Learning to run

We argue that scrolling text for reading like overspeed training can force the reader's eyes to move more rapidly through teacher-selected texts.

In addition, texts that are primarily composed of this level of vocabulary (e.g.,

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

Why Running faster is like reading faster
Reading speed has been identified as one of the ‘necks’ for Japanese students learning foreign languages (Kitao & Kitao, 2008).

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

They suggest that the most basic 200 words of English should be considered as ‘sight’ vocabulary, i.e., words that the learner should identify immediately without decoding.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

As the Apple website notes, text tracks are quite small, making it easy to stream them from websites, and because they are in vector form, will appear perfectly smooth even when the text window has been made larger.

Unfortunately, the online Apple QuickTime tutorials are often very difficult to follow and are not written for an audience of classroom teachers.

Once she gave her a little cap of red velvet, which suited her so well that she would never wear anything else; so she was always called 'Little Red-Cap.'
One day her mother said to her: 'Come, Little Red-Cap, here is a piece of cake and a bottle of wine; take them to your grandmother, she is ill and weak, and they will do her good.

For this reason, text tracks are perfect for both the classroom presentation of text as well as delivering text online in a way that challenges and motivates students.

Penguin Easystarts or Oxford Bookworm Starters) should be read at a minimum speed of 200 wpm.

This software can also be used for creating subtitles and for converting movies you make to a variety of formats.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

They suggest that the most basic 200 words of English should be considered as ‘sight’ vocabulary, i.e., words that the learner should identify immediately without decoding.

After attaining that speed for the basic sight vocabulary, the group recommends that upper levels of graded readers should be read at between 80-100 wpm.

As the Apple website notes, text tracks are quite small, making it easy to stream them from websites, and because they are in vector form, will appear perfectly smooth even when the text window has been made larger.

They suggest that the most basic 200 words of English should be considered as ‘sight’ vocabulary, i.e., words that the learner should identify immediately without decoding.

The theory behind this training method is that as the athlete sheds extraneous movements and efforts, the athlete’s speed improves (Corn & Knudson, 2003).

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

This software can also be used for creating subtitles and for converting movies you make to a variety of formats.

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

In the following section, we present a basic explanation of how to turn a sample reading into a scrolling text.

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

In making text tracks, a text is marked with ‘text descriptors’ inserted into a file at the appropriate points.

In making text tracks, a text is marked with ‘text descriptors’ inserted into a file at the appropriate points.

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

Unstated is Richards' suggestion that views reading as a shared activity is primarily, if not solely, the property of “higher-ability groups” (p. 58).

This software can also be used for creating subtitles and for converting movies you make to a variety of formats.

Penguin Easystarts or Oxford Bookworm Starters) should be read at a minimum speed of 200 wpm.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

Teachers can use this to keep students on-task when presenting them with written material in class, as well as providing a crib for weaker students while still challenging more advanced students.

This low reading speed is reinforced by Japanese education practices in teaching reading.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

'Where does your grandmother live, Little Red-Cap?'
'A good quarter of a league farther on in the wood; her house stands under the three large oak-trees, the nut-trees are just below; you surely must know it,' replied Little Red-Cap.
[00:03:00]
Now save this as a "plain text" file in your word processor (all of the work can also be done with any text processor such as Notepad, Text Edit, BBEdit).

While there seems to be little consensus on just what reading speed is ideal for non-native speakers, (cf.

Basic Steps for Creating Scrolling Text at 100 wpm
First create a text document in your word processor.

Teachers can use this to keep students on-task when presenting them with written material in class, as well as providing a crib for weaker students while still challenging more advanced students.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

Unstated is Richards' suggestion that views reading as a shared activity is primarily, if not solely, the property of “higher-ability groups” (p. 58).

Why Running faster is like reading faster
Reading speed has been identified as one of the ‘necks’ for Japanese students learning foreign languages (Kitao & Kitao, 2008).

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

This low reading speed is reinforced by Japanese education practices in teaching reading.

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

Overspeed training
In transferring this training metaphor to reading, we turn to computer technology to provide the ‘pull’.

This paper specifically deals with the mechanics of using QuickTime Pro to create text tracks and only touches on the myriad possibilities for language learning.

She argues that the time we spend in class with traditional reading activities (text analysis, group work and tests) could be better spent having students “actually practice, under controlled conditions, what they are supposed to be learning, i.e., reading.”

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

This paper specifically deals with the mechanics of using QuickTime Pro to create text tracks and only touches on the myriad possibilities for language learning.

