed list. The flashed text gets longer as the

learner’s skills improve. Being able to comprehend flashing text is a quality of very fast and

accurate readers.

The next button is Group Training. For this exercise RocketReader uses word shadow

groups to train the learner to read a group of words in a single glance of the eye from a

written or electronic page. It trains learners to smoothly move their eyes between one group

of words and the next. They start this exercise by choosing a story from one of three

categories: fiction, education, and books, with many subcategories under each category. Next

they choose a title of a story. The exercise is in the next window, and they can control the

degree of difficulty by using a slider or clicking a button labeled 1–5 to make the groups

bigger. The fastest and most accurate readers enjoy this skill of grabbing.

The next type of exercise is Speed, which teaches learners a faster reading rhythm by

showing them text bit by bit. The pace gets faster. They can control the amount of text shown

each time and select a fixed or increasing pace. They can drag the slider to choose a starting

speed. They can choose a width by clicking on a button labeled 1–5. Larger widths are more

challenging but promote better reading technique.

The next button is Read. In this section, learners practice their reading skills by selecting

any of RocketReader's texts. In this exercise learners can choose the font size that suits them

best. The next button is Vocab. This exercise was excluded from this study. Next is Timing,

ROCKETREADER 20

which measures reading speed and comprehension of a series of stories. The stories are all at

the same reading level, so learners can accurately benchmark their progress as their skills

improve over time. In this exercise learners can again choose font size.

Learners can monitor and appraise their progress by clicking the Reports button. A clear,

well-organized, detailed report appears (see Appendix C). Feedback plays a vital role in

language learning and is particularly important for distance language learners. It serves an

important function in distance learning contexts, where students learn in the absence of a

teacher or colleagues (Hyland, 2001).

Further, the user can control the appearance of RocketReader exercise windows by

picking from a selection of visual templates that automatically set font color, face, and

spacing. The user can also choose from a palette of colors. The user can change the font and

line spacing in all RocketReader exercises. In Flash, Group Training, and Speed exercises,

the user can control the number of words displayed at a time and the grade level of the texts

displayed. If the user forgets to train for a certain number of days, he or she will receive a

reminder e-mail from RocketReader Online.

Questionnaire

Questionnaires are valuable tools for providing data (Sampson, 2003). Dornvie (2003)

proposes three kinds of questionnaires: factual, attitudinal, and behavioral. A factual

questionnaire is, as its name implies, one in which respondents are asked to give facts and

information (Thomas, 2003).

A factual questionnaire was used at the beginning of the study. The first part of the

questionnaire included demographic variables listed as information questions. They included

name, mobile phone number, e-mail, age, academic level, and class. An important variable in

this part was a question about the length of the period during which they learned English

before joining the department. As for the items in the questionnaire, the researcher aimed

ROCKETREADER 21

here to collect information about participants' prior experience with English language and

technology (Appendix B)

The second type of questionnaire used in this study was an attitudinal questionnaire.

Attitudinal questionnaires are used to determine what people think about something

(Sampson, 2003). This type of questionnaire was used at the end of the study only with the

RocketReader Team as a summary evaluation of their experience with RocketReader Online

software. As for the items in the questionnaire, the researcher used a 5-point Likert scale,

with responses ranked as Strongly Agree, Agree, Undecided, Disagree, and Strongly

Disagree. The questionnaire comprised 23 items (Appendix D).

Pre- and Post-Tests

Pre- and post-tests are methods for assessing the extent to which an intervention has had

an effect on students' learning. Pre- and post tests were conducted on both the RocketReader

Team and the control group and were used to evaluate reading speed and comprehension by

participants during the seven weeks. The researcher used a computer-based test consisting of

two parts. The first part was the reading section of the TOFEL Computer-Based Test (2004),

consisting of two reading comprehension passages and 10 multiple-choice questions

(Appendix A). The researcher used Exam Pro v. 1.7 and Cool Timer v. 3.6 for this test

(Appendix E). The second part of the exam was a quick free-reading speed test from

RocketReader.com (Appendix F).

The researcher used the same version of the pre-test for the post-test to assess

development in learners' reading speed and comprehension during this period. Pratt (2002)

declares that using the same pre- and post-tests measures outcomes and demonstrates

success. The two tests also act as a thermostat, providing real-time feedback on program

efforts. Both tests were administered during the second semester of academic year 1430 H in

the computer lab in the College of the English Language and Translation at Al-Nefl Campus.

ROCKETREADER 22

Design

This is a true experimental study. A true experiment consists of control and experimental

groups to which subjects have been randomly assigned, and in which all subjects are tested

before and after the treatment under investigation has been administered to the experimental

group. Experiments are carried out to explore the strength of relationships between variables

(Cohen et al., 2007). This study included two groups of subjects: an experimental group, called the

RocketReader Team, and a control group. Participants were randomly assigned to one or the other

group. They had similar backgrounds, according to the results of the factual questionnaire.

The independent variable is the variable that is the presumed cause of the effect being

investigated. In this study, the independent variable was use of RocketReader Online for at

least 10 minutes per day for 7 weeks. The dependent variable is treated as the effect in the

causal model; it is dependent on the influence of other factors (Vaus, 2001). Here, the

dependent variables are reading speed and comprehension. Both groups took identical pre-

and post-tests. The experimental group was asked to complete an attitudinal questionnaire.

