An accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test (r = 0.91, disattenuated r = 0.94). Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 76 trials (2–3 min) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, Rapid Online Assessment of Reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.

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Abstract-An expression for the eddy current loss in solid rectangular cores is obtained using linear electromagnetic field analysis. Wherefrom text book formula for eddy current loss is derived highlighting various assumptions involved. To get an insight into the current interruption phenomena, electromagnetic fields in a composite rectangular core are analyzed. It is concluded that the reduction in eddy current loss in a laminated cores is basically due to the insertion of distributed capacitors in eddy current paths. Presence of these capacitors increases the impedance of the eddy current path, reducing eddy currents and eddy current loss.