This paper specifically deals with the mechanics of using QuickTime Pro to create text tracks and only touches on the myriad possibilities for language learning.

Teachers can use this to keep students on-task when presenting them with written material in class, as well as providing a crib for weaker students while still challenging more advanced students.

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

In Kanno (2008), four reading lesson plans taken from the 2007 Daigaku Eigo Kyooiku Gakkai Zyugyoogaku Kenkyuu Iinkai are analysed in terms of scope and sequence.

In addition, texts that are primarily composed of this level of vocabulary (e.g.,

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

Our hope is that teachers can use these steps along with our sample online files to create their own materials using scrolling text (see Appendix 2 for the url for these sample files).

Your text can be taken from any electronic document (PDF files, text files, or online text) or they can be written in your word processor and saved as "plain text."

Your text can be taken from any electronic document (PDF files, text files, or online text) or they can be written in your word processor and saved as "plain text."

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

For this reason, text tracks are perfect for both the classroom presentation of text as well as delivering text online in a way that challenges and motivates students.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

You can use the "word count" function in your word processor to do this.

After you have the text, paste the following at the top of the document to create scrolling text:
{QTtext}{font:Geneva}{plain}{scrollIn:on}{continuousScroll:on}{size:18}{textColor: 65535, 65535, 65535} {backColor: 1, 1,1}{justify:left}{timeScale:30}{width:414} {height:234}{timeStamps:absolute}{language:0}{textEncoding:0}
Place your first time marker right after the above text.
[00:00:00.0]

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

However, at the average reading speed of most Japanese EFL students, it is difficult to imagine them being in a “higher-ability group” Furthermore, there is nothing within these activities, from representative classes which addresses the problem of student reading speed.

In addition, texts that are primarily composed of this level of vocabulary (e.g.,

Creating scrolling text
QuickTime technology, developed by Apple, provides classroom teachers with a fast and efficient way to create scrolling text that can be used with students, either in class or over the internet, to attempt to ‘pull’ them to higher reading speeds.

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

This paper specifically deals with the mechanics of using QuickTime Pro to create text tracks and only touches on the myriad possibilities for language learning.

In Kanno (2008), four reading lesson plans taken from the 2007 Daigaku Eigo Kyooiku Gakkai Zyugyoogaku Kenkyuu Iinkai are analysed in terms of scope and sequence.

Penguin Easystarts or Oxford Bookworm Starters) should be read at a minimum speed of 200 wpm.

For this example, below is the public domain story of Little Red Cap with the scrolling speed set at 100 words a minute.

Our assumption is that readers can learn to look for the main ideas more quickly as the speed of the text is increased.

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

Unstated is Richards' suggestion that views reading as a shared activity is primarily, if not solely, the property of “higher-ability groups” (p. 58).

Decide the scrolling speed you want, and add the appropriate time markers at the appropriate locations in the text.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

Why Running faster is like reading faster
Reading speed has been identified as one of the ‘necks’ for Japanese students learning foreign languages (Kitao & Kitao, 2008).

In the classroom and beyond
Because these steps work with both Mac and PC, making text tracks is an excellent way to promote reading speed inside and outside the class.

Set out before it gets hot, and when you are going, walk nicely and quietly and do not run off the path, or you may fall and break the bottle, and then your grandmother will get nothing; and when you go into her room, don't forget to say, “Good morning”, and don't peep into every corner before you do it.'

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

In making text tracks, a text is marked with ‘text descriptors’ inserted into a file at the appropriate points.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

The grandmother lived out in the wood, half a league from the village, and just as Little Red-Cap entered the wood, a wolf met her.

In the following section, we present a basic explanation of how to turn a sample reading into a scrolling text.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

Creating scrolling text
QuickTime technology, developed by Apple, provides classroom teachers with a fast and efficient way to create scrolling text that can be used with students, either in class or over the internet, to attempt to ‘pull’ them to higher reading speeds.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

Once she gave her a little cap of red velvet, which suited her so well that she would never wear anything else; so she was always called 'Little Red-Cap.'
One day her mother said to her: 'Come, Little Red-Cap, here is a piece of cake and a bottle of wine; take them to your grandmother, she is ill and weak, and they will do her good.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

To slow the text to 50 wpm, change the final time marker to [00:06:00], and to speed up the scrolling text to 200 wpm, simply change the final marker to [00:01:30].

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

She argues that the time we spend in class with traditional reading activities (text analysis, group work and tests) could be better spent having students “actually practice, under controlled conditions, what they are supposed to be learning, i.e., reading.”

