Using Video Interaction Guidance to Develop Intrapersonal and Interpersonal Skills in Professional Training for Educational Psychologists.

In this study we assessed the effects of paragraph length on the reading speed and comprehension of students. Students were randomly assigned to one of three groups: short paragraph length (SPL), medium paragraph length (MPL), or long paragraph length (LPL). Students read a 1423 word text on a computer screen formatted to align with their group designation, followed by assessments of content recall, application, and transfer. Results indicate that paragraph length has a significant effect on content application and transfer, but not on content recall. These results are interpreted within the current literature on text comprehension and computer screen eye fatigue.