TIPS FOR INCREASING READING SPEED
As our eyes move across the page they make
a series of jerky movements. Whenever they come to rest on a word that is called
a fixation. Most people fixate once on each word across a line of print. In order
to make our speed increase we must take in more words with each fixation， rather than make our eyes move faster.
1. Try to avoid focusing on every word， but rather look at groups of 2 to 3 words. For instance， this sentence could be grouped in this manner:
for instance / this sentence / could be
grouped / in this manner ’
2. Work on vocabulary improvement. Familiarize
yourself with new words so you don’t get stuck on them when you read them again.
3. Read more！ 15 minutes a day of reading an average size novel
equals 18 books a year at an average reading speed！
4.Determine your purpose before reading.
If you only need main ideas， then allow yourself to
skim the material. Don’t feel you must read very word.
5.Spend a few minutes a day reading at a
faster than comfortable rate （about 2 to 3 times
faster than your normal speed）. Use your hand
or an index card to guide your eyes down the page. Then time yourself reading a
few pages at your normal speed. You’ll find that often your normal reading speed
will increase after your skimming practice.
6. If you have poor concentration when reading， practice reading for only 5 － 10 minutes at a time and gradually increase this
time.
7.There are several books on increasing
reading speed available in most bookstores. If you are serious about increasing
your rate you may want to work systematically through one of these books
SUGGESTIONS FOR IMPROVING READING SPEED
Improvement of Reading Rate
It is safe to say that almost anyone can
double his speed of reading while maintaining equal or even higher comprehension.
In other words， anyone can improve the
speed with which he gets what he wants from his reading.
The average college student reads between
250 and 350 words per minute on fiction and non－technical materials. A "good" reading speed is around 500
to 700 words per minute， but some people can read
a thousand words per minute or even faster on these materials. What makes the difference?
There are three main factors involved in improving reading speed: （1） the desire to improve， （2） the willingness to try new techniques and （3） the motivation to practice.
:
Learning to read rapidly and well presupposes
that you have the necessary vocabulary and comprehension skills. When you have advanced
on the reading comprehension materials to a level at which you can understand college－level materials， you will be ready to speed
reading practice in earnest.
The Role of Speed in the Reading Process
Understanding the role of speed in the reading
process is essential. Research has shown a close relation between speed and understanding.
For example， in checking progress charts
of thousands of individuals taking reading training， it has been found in most cases that an increase
in rate has been paralleled by an increase in comprehension， and that where rate has gone down， comprehension has also decreased.
Although there is at present little statistical
evidence， it seems that plodding
word－by－word analysis （or word reading） inhibits understanding. There is some reason to believe
that the factors producing slow reading are also involved in lowered comprehension.
Most adults are able to increase their rate of reading considerably and rather quickly
without lowering comprehension. These same individuals seldom show an increase in
comprehension when they reduce their rate. In other cases， comprehension is actually better at higher rates
of speed. Such results， of course， are heavily dependent upon the method used to gain
the increased rate. Simply reading more rapidly without actual improvement in basic
reading habits usually results in lowered comprehension.
Factors that Reduce Reading Rate
Some of the facts which reduce reading rate:
（a） limited perceptual span i.e.， word－by－word reading； （b） slow perceptual reaction time， i.e.， slowness of recognition and response to the material； （c） vocalization， including the need to vocalize in order to achieve
comprehension； （d） faulty eye movements， including inaccuracy in placement of the page， in return sweep， in rhythm and regularity of movement， etc.； （e） regression， both habitual and as associated with habits of concentration； （f） faulty habits of attention and concentration， beginning with simple inattention during the reading
act and faulty processes of retention； （g） lack of practice in reading， due simply to the fact that the person has read very
little and has limited reading interests so that very little reading is practiced
in the daily or weekly schedule； （h） fear of losing comprehension， causing the person to suppress his rate deliberately
in the firm belief that comprehension is improved if he spends more time on the
individual words； （i） habitual slow reading， in which the person cannot read faster because he
has always read slowly， （j） poor evaluation of which
aspects are important and which are unimportant； and （k） the effort to remember
everything rather than to remember selectively.
Since these conditions act also to reduce
comprehension increasing the reading rate through eliminating them is likely to
result in increased comprehension as well. This is an entirely different matter
from simply speeding up the rate of reading without reference to the conditions
responsible for the slow rate. In fact， simply speeding the rate especially through forced
acceleration， may actually result， and often does， in making the real reading problem more severe. In
addition， forced acceleration may
even destroy confidence in ability to read. The obvious solution then is to increase
rate as a part of a total improvement of the whole reading process. This is a function
of special training programs in reading.
Basic Conditions for Increased Reading Rate
A well planned program prepares for maximum
increase in rate by establishing the necessary conditions. Four basic conditions
include:
1. Have your eyes checked. Before embarking
on a speed reading program， make sure that any correctable
eye defects you may have are taken care of by checking with your eye doctor. Often， very slow reading is related to uncorrected eye defects.