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

In the following section, we present a basic explanation of how to turn a sample reading into a scrolling text.

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

This low reading speed is reinforced by Japanese education practices in teaching reading.

She argues that the time we spend in class with traditional reading activities (text analysis, group work and tests) could be better spent having students “actually practice, under controlled conditions, what they are supposed to be learning, i.e., reading.”

Decide the scrolling speed you want, and add the appropriate time markers at the appropriate locations in the text.

After attaining that speed for the basic sight vocabulary, the group recommends that upper levels of graded readers should be read at between 80-100 wpm.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

Unfortunately, the online Apple QuickTime tutorials are often very difficult to follow and are not written for an audience of classroom teachers.

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

However, at the average reading speed of most Japanese EFL students, it is difficult to imagine them being in a “higher-ability group” Furthermore, there is nothing within these activities, from representative classes which addresses the problem of student reading speed.

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

While there seems to be little consensus on just what reading speed is ideal for non-native speakers, (cf.

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

For this reason, text tracks are perfect for both the classroom presentation of text as well as delivering text online in a way that challenges and motivates students.

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

As the Apple website notes, text tracks are quite small, making it easy to stream them from websites, and because they are in vector form, will appear perfectly smooth even when the text window has been made larger.

Overspeed training
In transferring this training metaphor to reading, we turn to computer technology to provide the ‘pull’.

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

In our anecdotal experience, students often have reading speeds of 50-70 words per minute (wpm) for relatively simple and uncomplicated material, with that rate dropping precipitously when more complicated material is presented.

In order to create scrolling text, you will have to purchase QuickTime Pro (available at http://www.apple.com/quicktime/pro/).

Red-Cap did not know what a wicked creature he was, and was not at all afraid of him.

In order to create scrolling text, you will have to purchase QuickTime Pro (available at http://www.apple.com/quicktime/pro/).

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

This software can also be used for creating subtitles and for converting movies you make to a variety of formats.

Her paced reading activity, where the teacher acts as a timekeeper, roughly approximates our aim in increasing reading speed, supplemented and improved by computer technology.

Decide the scrolling speed you want, and add the appropriate time markers at the appropriate locations in the text.

After you have the text, paste the following at the top of the document to create scrolling text:
{QTtext}{font:Geneva}{plain}{scrollIn:on}{continuousScroll:on}{size:18}{textColor: 65535, 65535, 65535} {backColor: 1, 1,1}{justify:left}{timeScale:30}{width:414} {height:234}{timeStamps:absolute}{language:0}{textEncoding:0}
Place your first time marker right after the above text.
[00:00:00.0]

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

Bell, 2001 for an overview of the relationship between reading speed and extensive reading) the guidelines of the Scientific Education Group, which promulgates extensive reading in Japan, can serve as a good rule of thumb.

After attaining that speed for the basic sight vocabulary, the group recommends that upper levels of graded readers should be read at between 80-100 wpm.

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

After you have the text, paste the following at the top of the document to create scrolling text:
{QTtext}{font:Geneva}{plain}{scrollIn:on}{continuousScroll:on}{size:18}{textColor: 65535, 65535, 65535} {backColor: 1, 1,1}{justify:left}{timeScale:30}{width:414} {height:234}{timeStamps:absolute}{language:0}{textEncoding:0}
Place your first time marker right after the above text.
[00:00:00.0]

In Kanno (2008), four reading lesson plans taken from the 2007 Daigaku Eigo Kyooiku Gakkai Zyugyoogaku Kenkyuu Iinkai are analysed in terms of scope and sequence.

After attaining that speed for the basic sight vocabulary, the group recommends that upper levels of graded readers should be read at between 80-100 wpm.

Unstated is Richards' suggestion that views reading as a shared activity is primarily, if not solely, the property of “higher-ability groups” (p. 58).

In terms of research, using quicktime in this fashion allows for the creation of materials that were previously only possible in high end software packages for movie editing, making it possible for anyone to conduct experiments to determine the exact amount of reading speed gains as well as investigate the precise mechanism that reading speed is increased, whether it is through an improved ability for lexical ‘chunking’ or whether the reader is able to elide over simple function

As the Apple website notes, text tracks are quite small, making it easy to stream them from websites, and because they are in vector form, will appear perfectly smooth even when the text window has been made larger.

In addition, texts that are primarily composed of this level of vocabulary (e.g.,

In the following section, we describe how to create scrolling text in what is intended to be a reader-friendly, step-by-step approach.

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

This paper specifically deals with the mechanics of using QuickTime Pro to create text tracks and only touches on the myriad possibilities for language learning.

While there seems to be little consensus on just what reading speed is ideal for non-native speakers, (cf.

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

They suggest that the most basic 200 words of English should be considered as ‘sight’ vocabulary, i.e., words that the learner should identify immediately without decoding.

The title of our paper comes from viewing reading as a physical skill similar to running.

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

We argue that scrolling text for reading like overspeed training can force the reader's eyes to move more rapidly through teacher-selected texts.

In the following section, we present a basic explanation of how to turn a sample reading into a scrolling text.

In addition, texts that are primarily composed of this level of vocabulary (e.g.,

Although this idea is inuitively straightforward, there is as yet no research to support our claims; however, we are actively involved in gathering data and encourage the readers of the Proceedings to try the practical steps for creating scrolling text as presented below.

However, at the average reading speed of most Japanese EFL students, it is difficult to imagine them being in a “higher-ability group” Furthermore, there is nothing within these activities, from representative classes which addresses the problem of student reading speed.

This software can also be used for creating subtitles and for converting movies you make to a variety of formats.

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

However, at the average reading speed of most Japanese EFL students, it is difficult to imagine them being in a “higher-ability group” Furthermore, there is nothing within these activities, from representative classes which addresses the problem of student reading speed.

In Kanno (2008), four reading lesson plans taken from the 2007 Daigaku Eigo Kyooiku Gakkai Zyugyoogaku Kenkyuu Iinkai are analysed in terms of scope and sequence.

The title of our paper comes from viewing reading as a physical skill similar to running.

In making text tracks, a text is marked with ‘text descriptors’ inserted into a file at the appropriate points.

Unfortunately, the online Apple QuickTime tutorials are often very difficult to follow and are not written for an audience of classroom teachers.

Set out before it gets hot, and when you are going, walk nicely and quietly and do not run off the path, or you may fall and break the bottle, and then your grandmother will get nothing; and when you go into her room, don't forget to say, “Good morning”, and don't peep into every corner before you do it.'

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

We focused on the advantages of using text tracks to improve reading speed, but the possible applications, and benefits, of this powerful tool are limited only by a teacher's imagination

The theory behind this training method is that as the athlete sheds extraneous movements and efforts, the athlete’s speed improves (Corn & Knudson, 2003).

If the student is able to read at 120 wpm or more, they should move to the next level (SSS Extensive Reading Study Group, 2008)
Champeau de López (1993), after a brief review of the long debate between reading comprehension and reading speed, presents two exercises which she calls ‘timed readings’ and ‘paced readings.’

However, at the average reading speed of most Japanese EFL students, it is difficult to imagine them being in a “higher-ability group” Furthermore, there is nothing within these activities, from representative classes which addresses the problem of student reading speed.

Kanno finds that the activities of the reading class are concentrated into activities which, quoting Richards (1994), make reading “a shared activity conducted collaboratively in pairs or groups.”

While there is some debate in athletic circles about whether and precisely how overspeed training works, we adopt the notion as a metaphor.

The theory behind this training method is that as the athlete sheds extraneous movements and efforts, the athlete’s speed improves (Corn & Knudson, 2003).

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

In the classroom and beyond
Because these steps work with both Mac and PC, making text tracks is an excellent way to promote reading speed inside and outside the class.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.

While we only have our own anecdotal experience for the improvement of reading speed through this technique, we feel the provision of scrolling text adds a new and interesting dimension to presenting materials, and can be used before (as preparation for an activity), during (where the scrolling text acts to present the information) and after (where scrolling text acts as a summary/comprehension check).

After you have the text, paste the following at the top of the document to create scrolling text:
{QTtext}{font:Geneva}{plain}{scrollIn:on}{continuousScroll:on}{size:18}{textColor: 65535, 65535, 65535} {backColor: 1, 1,1}{justify:left}{timeScale:30}{width:414} {height:234}{timeStamps:absolute}{language:0}{textEncoding:0}
Place your first time marker right after the above text.
[00:00:00.0]

Teachers can use this to keep students on-task when presenting them with written material in class, as well as providing a crib for weaker students while still challenging more advanced students.

Teachers can use this to keep students on-task when presenting them with written material in class, as well as providing a crib for weaker students while still challenging more advanced students.

We build our argument note upon a method of training athletes to run faster, ‘overspeed training’, where the athlete is either physically connected, via a sufficiently long elastic cord, to faster runner or holds on to a handle connected to a machine, again by an elastic cord, and is ‘forced’ to run faster than his or her normal speed.