3 Simple Techniques to Double Your Reading Speed

The ability to speed read is an important skill in today's world, where - whether we are students or at work - we are often expected to read hefty amounts of materials on a daily basis. As a result, improving your speed reading technique is something each and every one of us should not only do, but maintain. What, then, are speed reading techniques?

Speed reading - the essential elements

Before you start to learn any particular speed reading technique, you need to consider that all speed reading techniques rely on three essential elements:

1. A desire to improve you reading speed;

2. A willingness to give new ideas a chance; and

3. Motivation, discipline and continued practice.

Without these three key elements, no speed reading technique is going to succeed.

Speeding reading technique (1) - Skimming

Almost all successful speed readers will attest to the fact that they are a successful speed reader because they have a form of peripheral vision that allows them to see large amount of data on a page and to "skim" what they are reading. In short, speed reading like this means that one is not reading each and every word on the page, but merely scanning through the material. Using this speed reading technique, every now and then you will come across a keyword or phrase and it is this that will provide you with the essence of what is being written. The rest of the information on the page is discarded.

Although this speed reading technique would seem to indicate that the reader does not fully comprehend what has been written, in fact studies have shown this is not the case - majority of speed readers using this technique actually increased their comprehension of the reading materials!

Speed reading technique (2) - first sentence reading

Unlike speed reading technique (1), in speed reading technique (2), the reader will read the first sentence of each paragraph, in order to get the crux (main idea) of the idea behind the paragraph and will then skim read the remainder of the paragraph. This process is then repeated on down the page until such time as all the reading material has been exhausted.

Using speed reading technique (2), it is generally understood that the reader will glean enough information from the first sentence not to be overly concerned about the information contained in the remainder of the paragraph, where the writer will merely be reinforcing the notion set out in sentence one. However, this technique does fall-down on one major point - it pre-supposes that a paragraph only has one idea, which is clearly not always the case! If you find that you are reading material where the writer has used multiple ideas in the same paragraph, you may need to adapt your speed reading technique to one of the other speed reading techniques.

Speed reading technique (3) - Group wording

There is a term in speed reading circles that is seen as being one of the major demons of reading: "sub vocalization". Sub vocalization is a clinical term for word-for-word reading - and it's a huge no-no in speed reading techniques. Sub vocalization slows reading down, without providing any upswing in comprehension to counter the lost reading time.

Group wording, as the name suggests, is where the reader looks at a group of words and phrases at the same time. Using the group wording technique, speed readers are able to read large chunks of information at the same time - thus, saving time.

Additional speed reading techniques

Aside from the specific speed reading techniques in 1 to 3 above, there are a number of habits/practices that are generally considered counter-productive to speed reading - thus will have an affect on your speed reading abilities. In no particular order, these include:

* sub vocalization - as already stated, this is where you speak out the words you read. It's a major cause of slow reading. Unfortunately, as most of us are taught to speak out the words we read when we learn to read as children, it is also one of the hardest habits to break. All that can be said is that you keep plugging away at trying to eradicate this habit.

* digressing - digressing is where the reader will read a passage, then return to re-read it, usually in the mistaken belief that they will be able to comprehend better what has been written on a second read. Again, in speed reading circles this is seen as a major no-no, bad habit, which needs to be broken!

Conclusion

So, if you want to improve your speed reading skills, you need to remember not to subvocalize or re-read passages, and to read great chunks at one time by broadening your eye-span. Simple really! Actually, in fairness, it will take time to learn, and don't expect to get it right the first time. Don't push this issue too much, as pushing it may prove to be counter-productive.

The Science of Speed Reading

In work that may one day narrow the gap between speedy, voracious readers and slower, disinterested ones, researchers at New York University (N.Y.U.) have determined that three different mechanisms are used to decode the words in a particular sentence.

The three processes: phonics (a letter by letter sounding out of words); contextual clues (earlier parts of sentences that help readers anticipate upcoming words); and holistic word recognition, or the physical shape of words.

"It's obvious that people must use all three kinds of information to read," says Denis Pelli, an N.Y.U. professor of psychology and neuroscience and senior author of the study published this week in PLoS ONE. "It was far from obvious…that you can turn on and off each of the three kinds of information and that you can attribute a percentage of the reading rate to each."

Using passages from author Mary Higgins Clark's murder mystery Loves Music, Loves to Dance, Pelli and study co-author, undergraduate Katharine Tillman, manipulated passages to block readers from using each of the word-deciphering processes.

To muffle context clues, they shuffled words in a sentence ("contribute others. The of Reading measured"); discrimination via word shape was covered up by inserting random capital letters ("ThIS tExT AlTeRnAtEs iN CaSe."); and to eliminate letter by letter decoding, they substituted similar-looking letters into a word, thereby retaining the ability to use word shape and context, once a reader figured out a previous word ("Tbis sartcrec bes lctfan suhsfitufas").

In an effort to determine the impact of the absence of each aid, researchers directed 11 subjects to read passages that were either pure text, had one alteration or two of these manipulations combined. Their findings: that phonics, not surprisingly, the largest component of reading speed, determined 62 percent of the rate. The stunner was that the other two processes consistently contributed the same amounts to reading speed. (Context clues controlled 22 percent of reading speed and word shape governed 16 percent, according to the study.)

Pelli says this research paves the way toward better understanding and addressing the deficiencies of young students who fall behind early in reading.

"It's possible that doing the phonics intervention is the ideal intervention," he says of the most common type of reading training. But "it would be interesting to know how phonics is affecting the other two processes rather than just overall reading speed. We think that it would be very interesting to break down reading rate into these three components in the evaluations of [possible] interventions."