Procedure

Factual questionnaires were delivered during the second semester of academic year 1429-

1430 H to participants. The researcher randomly assigned 60 students from three academic

levels to two groups: experimental and control. Each group was then divided into three

subgroups according to academic level. Participants then took the pre-test in the computer lab

at Al-Nafl Campus. The test was a computer-based test. A treatment was administered to the

experimental group only. Members of the RocketReader Team, the experimental group, were

asked to practice daily for 10 minutes. Some participants did not practice daily because of an

academic load of exams and assignments. After practicing for 7 weeks, both groups took a

post-test that was the same as the pre-test. Attitudinal questionnaires were delivered

manually to the RocketReader Team by the researcher after the post-test was completed. The

ROCKETREADER 23

researcher explained the purpose of the questionnaire to the students and answered their

questions. The students showed interest in responding to the items in the questionnaire.

Data Collection and Analysis

Data were collected from different sources: pre- and post-tests, RocketReader reports, and

the attitudinal questionnaire completed by the RocketReader Team. Three methods were used

in the collection of data to ensure internal reliability and help investigate the research

questions asked in this study.

The data were analyzed using SPSS v. 17, computer software that helped the researcher

throughout data analysis. The statistical inferences used were t tests and Pearson’s rank

correlations. The pre-test and post-test were analyzed by comparing students' scores in both

groups in both tests. Correlation was used to investigate a relationship between reading speed

and comprehension. RocketReader reported participants' speed and comprehension, and the

attitudinal questionnaires were analyzed to determine their mean and standard deviation.

Reliability

Reliability is such an important concept that it has been defined in terms of its application

to a wide range of activities. According to Howell et al., reliability is the extent to which an

experiment, test, or any measuring procedure yields the same result on repeated trials (2005).

To assure reliability, the researcher used different methods for collecting data. She used pre-

test and post-test, RocketReader's reports, and attitudinal questionnaires. The cross-sectional

method was used to choose participants from three different levels to ensure reliability.

Validity

According to Howell et al. (2005), validity refers to the degree to which a study accurately

reflects or assesses the specific concept the researcher is attempting to measure. Validity is

concerned with a study's success at measuring what the researcher aims to measure. External

ROCKETREADER 24

validity refers to the extent to which the results of a study are generalizable or transferable.

External validity depends on the use of appropriate sampling methods and adequate sample

size. Probability sampling methods are more likely to result in a sample representative of the

population the researcher wishes to study. In this study, participants were selected from the

appropriate population and randomly assigned to their groups. The sample size of 60 is

adequate and relative to the goals of the study.

Internal validity, as defined by Balnaves and Caputi (2001), is the extent to which a

research design really allows conclusions to be drawn about relationships between variables.

Polgar and Thomas (1997) mention some ways to control internal validity, including use of a

control group, appropriate sampling methods, appropriate procedures, use of valid and

reliable measuring instruments, and removal of other expected extraneous variables. In this

study the researcher tried hard to meet these criteria. This study has a control group,

participants who were randomly assigned to groups, clear and appropriate procedures, and

many valid and reliable measuring instruments. The researcher tried to remove all external

expected variables beginning with choosing the participants.

Summary

This chapter described the experimental nature of the study, its participants, the

researcher's role, and the materials used. It also described the design and the procedures of

the study. It illustrated the materials used in data collection and analysis.

ROCKETREADER 25

CHAPTER IV: DATA ANALYSIS AND RESULTS

Introduction

This chapter presents the results and an analysis of participants' scores in the pre-test and

post-test. It also evaluates the results of using RocketReader Online over a period of seven

weeks; moreover, it analyzes the outcomes of the attitudinal questionnaires completed by the

RocketReader Team. These results were analyzed with SPSS v. 17. This chapter is divided

into three sections: The first is results, which answer the research questions, the second is

data analysis, which presents participants' experience and attitudes regarding the use of

RocketReader Online, and the third is a discussion.

Results

This part directly addresses and discusses the following research questions:

1. Does using RocketReader software increase Saudi undergraduate female students'

reading speed?

2. Does using RocketReader software develop Saudi undergraduate female students'

comprehension?

3. Does using RocketReader software help break poor reading habits?

4. Does an improvement in reading speed lead to better comprehension?

Question 1

Does using RocketReader software increase Saudi undergraduate female students'

reading speed? The aim of this research question is to study the impact of use of

RocketReader software on reading speed. To this end, a pre-test and post-test were given (see

chapter 3). The findings of this analysis indicate that participants' reading speed improved.

The overall mean of the pre-test for the RocketReader Team was 81 wpm, while for the

ROCKETREADER 26

control group it was 80 wpm, a statistically nonsignificant difference, according to results of

a t test (table 2).

Table 2

T-test of Reading Speed Pre-test

t Df Sig. (2-tailed

Reading Speed Pre-Test .142 29 0.888

Note: Sig when Sig. (2-tailed) <0.05

On the other hand, results of the post-test show significant development in the reading

speed of the RocketReader Team, with an overall mean of 115 wpm, compared with 85 wpm

for the control group, a statistically significant difference (table 3.)

Table 3

T-test of Reading Speed Post-Test

T df Sig. (2-tailed

Reading Speed Post-Test 3.702 29 0.001


Table 4 shows improvement in reading speed according to participants' academic level as

well as overall improvement of all participants on the RocketReader Team compared with the

control group. The average speed of participants in the control group was almost the same on

pre- and post-tests, with only a very slight change, indicating a positive impact of use of

RocketReader by the experimental group.