2. Eliminate the habit of pronouncing words
as you read. If you sound out words in your throat or whisper them， you can read slightly only as fast as you can read
aloud. You should be able to read most materials at least two or three times faster
silently than orally. If you are aware of sounding or "hearing" words
as you read， try to concentrate on
key words and meaningful ideas as you force yourself to read faster.
3. Avoid regressing （rereading）. The average
student reading at 250 words per minute regresses or rereads about 20 times per
page. Rereading words and phrases is a habit which will slow your reading speed
down to a snail’s pace. Usually， it is unnecessary to reread
words， for the ideas you want
are explained and elaborated more fully in later contexts. Furthermore， the slowest reader usually regresses most frequently.
Because he reads slowly， his mind has time to wander
and his rereading reflects both his inability to concentrate and his lack of confidence
in his comprehension skills.
4. Develop a wider eye－span. This will help you read more than one word at a glance. Since
written material is less meaningful if read word by word， this will help you learn to read by phrases or thought
units.
Rate Adjustment
Poor results are inevitable if the reader
attempts to use the same rate indiscriminately for a－1 types of material and for all reading purposes. He must learn
to adjust his rate to his purpose in reading and to the difficulty of the material
he is reading. This ranges from a maximum rate on easy， familiar， interesting material or in reading to gather information
on a particular point， to minimal rate on material
which is unfamiliar in content and language structure or which must be thoroughly
digested. The effective reader adjusts his rate； the ineffective reader uses the same rate for all
types of material.
Rate adjustment may be overall adjustment
to the article as a whole， or internal adjustment
within the article. Overall adjustment establishes the basic rate at which the total
article is read； internal adjustment involves
the necessary variations in rate for each varied part of the material. As an analogy， you plan to take a 100－mile mountain trip. Since this will be a relatively hard drive with
hills， curves， and a mountain pass， you decide to take three hours for the total trip， averaging about 35 miles an hour. This is your overall
rate adjustment. However， in actual driving you
may slow down to no more than 15 miles per hour on some curves and hills， while speeding up to 50 miles per hour or more on
relatively straight and level sections. This is your internal rate adjustment. There
is no set rate， therefore， which the good reader follows inflexibly in reading
a particular selection， even though he has set
himself an overall rate for the total job.
Overall rate adjustment should be based
on your reading plan， your reading purpose， and the nature and difficulty of the material. The
reading plan itself should specify the general rate to be used. This is based on
the total "size up". It may be helpful to consider examples of how purpose
can act to help determine the rate to be used. To understand information， skim or scan at a rapid rate. To determine value
of material or to read for enjoyment， read rapidly or slowly according to you feeling.
To read analytically， read at a moderate pace
to permit interrelating ideas. The nature and difficulty of the material requires
an adjustment in rate in conformity with your ability to handle that type of material.
Obviously， level of difficulty is
highly relative to the particular reader. While Einstein’s theories may be extremely
difficult to most laymen， they may be very simple
and clear to a professor of physics. Hence， the layman and the physics professor must make a
different rate adjustment in reading the same material. Generally， difficult material will entail a slower rate； simpler material will permit a faster rate.
Internal rate adjustment involves selecting
differing rates for parts of a given article. In general， decrease speed when you find the following （1） unfamiliar terminology
not clear in context. Try to understand it in context at that point； otherwise， read on and return to it later； （2） difficult sentence and paragraph structure； slow down enough to enable you to untangle them and
get accurate context for the passage； （3） unfamiliar or abstract concepts. Look for applications
or examples of you own as well as studying those of the writer. Take enough time
to get them clearly in mind； （4） detailed， technical material. This includes complicated directions， statements of difficult principles， materials on which you have scant background； （5） material on which you want detailed retention.
In general， increase speed when you meet the following: （a） simple material with few
ideas which are new to you； move rapidly over the
familiar ones； spend most of your time
on the unfamiliar ideas； （b） unnecessary examples and
illustrations. Since these are included to clarify ideas， move over them rapidly when they are not needed； （c） detailed explanation and idea elaboration which you
do not need， （d） broad， generalized ideas and ideas which are restatements
of previous ones. These can be readily grasped， even with scan techniques.
In keeping your reading attack flexible， adjust your rate sensitivity from article to article.
It is equally important to adjust you rate within a given article. Practice these
techniques until a flexible reading rate becomes second nature to you.
Summary
In summary， evidence has been cited which seems to indicate a
need for and value of a rapid rate of reading， while at the same time indicating the dangers of
speed in reading， as such. We have attempted
to point out the relationship between rate of reading and extent of comprehension， as well as the necessity for adjustment of reading
rate， along with whole reading
attack， to the type of material
and the purposes of the reader.
Finally， the factors which reduce rate were surveyed as a
basis for pointing out that increase in rate should come in conjunction with the
elimination of these retarding aspects of the reading process and as a part of an
overall reading training program where increase in rate is carefully prepared for
in the training sequence.