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This is based on the idea that word processing is significantly faster than color processing. In a condition where there is a conflict regarding words and colors (e.g., Stroop test), if the task is to report the color, the word information arrives at the decision-making stage before the color information which presents processing confusion.
New word recognition capabilities have made computer-based learning programs more effective and reliable. [8] Improved technology has enabled eye-tracking, which monitors individuals' saccadic eye movements while they read. This has furthered understanding of how certain patterns of eye movement increases word recognition and processing.
CTOPP - 2 is a test which is administered to children as young as 5 years old to children at the age of 24 years. This test uses phonological words to assess the phonological ability of children and how well they are doing in comparison to their peers. [10] This test consists of phonological awareness, phonological memory and rapid reading. [10]
Until April 2012 there was also an ICT skills test. The areas of Information and communications technology tested were word processing, spreadsheets, databases, e-mails, the Internet, and presentation software. [3]
"The Flesch–Kincaid" (F–K) reading grade level was developed under contract to the U.S. Navy in 1975 by J. Peter Kincaid and his team. [1] Related U.S. Navy research directed by Kincaid delved into high-tech education (for example, the electronic authoring and delivery of technical information), [2] usefulness of the Flesch–Kincaid readability formula, [3] computer aids for editing tests ...
Individuals with dyslexia can be gifted in mathematics while having poor reading skills. They might have difficulty with word processing problems (e.g. descriptive mathematics, engineering or physics problems that rely on written text rather than numbers or formulas).
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Words per minute is a common metric for assessing reading speed and is often used in the context of remedial skills evaluation, as well as in the context of speed reading, where it is a controversial measure of reading performance. A word in this context is the same as in the context of speech.