Strategy Basis
Speed reading is an approach that allows readers to absorb large amounts of information in a short amount of time. It is used to increase reading efficiency, speed, and comprehension. This is not accomplished by simply forcing oneself to read as fast as possible, as doing so will meet with only limited success. Speed reading involves a complete transformation of how one reads, or at least how a person takes in information. From childhood most people are taught to read out loud, and then to read the same way, but silently (Cutler, 2002). The problem with this is that readers are limited to reading speeds comparable to their vocalization speeds. Subsequently, most readers will never achieve a higher reading rate than 150-250 words per minute (Culter, 2002).
Speed reading is a complete change of technique and input, and it requires some discipline to learn. The primary goal of a speed reader is to switch from using the auditory memory to visual memory(Cutler, 2002). In other words, speed readers do not read individual words, but instead see groups of words the same way a normal person would see a picture (Cutler, 2002). It is necessary to practice drills in order to expand peripheral vision, control eye fixation, strengthen eye muscles, and learn to read without subvocalizing.
Subvocalization (silently vocalizing words), vocalization (actually reading words out loud), poor eye movement, and poor vision span are the major hindrances to speed reading (Cutler, 2002). While there are other weaknesses, these are primary hindrances for speed readers. These can be overcome with work, but they must be overcome before serious progress can be made. One of the drills that can help readers both overcome subvocalizati...
... middle of paper ...
...gh it may be less measureable, the student himself will notice a change. Progress will be evident in that he or she will complete reading assignments in less time, and find more free time has become available. To the average student, this is probably the most pragmatic reason to learn how to speed read.
References
Amoriggi, H., & Shaw, K. (2006). Can SpeedReading/eSpeedReading Skills Training Enhance
the Overall Learning/eLearning Productivity of 21st Century Medical Students and
Surgical Residents?. International Journal of Learning, 12(12), 157-170. Retrieved from
Education Research Complete database.
Cutler, W. E. (2002). Triple Your Reading Speed, Fourth Edition (4 ed.). New York: Pocket.
Ding, J. (2008). Fast reading: Significance and skills. Sino-US English Teaching, 5(8), 24-28.
Retrieved from Education Research Complete database.
It took me awhile, but finally I started to get faster. I read every time I got. Out loud. In the car. At recess. Eventually I even read in my head.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
and she also has trouble making inferences about a text after reading. She tried to get through the reading really fast. She read the passage of 228 words in 2 minutes and 16 seconds, which is about 105 words per minute. Reading so quickly made her rush through the natural punctuation pauses and in most cases, completely ignore them. The only pauses that occurred throughout the text were ones where she was trying to pronounce a word. Since she didn’t take her time while reading or pause for punctuation, she lacked expression while reading. For example, the first sentence in of the text is “More than anything, Jessie wants to be a champion skater!” Since Student A was reading quickly she didn’t overlooked the exclamation mark. This could have affected her understanding of mood of the text during this part. Student A’s reading development may be affected because reading too quickly could prevent her comprehension of the text in the future. Slowing down while reading would be beneficial for Student A so she can remain focused and have a better overall understanding of what she
this increases the speed at which the reader will read, consequently rising the sense of
Preventing reading difficulties needs to be caught and identified in the earliest stages of a child’s development. ‘Research over the last two decades has demonstrated that most reading difficulties can be corrected,” (Kilpatrick 2011) According to the research it seems that reading difficulties can be diagnosed and a plan of intervention established early in a child’s education. The teaching establishment just needs to realize this and come to grips with a plan and practice to implement. According to a study by Vellutino, (1996) he conducted a study in which first grade students had an intensive intervention program and the results turned out to be very good about 68% benefited from the intervention and continued to do so a year after. One of the inventions focuses on site recognition where students can recognize a pool of words instantly. This was further explained in an article by Linnea Ehri (Learning to read words: Theory, Findings, and Issues). Here there was research done because educators where looking for evidence to make decisions on reading instructions for their students. Ehri conducted studie...
Sanchez, R. (March 19, 1998). A mixed approach to reading. Washington Post, Page A02, Retrieved February 26, 2004. http://www.washingtonpost.com/ac2/wp-dyn?pagename=article&contentId=A99123-1998Mar19¬Found=true
To overcome the reading disability different methods are used like auditory analysis,phoneme blending,teaching letter-sound association, word build...
The common learning disability in reading is called dyslexia. Reading problems occur in a student when they have difficulty unders...
... that sort of reaction to the reading. Lastly, I can read at my own pace. I have no obligation to read speedily in order to seem as though I have no complications with the words in the text.
Stuart, M., Masterson, J. & Dixon, M. (2000). Spongelike acquisition of sight vocabulary in beginning readers?. Journal of Research in Reading. 23 (1), p12-27.
However, there as several problems which hinders the reading process, one of them being ‘tunnel vision’. This is a condition experienced by most readers especially beginners. This is because they lack ‘non visual information’ when trying to digest certain texts. Non visual information is what is stored in the brain, prior knowledge or specific information which will enable the brain to associate with whatever is received through the eyes thus bringing comprehension to the reader’s mind when reading a text. The inability of the brain to use this information due the over-load of visual information, will cause it to take more time to make decisions on what are seen. For example, a student unfamiliar with certain words in a purposely distorted text may have to take a few seconds longer to recognize them rather than familiar words which only require a single glance.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Wise (2014), discusses that within the twenty first century in which the efficient completion of tasks is essential, speed reading is extremely advantageous. Not only does speed reading allow for the quicker acquisition of knowledge, it has shown to influence the brains functionality. Thus, one displays enhanced memory abilities, a higher level of attention and focus as well as a heightened problem solving ability (Wise, 2014). Despite the advantages of an increased reading speed, there is a large and significant disadvantage (Bell, 2001). The danger of developing a rapid reading rate, is that one’s level of comprehension is severely compromised. Therefore, a speed reader would not acquire an adequate amount of information when reading swiftly. It is possible that this disadvantage will have a detrimental effect on the precise completion of various academic and recreational tasks (Bell,