ROCKETREADER 27

Table 4

Means of Reading Speed in Pre- and Post-Tests for All Participants.

Control

Group

RocketReader

Team

Control

group

RocketReader

Team Mean

Post-Test Pre-Test

78 103 74 75 L2

88 129 86 86 L4

89 114 80 82 L6

85 115 80 81 Overall Mean

Note: the measurement unit is words per minute.

The average reading speed of the fastest reader on the Team was 330 wpm, while that of

the slowest was 84 wpm. The Team’s average reading speed was 155.5 wpm. Moreover, eye

glance width is the number of characters that can be read and understood in a single glance of

the eye (Ronald, 2005). The Flash exercise in RocketReader measures eye glance width. The

maximum eye glance width for the RocketReader Team was 12.90 characters per glance

(cpg), with a minimum of 4 cpg and average of 7.25 cpg. Table 5 shows maximum,

minimum, and mean characters per glance for each level on the RocketReader Team. It also

shows the overall mean. These data show that reading speed developed in team participants

when compared with their reading speed in the pre-test.

ROCKETREADER 28

Table 5

Eye Glance Width and Reading Speed for the RocketReader Team

Reading Speed

(wpm)

Eye Glance Width

(cpg)

Level 2

249 7.82 Max.

110 4.00 Min.

166.9 5.84 Mean

Level 4

219 12.90 Max.

120 4.32 Min.

149.4 8.04 Mean

Level 6

330 10.83 Max.

84 6.06 Min.

150.3 7.88 Mean

155.53 7.25 Overall Mean

Question 2

Does using RocketReader software develop Saudi undergraduate female students'

comprehension? The aim of this research question is to study the impact of use of

RocketReader software on comprehension. The analyses of the results of pre- and post-tests

reflect a development in the comprehension level of the RocketReader Team. The overall rate

of change for the Rocketreader Team was 10%, while for the control group it was 3%. As

ROCKETREADER 29

shown in table 8, the overall mean of the pre-test for the RocketReader Team was 66%, while

for the control group it was 61%, a statistically nonsignificant difference in comprehension in

pre-tests between the two groups (table 6).

Table 6

T-test of Comprehension Pre-test

T Df Sig. (2-tailed

Comprehension Pre-Test .964 29 0.343


On the other hand, the overall mean on the post-test for the RocketReader Team was 76%,

while for the control group it was 64%, a statically significant difference in post-test scores

(table 7).

Table 7

T-test of Comprehension Post-Test

t df Sig. (2-tailed

Comprehension Post-Test 2.972 29 0.006


ROCKETREADER 30

Table 8

Means of Comprehension for the Pre-Test and Post-Test for All the Participants

Comprehension

Control group RocketReader Team

Post-test Pre-test Post-test Pre-test Level

63% 69% 67% 55% 2

51% 48% 82% 77% 4

77% 67% 78% 66% 6

64% 61% 76% 66% Overall mean

According to a RocketReader Online report, overall mean comprehension of participants

on the RocketReader Team was 79%, close to that of the post-test. Maximum comprehension

level was 94%, while minimum was 58%. Table 9 shows the maximum, the minimum, and

the mean for each level of RocketReader Team. It also shows the overall mean. These data

prove that comprehension developed among members of the team compared with their

comprehension level before the treatment in the pre-test. The table also shows how many

seconds each student took to answer the questions. The mean for level 2 was 12.91 seconds

per answer (spa), for level 4 it was 16.08 spa, and for level 6 it was 19.42 spa. The overall

mean was 16.14 spa. All these data prove development of comprehension after using

RocketReader Online.

ROCKETREADER 31

Table 9

Comprehension and Seconds per Answer for the RocketReader Team

Seconds per answer Comprehension

Level 2

25.1 85% Max.

6.9 68% Min.

12.91 78% Mean

Level 4

32.8 94% Max.

9.4 58% Min.

16.08 84% Mean

Level 6

42.1 90% Max.

9.6 61% Min.

19.42 75% Mean

16.14 79% Overall Mean

Question 3

Does using RocketReader software help break poor reading habits? The main aim of this

research and of the software is to break poor reading habits. As mentioned, poor reading

habits include the overworked eye, skip-back, and vocalization. Eye overwork occurs when

reading a sentence or phrase requires excessive eye movement and eye fixation. As a result

the eye performs a lot of work for a small amount of information, increasing mental workload

and often leading to poor comprehension (Ronald, 2005). According to the RocketReader

ROCKETREADER 32

report, the mean eye glance width of learners after using the software was 7.25 words per eye

glance (table 5).

In addition, Flash and Speed training exercises are designed to help the reader overcome

skip-back by making the earlier read text invisible. As Ronald mentions, RocketReader

employs a number of methods to assist the transition to fast and accurate silent reading, such

as Flash Training, in which a student has no time to labor through or vocalize different word

components while reading, and Speed Training, which uses the Rapid Serial Visual

Presentation method of paced reading (2007). Spence (2002) says that sentences are

displayed in RocketReader at a comfortable reading speed in the Flash and Speed exercises

until the display rate of the text exceeds the pace at which the words can be vocalized. The

RocketReader Team’s results on the post-test and the development they achieved are

testimony to the participants' ability to overcome poor reading habits.

