Is there a speed-accuracy trade-off in reading?

The relationship between speed and comprehension remains a pivotal and highly debated topic in the field of reading research within cognitive science. While commercial programs claim to enhance reading rates without comprehension loss, there is limited empirical evidence to support such claims. The present dissertation examines whether a strict speed-accuracy trade-off (SAT) applies to reading, or, alternatively, readers can adapt to accelerated reading without compromising understanding. In three experiments employing a novel line-by-line technique, reading speed was systematically manipulated. Experiment 1 demonstrated that native English readers are able to maintain high comprehension levels up to 360 words per minute (wpm). Declining performance was only observed at 405 wpm, with detailed analyses suggesting adaptations mainly in late processing stages. In contrast, Experiment 2 revealed that second-language (L2) English readers experienced significant comprehension losses even at moderate speed increases, despite similar oculomotor adjustments. The third experiment utilized individualized speed increments with German native readers, with a focus on lexical processing and comprehension monitoring as reflected in semantic plausibility violations. Findings demonstrated that while maintaining lexical access at higher speeds, there was a decrease in the reprocessing of implausible words. At the same time, no significant decline in general comprehension scores occurred. Collectively, these findings challenge the notion of a universal SAT in reading, at least for skilled native speakers. Results underscore the capacity for strategic adaptation and resource reallocation to sustain comprehension under time pressure. In contrast, L2 readers encounter more significant limitations, indicating that reading speed thresholds are strongly influenced by language proficiency and automated cognitive resources. This work contributes to a nuanced understanding of reading adaptability, offering insights for both theoretical models and practical applications in reading instruction and technology.