| Revision as of 08:35, 22 December 2004 edit193.128.224.45 (talk) →History← Previous edit | Revision as of 08:38, 22 December 2004 edit undo193.128.224.45 (talk) →See alsoNext edit → | ||
| Line 27: | Line 27: | ||
| * ] | * ] | ||
| * ] | |||
| ==External links== | ==External links== | ||
Revision as of 08:38, 22 December 2004
Speed reading or RRT (rapid reading training) is purported to vastly improve reading speed (at rates exceeding 1000 words per minute) with full comprehension. However, courses and books on speed reading, often sold through popular psychology literature, promote skimming habits rather than reading (activity) ability.
It is possible to adopt skimming skills within a few minutes without having to enroll in a course. However, skimming and scanning is a dangerous habit to foster as it severely reduces comprehension.
Speed reading courses and tests utilize skimming questionnaires rather than standardized reading comprehension in order to claim an improvement in reading speed and comprehension. Current empirical research into reading, and common sense, suggests that to improve comprehension, a reader would be sensible to slow down their rate of reading. When comprehension is not the goal, skimming and scanning can be cautiously applied.
A speed reader, or super reader, is someone who speed reads and/or advocates the use of speed reading. At best, they can be considered as experienced skimmers who claim to be able to read at superhuman rates (sometimes 1000-10,000 words per minute). When tested for comprehension on both light and comprehension dependent material such speed reading experts claims have been found to be false.
Reading Rate: A Review of Research and Theory. (1990) Professor Ronald P. Carver.
Nell, V. (1988). The psychology of reading for pleasure. Needs and gratifications. Reading Research Quarterly, 23(1), 6-50
Homa, D (1983) An assessment of two “extraordinary” speed-readers. Bulletin of the Psychonomic Society, 21(2), 123-126.
History
The psychologists and educational specialists working on the visualacuity question devised what was later to become the icon of early SpeedReading courses, the tachistoscope. The tachistoscope is a machine designedto flash images at varying rates on a screen. The experiment started with largepictures of aircraft being displayed for participants. The images weregradually reduced in size and the flashing-rate was increased. They foundthat, with training, an average person could identify minute images ofdifferent planes when flashed on the screen for only one-five-hundredth of asecond.The results had obvious implications for reading, and thus began theresearch into the area of reading improvement, using the tachistoscope.
Usingthe same methodology as in the aircraft example, the Air Force soondiscovered that they could flash four words simultaneously on the screen atrates of one five-hundredth of a second, with full recognition by the reader.This training demonstrated clearly that, with some work, readingspeeds could be increased. Not only could they be increased but theimprovements were made by improving visual processing. Therefore, thenext step was to train eye-movements by means of a variety of pacingtechniques in an attempt to improve reading.The reading courses that followed used the tachistoscope to increasereading speeds, and discovered that readers were able to increase theirspeeds from 200 to 400 words per minute using the machine. The drawbackto the tachistoscope was that post-course timings showed that, without the machine, speed increases rapidly diminished.
Following the tachistoscope discoveries, Harvard University BusinessSchool produced the first film-aided course, designed to widen the reader’sfield of focus in order to increase reading speed. Again, the focus was onvisual processing as a means of improvement. Using machines to increasepeople's reading speeds was the trend of the 1940s. While it had been clearlyestablished that reading speed increases of 100% were possible and had beenattained, lasting results had yet to be demonstrated.It was not until the late 1950s that a portable, reliable and 'handy'device would be discovered as a tool to promote reading speed increases.
The researcher this time was a mild-mannered school-teacher with a passion forunderachievers and reading, named Evelyn Wood. Not only did sherevolutionize the area of Speed Reading, but she committed her life to theadvancement of reading and learning development.Her revolutionary discovery came about somewhat by accident. She had been committed to understanding why some people were natural speedreaders, and was trying to force herself to read very quickly. While brushingoff the pages of the book she had thrown down in despair, she discovered,quite accidentally, that the sweeping motion of her hand across the pagecaught the attention of her eyes, and helped them move more smoothlyacross the page.
That was the day she discovered the hand as a pacer, andcalled it the Wood Method.Not only did Mrs. Wood use her hand-pacing method, but shecombined it with all of the other knowledge she had discovered from herresearch about reading and learning, and she introduced a revolutionary newmethod of learning, called Reading Dynamics in 1958
See also
External links
- Suggestions for improving reading speed
- SpeedReader - a free speed reading software
- RocketReader - commercial speed reading software - 14 day free trial
- speedreading.com - RocketReader-affiliated speed reading resources