Question 4

Does improvement in reading speed lead to better comprehension? The aim of this

research question was to study the impact of the logical increase in reading speed on

comprehension. To this end, a pre-test and a post-test were given (see chapter 3). The results

of the statistical analysis of the post-test of the RocketReader Team led us to accept the

supposition that improvement in reading speed leads to better comprehension. According to

statistical analysis of the relationship between reading speed and comprehension in the post-

test for the experimental group, there is a positive correlation between those two variables

(tables 10). From previous table it appears that r = 0.369, sig level= 0.045 < 0.05; therefore,

we accept the supposition that there is positive correlation.

ROCKETREADER 33

Table 10

Correlation between Comprehension and Reading Speed Post-Test for the Experimental Group

Correlation Pearson Sig. (2-tailed)

Between comprehension post- test &

reading speed post-test for the

experimental group

.369 .045


Data Analysis

This part reports the findings related to learners' experience as members of the

RocketReader Team. The attitudinal questionnaire consisted of 23 items. The researcher used

a 5-point Likert scale with responses ranked as Strongly agree, Agree, Disagree, Strongly

disagree and Undecided. The results of this questionnaire are provided in table 11.

Table 11

Results of Attitudinal Questionnaire

Undecided Strongly

Disagree

Disagree Agree Strongly

Agree

Items

0% 0% 0% 50% 50% 1. I think that RocketReader is a

suitable way for practicing reading

skills.

3% 0% 3% 33% 60% 2. I think that practicing reading

online is better than practicing in the

traditional classroom.

ROCKETREADER 34

Table 11 (continued)

Undecided Strongly

Disagree


Agree

Items

10% 3% 10% 43% 33% 3. I think reading comprehension

is better learned online than in the

traditional classroom.

0% 0% 0% 57% 43% 4. I like the experience of

practicing online.

3% 0% 3% 33% 60% 5. I think practicing with

RocketReader developed my

reading speed and comprehension.

0% 0% 3% 47% 50% 6. If I got a chance to continue

using RocketReader, I'll accept it.

0% 0% 17% 47% 37% 7. Using RocketReader is

interesting.

0% 0% 0% 47% 53% 8. I like my experience as a

member of the RocketReader team.

7% 0% 3% 43% 47% 9. Using RocketReader is

beneficial.

17% 0% 43% 30% 10% 10. RocketReader's appearance is

attractive.

ROCKETREADER 35


Undecided Strongly

Disagree


Agree

Items

0% 0% 20% 33% 47% 11. I like the Flash exercise.

3% 3% 20% 37% 37% 12. I like the speed exercise.

7% 13% 30% 40% 10% 13. I like the grouping exercise.

7% 0% 13% 47% 33% 14. The reading materials are

enjoyable.

3% 0% 7% 37% 53% 15. RocketReader is easy to

handle.

13% 23% 47% 13% 3% 16. I face some technical

problems while using

RocketReader.

7% 0% 7% 43% 43% 17. In general, I am satisfied with

RocketReader.

0% 0% 10% 30% 60%

18. In the future, I'll be happy to

participate in an e-course.

17% 0% 13% 50% 20% 19. I'm satisfied with my reading

speed and comprehension after

using RocketReader.

ROCKETREADER 36

1Item

I think that RocketReader is a suitable way for practicing reading skills. In response to this

sentence, 50% (n = 15) of participants strongly agree, while the rest, 50% (n = 15) agree. This

result reflects the impact of RocketReader on participants’ reading skills.

Item 2

I think that practicing reading online is better than practicing in the traditional

classroom. In response to this sentence, 60% (n = 18) of participants strongly agree, 33% (n

= 10) agree, 3% (n = 1) disagree, while 3% (n = 1) are undecided. This finding indicates that

learners are more open to technology and education.


Undecided Strongly

Disagree


Agree

Items

10% 0% 3% 43% 43% 20. Getting feedback through

RocketReader is very beneficial.

7% 0% 0% 43% 50% 21. Getting feedback through

RocketReader is very encouraging.

0% 0% 3% 37% 60% 22. I feel comfortable working

with technology.

3% 3% 10% 47% 37% 23. I think that incorporating

RocketReader as part of the reading

course is important.

ROCKETREADER 37

Item 3

I think reading comprehension is better learned online than in the traditional classroom.

In response to this sentence, 33% (n = 10) of participants strongly agree, 43% (n = 13) agree,

10% (n = 3) disagree, 3% (n = 1) strongly disagree, while 10% (n = 3) are undecided. This

result supports the previous item and indicates that learners prefer e-learning systems over

traditional ways.

Item 4

I like the experience of practicing online. In response to this sentence, 43% (n = 13) of the

participants strongly agree, 57% (n = 17) agree. As mentioned, e-learning is an enjoyable

experience.

Item 5

I think practicing with RocketReader developed my reading speed and comprehension. In

response to this sentence, 60% (n = 18) of participants strongly agree, 33% (n = 10) agree,

3% (n = 1) disagree, while 3% (n = 1) are undecided. This result emphasizes the outcomes of

the post-test. It indicates that the learners are aware of development of their abilities as a

result of using RocketReader.

Item 6

If I got a chance to continue using RocketReader, I'll accept it. In response to this

sentence, 50% (n = 15) of participants strongly agree, 47% (n = 14) agree, while 3% (n = 1)

disagree. This result reflects the efficiency of RocketReader Online.

