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...
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...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
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the Overall Learning/eLearning Productivity of 21st Century Medical Students and
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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.
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Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
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.
... 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.
The first article, Improving Fluency in At-Risk Readers and Students with Learning Disabilities by Allinder, R., Dunse, L., Brunken, C., and Obermiller-Krolikowski, H. Allinder et. al. described fluency, what it is and how being a fluent reader is such an important skill to have because non-fluent readers use the majority of their brains decoding words, which prevents them from comprehending anything they just read. This article included information that being a fluent reader is necessary to comprehend what is read, but also that being able to comprehend what you read will increase the reader’s fluency (pg. 49). I cho...
Phonics is a very systematic approach to teaching reading that involves the breaking down of words into smaller parts. This process is called decoding. It focus...
In today’s society people truly take the ability to read for granted. Not many realize the true power the ability of reading holds; it allows for one’s mind to be set free and access to a plethora of knowledge that allows for a limitless amount of potential in life.
In Watson, