Article Reviewed

Rasinski, T. V. (2000). Speed does matter in Reading. The Reading Teacher, 146151.

Introduction
Reading serves as many purposes and it derives different meanings. As
different people has different intention to perform reading, they will also have
different ways and styles to adapt reading instructions. The pace of reading in ones
style also differ from one another. Some tend to read faster while others like to take
their own time. In addition, we do have fast readers as well as the slow readers.
Even among the children, there are children who likes to scan and skim and thus
read faster than others, while some will tend to focus in detail and take longer time.
Despite all this, many still ponder whether the need of need of the speed is defined
as important. According to an article entitled Speed does matter in Reading
written by Timothy V. Rasinski (2000), adapted from the journal article entitled The
Reading Teacher, does explain on the need of the speed and rate of reading and the
significant it created to the readers. This article discusses on how reading rate can
be a tool for assessing students performance (page 91) and the significant of
the slow disfluent reading that leads to overall less reading for a pupil.
Summary
Rasinskis main concern is on the reading problems in the children (page
91) which are seen to be slow, disfluent and also inefficient reading which emphasize
that the comprehension and word recognition were poor (page 91). Rasinski
also realises that many teachers do not agree that reading rate or reading speed
should not be considered a significant factor in reading (page 91). However, he
still feels that the rate of reading and the speed must not be avoided as it is an
indicator of reading fluency or, more precisely, as evidence of excessively
slow processing of text (page 92). Quoting from Anderson, Wilson, & Fielding,
(1988), Postlethwaite & Ross,(1992), the author stressed that reading progress is
determined to a large extent by the amount of reading one does. Rasinskis concern
and idea is that if one tends to ignore the rate and speed of the reading, one is
actually helping and supporting to the slow, disfluent reading, then, is linked with
poor comprehension (page 92). He also strained on the negative consequences

on the slow reading by providing ample of examples. Rasinski also suggested a few
recommendations that can be used to help the slow learners to gain their pace and
speed in reading and at the same time ensure that they have meaningful reading.
The idea is by helping pupils to improve their word recognition efficiency and
develop greater sensitivity to the syntactic nature of the text (page 93). As to
help the pupils in improving their reading fluency and the rate of reading, it is
important that the readers are comfortable with the text they are reading. Thus one
key to nurturing fluent reading is finding the appropriate text for the reader to
read (page 94). By providing suitable text to them, we can motivate them and also
enhance their reading. The authors suggested a few activities such as the poetry
and reading fluency, Readers Theatre, paired reading, and buddy reading. These
activities will enhance them and also motivate them to read more and to be wellprepared as they have to read most of the texts beforehand to perform the activities.
As a conclusion, Rasinski reminded the readers that the goal in fluency
instruction is not fast reading, yet it is on fluent and meaning-filled reading
(page 95). He also discussed that as a teacher it is a must for one to be a good role
model to teacher. By having the teacher to show how to read properly and accurately
to the pupils, the pupils can enhance their readings. It is also one of his great
concern not to ignore the reading rate as it matter to the pupils because to ignore
reading rate when assessing childrens reading and designing appropriate
instruction may do a major disservice to many readers who struggle with
reading (page 95).
Conclusion
This article helps me to widen my understanding and to stretch my knowledge
in the area reading skills. Like many teachers, speed and rate was also not much in
my concern when I assess my pupils as I focus more on whether they are getting the
meaning of learning it. However, this perspectives of mine changed after reading this
article. The concern of the author on how a slow reading can lead to poor
comprehension, has trigged the concern in me as well. As a teacher, it is always the
goal and aim of one to ensure that the pupils become an efficient reader. Therefore,
if this slow reading can lead to disfluent and to poor comprehension, it will certainly
be my job to avoid it and to help in improving their reading skills. Even though this
article was written based on a scenario in Ohio, the content of the article will still fit

into the Malaysian classroom setting as the curriculum of Malaysia is also focusing
on reading. Therefore, in order to improve my own teaching and learning process, I
would initiate on trying the suggestions and recommendations provided by Rasinski
and observe the progress of my own pupils. In a nutshell, this article entitled Speed
does matter in Reading written by Timothy V. Rasinski (2000), adapted from the
journal article entitled The Reading Teacher, is a must read article by all the English
teachers so that many can change their perspective on slow learners and also help
the slow learners to improve their reading rate and speed to allow better grasp of
comprehension.
Reference
Rasinski, T. V. (2000). Speed does matter in Reading. The Reading Teacher,
146-151.