ROCKETREADER 38

Item 7

Using RocketReader is interesting. In response to this sentence, 37% (n = 11) of the

participants strongly agree, 47% (n = 14) agree, while 17% (n = 5) disagree. This is certainly

a strong indication that RocketReader inspires a high level of motivation.

Item 8

I like my experience as a member of the RocketReader Team. In response to this

sentence, 53% (n = 16) of participants strongly agree, while 47% (n = 14) agree. This

satisfaction is a positive indicator of the prosperous future of e-learning in general and of

RocketReader specifically.

Item 9

Using RocketReader is beneficial. In response to this sentence, 47% (n=14) of the

participants strongly agree, 43% (n=13) agree, 3% (n=1) disagree, while 7% (n=2)

undecided. This is a strong indicator of their progress.

Item 10

RocketReader's appearance is attractive. In response to this sentence, 10% (n = 3) of

the participants strongly agree, 30% (n = 9) agree, 43% (n = 13) disagree, while 17% (n = 5)

are undecided. This is one of the drawbacks of RocketReader Online. Attractive appearance

is an important factor in learning in general and in e-learning specifically, where a person

stays alone in front of the computer screen.

Item 11

I like the Flash exercise. In response to this sentence, 47% (n = 14) of the participants

strongly agree, 33% (n = 10) agree, while 20% (n = 6) disagree. This shows that most of the

ROCKETREADER 39

learners like this type of exercise. This is a clear indication of learners' awareness of the

different modes of learning provided by RocketReader.

Item 12

I like the speed exercise. In response to this sentence, 37% (n = 11) of participants

strongly agree, 37% (n = 11) agree, 20% (n = 6) disagree, 3% (n = 1) strongly disagree,

while 3% (n = 1) are undecided. This shows that a great percentage of learners like this type

of exercise.

Item 13

I like the grouping exercise. In response to this sentence, 10% (n = 3) of participants

strongly agree, 40% (n = 12) agree, 30% (n = 9) disagree, 13% (n = 4) strongly disagree,

while 7% (n = 2) are undecided. This type of exercise is not liked as well as the previous

exercises.

Item 14

The reading materials are enjoyable. In response to this sentence, 33% (n = 10) of the

participants strongly agree, 47% (n = 1) agree, 13% (n = 4) disagree, while 7% (n = 2) are

undecided. The data indicate that most learners like the materials, especially because

RocketReader provides plenty of reading texts for different types of readers in different

fields.

Item 15

RocketReader is easy to handle. In response to this sentence, 53% (n = 16) of participants

strongly agree, 37% (n = 11) agree, 7% (n = 2) disagree, while 3% (n = 1) are undecided.

This is one of the most positive features of RocketReader because the easier a system is, the

more attention can be devoted to learning materials instead of the system itself.

ROCKETREADER 40

Item 16

I face some technical problems while using RocketReader. In response to this sentence,

3% (n = 1) of participants strongly agree, 13% (n = 4) agree, 47% (n = 14) disagree, 23% (n

= 7) strongly disagree, while 13% (n = 4) are undecided. This is a very encouraging result,

and it supports the results of the previous item. Those facing technical problems said their

most frequent problem is related to improper technology such as a low-speed network.

Item 17

In general, I am satisfied with RocketReader. In response to this sentence, 43% (n = 13)

of participants strongly agree, 43% (n = 13) agree, 7% (n = 2) disagree, while 7% (n = 2) are

undecided. This result indicates general satisfaction with the software.

Item 18

In the future, I'll be happy to participate in an e-course. In response to this sentence,

60% (n = 18) of participants strongly agree, 30% (n = 9) agree, while 10% (n = 3) disagree.

This is a clear indication of students' awareness that new modes of learning provided by the

computer and the Internet do in fact help in language learning.

Item 19

I'm satisfied with my reading speed and comprehension after using RocketReader. In


13% (n = 4) disagree, while 17% (n = 5) are undecided. This result reflects students'

awareness of their progress. It also supports the results of items 17 and 18.

ROCKETREADER 41

Item 20

Getting feedback through RocketReader is very beneficial. In response to this sentence,

43% (n = 13) of participants strongly agree, 43% (n = 13) agree, 3% (n = 1) disagree, while

10% (n = 3) are undecided. The issue of feedback is apparently highly significant to students.

Feedback received through electronic channels is an indicator of progress as well as a

motivator.

Item 21

Getting feedback through RocketReader is very encouraging. In response to this

sentence, 50% (n = 15) of participants strongly agree, 43% (n = 13) agree, while 7% (n = 2)

are undecided. This result supports the previous item.

Item 22

I feel comfortable working with technology. In response to this sentence, 60% (n = 18)

of the participants strongly agree, 37% (n = 11) agree, while 3% (n = 1) disagree. The

positive response to this statement is not surprising, considering that this generation is very

attracted to technology. It also shows that this generation is prepared to be involved in e-

learning.

Item 23

I think that incorporating RocketReader as part of the reading course is important. In


10% (n = 3) disagree, 3% (n = 1) strongly disagree, while 3% (n = 1) are undecided. The

fact that most responses are in agreement proves the significance of this software for learners

and their belief in developing their reading skills as a result of using it.

ROCKETREADER 42

Discussion

This study had four main findings: (a) using RocketReader Online software increases

reading speed of participants, (b) using RocketReader Online software develops reading

comprehension of participants, (c) improvement in reading speed after using RocketReader

leads to better comprehension, (d) the level of satisfaction with RocketReader Online is very

high.

Using RocketReader Online software to increase reading speed

The findings of this study showed that participants’ reading speed improved after using

the program. Reading software has a great effect on reading speed. Mindtools (2001) and

Kulik et al. (1983) also found a significant increase in students' reading speed and

comprehension in many studies of computer-assisted reading instruction. The results of this

study in regard to reading speed are consistent with the findings of Culver (1991), who

conducted a study to improve reading speed and comprehension of EFL students using

computers . It is also consistent with the findings of Rosemarie (2005), who conducted a study

to see the effects of computer-presented automatization exercises on poor readers. He found

that they progressed in reading speed.

Using RocketReader Online software to develop reading comprehension

The analysis of data showed that the experimental group's comprehension had increased

compared with that of the control group after using RocketReader Online. The result of this

analysis corroborates the findings of Mindtools (2001) and Kulik et al. (1983), who found a

significant increase in students' reading speed and comprehension in many studies of

computer-assisted reading instruction.

ROCKETREADER 43

Improvement in reading speed leads to better comprehension

The findings of the current study indicated an improvement in overall quality of the

experimental group’s reading habits. The positive correlation between reading speed and

comprehension indicates that improvement in reading speed after using RocketReader has a

positive impact on comprehension. Using RocketReader Online helps to break poor reading

habits. This result is consistent with Ronald (2005), who revealed that faster readers have

better comprehension because they spend less time reading and the details remain fresh in

their memory, whereas slower readers forget the ideas of the first part before they reach the

end of the following one. This is the reason that slower readers understand less than better

readers. It is also supported by Rayner (1998), who believes that for the slow reader the

process of decoding words and then associating meaning takes considerable time and effort

and results in reduced speed and comprehension.

Level of satisfaction with RocketReader Online

The results of analysis of the attitudinal questionnaire show a high level of satisfaction

with RocketReader Online. The participants have positive attitudes toward RocketReader

Online. Most sense an improvement in their reading speed and comprehension as a result of

using this software. The flexibility of this e-learning course leads to strong satisfaction and

agrees with findings by Arbaugh (2002) and Arbaugh and Duray (2002) that e-learning

course flexibility plays an important role in e-learners' perceived satisfaction. In addition, the

ease of using RocketReader is very important for satisfaction. This is supported by Sun et al.

(2007), who believed that ease of an e-learning system makes it possible for learners to

devote their attention to the course material instead of spending additional effort and time

learning the instrument.

ROCKETREADER 44

Summary

The findings of this study can be summarized as follows:

• The RocketReader Team improved their reading speed as a result of using

RocketReader.

• The RocketReader Team improved their reading comprehension as a result of using

RocketReader.

• Using RocketReader Online helps break poor reading habits.

• Improvement in reading speed leads to better comprehension.

• Learners have positive attitudes toward RocketReader Online.

ROCKETREADER 45

CHAPTER V: CONCLUSION, IMPLICATIONS, AND

RECOMMENDATIONS

Conclusion

The aim of this study was to explore the effect of using RocketReader reading proficiency

software on reading speed and comprehension of Saudi undergraduate female students. To

achieve this goal, the researcher used a RocketReader Online multi-user account with 30

students. A total of 60 undergraduate female students at Al-Imam Islamic University enrolled

in this study. They had been randomly selected in a cross-sectional way. They represented

three academic levels. A factual questionnaire was administered to collect information about

the participants' prior experience with the English language and technology.

Participants were divided into an experimental group and a control group, each of which

was divided into three subgroups by academic level. All participants took a computer-based

pre-test and post-test using Exam Pro software and Cool Timer software. The experimental

group was asked to practice daily using RocketReader Online for 10 minutes for 7 weeks. An

attitudinal questionnaire was used at the end of the study to assess the attitudes of participants

on the RocketReader Team. All participants' MSN accounts were added to the researcher's

contacts to make them easier to contact.

This final chapter presents (a) a summary of the findings for each research question, (b)

implications of the findings, and (c) recommendations for further research.

Summary of the Findings

This section presents answers to the research questions about the effects of using

RocketReader reading proficiency software on reading speed and comprehension by Saudi

undergraduate female students. The following questions were answered:

ROCKETREADER 46

Question 1: Does using RocketReader software increase Saudi undergraduate

female students' reading speed?

The findings indicate that participants' reading speed increased after using RocketReader

Online over a period of 7 weeks. The reading speed of the experimental group was clearly

greater than that of the control group. The speed of the control group was almost the same as

before the experiment. This is evidence of the positive impact of use of RocketReader by the

experimental group.

Question 2: Does using RocketReader software develop Saudi undergraduate

female students' comprehension?

Data analysis showed development of comprehension among RocketReader Team members

compared with that of the control group. RocketReader Team comprehension clearly

increased after using RocketReader Online over a period of 7 weeks.

Question 3: Does using RocketReader software help break poor reading habits?

The findings show that participants were able to improve their overall reading quality over

the 7-week period. The development of speed as well as comprehension suggests that they

overcame poor reading habits.

Question 4: Does the improvement in the reading speed lead to better

comprehension?

According to the data analysis, a positive correlation exists between those two variables.

Improvement in the reading speed of RocketReader Team members led to better

comprehension; thus, reasonable development in speed helps to develop comprehension.

ROCKETREADER 47

Implications of the Study

The results and discussion above call for attention to various educational issues.

Educational policy makers should give more attention to educational software, and

educational institutions should orient students toward the principle of independent learning.

Independent learning should be part of any educational program, especially language courses.

Universities should incorporate Internet-based language courses into their language skills

curricula.

Additionally, becoming a better reader needs two things: solid instructional techniques

and considerable training practice. RocketReader uses solid instructional techniques based on

proven methods and solid research. It also facilitates extensive reading practice as it was

designed for use at home and in educational settings. This study emphasizes the benefits of

using RocketReader Online for developing reading speed and comprehension by EFL

learners. The findings should motivate instructors to consider including RocketReader Online

as an integral part of the reading curriculum. RocketReader can help transform reading into

an enjoyable and productive task.

Recommendations for Further Research

As is common, this study has raised more questions of importance to researchers and

practitioners than it has answered, leaving many directions for further research.

1. This study focused on two aspects of RocketReader Online, reading speed and

comprehension, without paying attention to vocabulary. Future research should

examine the aspect of vocabulary.

2. This research did not concentrate on each type of exercise in RocketReader.

Further research can concentrate on the effects of each type separately.

3. This research did not give detailed measurements of changes in reading habits.

ROCKETREADER 48

4. The current study employed RocketReader without incorporating it into a reading

course; further research can study the impact of RocketReader when it is an

essential part of a reading course.

5. Further research should study the impact of using the learners' documents and

reading course materials in RocketReader.

ROCKETREADER 49

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ROCKETREADER 53

Appendix A: Pre- and Post-Test

A- Read the following passage, and then answer the questions:

Today, the most universally known style of trousers for both men and women is jeans; these trousers are worn throughout the world on a variety of occasions and in diverse situations. Also called levis or denims, jeans have an interesting history, one that is intermixed with the derivations of the words jeans, denims, and levis.

The word jeans is derived from the name of the place where a similar style of pants developed. In the sixteenth century, sailors from Genoa, Italy, wore a rather unique type of cotton trousers. In the French language, the word for the city of Genoa and for the people from that city is Genes; this name became that today describes the descendents of the Genovese sailors' cotton pants.

Similar to the word jean, the word denim is also derived from a place name. in the seventeenth century, French tailors began making trousers out of a specialized type of cloth that was developed in the city of Nimes, France, and was known as serge de Nimes. This name of the cloth underwent some transformations, and it eventually developed into today's denim, the material from which jeans are made and an alternate name for these popular pants.

The word levis came from the name of a person rather than a place. In the nineteenth century, immigrant Levi Strauss came to America and tried his hand at selling heavy canvas to miners taking part in the hunt for gold in northern California. This first endeavor was a failure, but Strauss later found success when he used the heavy canvas to make indestructible pants for the miners. Levi then switched the fabric from brown canvas to blue denim, creating a style of pants that long outlived him and today is referred to by his name. a modern-day urban shopper out to buy some levis is searching for a close relative of the product that Strauss had developed years earlier.

1- This passage is developed by

(a) citing an effect and its causes (b) explaining history with three specific cases (c) demonstrating the sides of an issue (d) developing the bibliography of a famous person chronologically

2- Look at the word unique in paragraph 2. This word is closest in meaning to

(a) universal (b) solitary (c) unusual (d) commonplace

3- All of the following are mentioned in the passage about Genoa EXCEPT that it

(a) was the source of the word jeans (b) is in Italy (c) has a different name in the French language (d) is a landlocked city

4- The word denim was most probably derived from

ROCKETREADER 54

(a) two French words (b) two Italian words (c) one French word and one Italian word (d) three French words

5- It can be inferred from the passage that, in order to develop the pants for which he became famous, Strauss did which of the following?

(((CLICK ON 2 ANSWERS)))

(a) He created a new type of material. (b) He used an existing type of material (c) He created a new style of pants. (d) He used an existing style of pants.

B- Read the following passage, and then answer the questions:

Thunderstorms, with their jagged bursts of lightning and roaring thunder, are actually one of nature's primary mechanisms for transferring heat from the surface of the earth into the atmosphere. A thunderstorm starts when low-lying pockets of warm air from the surface of the earth begin to rise. The pockets of warm air float upward through the air above that is both cooler and heavier. The rising pockets cool as their pressure decreases, and their latent heat is released above the condensation line through the formation of cumulus clouds. What will happen with these clouds depends on the temperature of the atmosphere. In winter, the air temperature differential between higher and lower altitudes is not extremely great, and the temperature of the rising air mass drops more slowly. In summer, however, when there is a high accumulation of heat near the earth's surface, in direct contrast to the considerably colder air higher up, the temperature differential between higher and lower altitudes is much more pronounced. As warm air rises in this type of environment, the temperature drops much more rapidly than it does in winter; when the temperature drops more than four degrees Fahrenheit per thousand feet of altitude, cumulus clouds aggregate into a single massive cumulonimbus cloud, or thunderhead. In isolation, a single thunderstorm is an impressive but fairly benign way for Mother Earth to defuse trapped heat from her surface; thunderstorms, however, can appear in concert, and the resulting show, while extremely impressive, can also prove extraordinarily destructive. When there is a large-scale collision between cold air and warm air masses during the summer months, a squall line, or series f thunderheads, may develop. It is common for a squall line to begin when an advancing cold front meets up with and forces itself under a layer of warm and moist air, creating a line of thunderstorms that races forward at speeds of approximately forty miles per hour. A squall line, which can be hundreds of miles long and can contains fifty distinct thunderheads, is a magnificent force of nature with incredible potential for destruction. Within the squall line, often near its southern end, can be found supercells, long-lived rotating storms of exceptional strength that serve as the source of tornadoes.

1- The topic of the passage is

(a) the development of thunderstorms and squall lines (b) The devastating effects of tornadoes

ROCKETREADER 55

(c) Cumulus and cumulonimbus clouds (d) The

2- Look at the word mechanisms in paragraph 1. They are most likely

(a) machines (b) motions (c) methods (d) materials

3- It can be inferred from the passage that, in summer,

(a) there is not a great temperature differential between higher and lower altitudes (b) the greater temperature differential between higher and lower altitudes makes

thunderstorms more likely to occur (c) there is not much cold air higher up in the atmosphere (d) the temperature of rising air drops more slowly than it does in winter

4- Look at the expression in concert in paragraph 3. This expression could best be replaced by

(a) as a chorus (b) with other musicians (c) as a cluster (d) in a performance

5- All of the following are mentioned in the passage about supercells EXCEPT that they

(a) are of short duration (b) have circling winds (c) have extraordinary power (d) can give birth to tornadoes

ROCKETREADER 56

Appendix B: Factual Questionnaire

Personal details

Name: __________________________________________________

Age: ____________ Level: ______________

E-mail:_______________________________________________________

Please read the questions below and select the answer that best reflects your response:

A-

B-

1- Do you have a computer at home?

( ) Yes ( ) No

2- What type of Internet connection do you use?

1. Dial up Modem 3- 3.5G Modem 2. DSL 4- Satellite Internet connection

3- Do you use the Internet to practice your English?

( ) Yes ( ) No

4- Have you taken any language online course before? ( ) Yes ( ) No

- If YES, mention it.

----------------------------------------------------------

Thank you

Your cooperation is highly appreciated

If yes mention the period

No Yes

Years--- I studied English in the primary school.

Years--- I studied in a private school.

Years--- I studied Abroad. Months--- I studied English in

private institutions

ROCKETREADER 57

Appendix C: Sample of RocketReader Report

ROCKETREADER 58

ROCKETREADER 59

Appendix D: Attitudinal Questionnaire

Name: _________________________

Level: ______________

Strongly Agree

Agree Disagree Strongly Disagree

Undecided

1. I think that RocketReader is a suitable way for practicing reading skills.

2. I think that practicing reading online is better than practicing in the traditional classroom.

3. I think reading comprehension is better learned online than in the traditional classroom.

4. I like the experience of practicing online. 5. I think practicing with RocketReaer will

develop my reading speed and comprehension.

6. If I got a chance to continue using RockerReader I'll accept it.

7. Using RockerReader is interesting. 8. I like my experience as a member of the

RockerReader team.

9. Using RockerReader is beneficial. 10. RockerReader's appearance is attractive. 11. I like the Flash exercise. 12. I like the speed exercise. 13. I like the grouping exercise. 14. The reading materials are enjoyable. 15. RockerReader is easy to handle. 16. I face some technical problems while using

RocketReader.

17. In general, I am satisfied with RockerReader. 18. In the future, I'll be happy to participate in an

e-course.

19. I'm satisfied with my reading speed and comprehension after using RockerReader.

20. Getting feedback through RockerReader is very beneficial.

21. Getting feedback through RockerReader is very encouraging.

22. I feel comfortable working with technology. 23. I think that incorporating RockerReader as

part of the reading course is important.

ROCKETREADER 60

Appendix E: Cool Timer v. 3.6 and Exam Pro v. 1.7

ROCKETREADER 61

Appendix F: quick reading speed test from RocketReader

ROCKETREADER 62

Appendix G: Informed Consent Form

Informed Consent Form

Dear Participant,

You are invited to participate in a non-thesis research study. The following information is provided to help you make an informed decision whether or not to participate. If you have any questions, please don't hesitate to ask.

The researcher is an MA candidate in the English department at Imam University. The purpose of the study is to explore the role of Using RocketReader computer reading proficiency software to increase reading speed and comprehension of Saudi undergraduate female students.

Your participation in this study is absolutely voluntary. You are free to decide not to participate. If you choose to participate, you will be asked to subscribe to RocketReader Online.

The information obtained from this study may be published in scientific journals or presented at scientific meetings and conferences. However, your identity will remain confidential.

If you are willing to participate in this research study, please sign the attached form and return it to the researcher. Keep a copy for your records as verification of your participation.

Informed consent form

I have read and understand the information on the form and consent to volunteer to be a subject in this study. I understand my responses are completely confidential.

Name: ..................................................…

Date: .........…

Mobile number: .........................................

E-mail address: ………………………………………………

Signature: ……………………

I certify that I have explained to the above individual the nature and purpose, potential benefits, and risks associated with participating in this research study, have answered any questions that have been raised, and have witnessed the above signature.

Date: ……………………………

Signature: ……………………

The Effect of Using RocketReader Software on Reading Speed and Comprehension of Saudi Undergraduate...

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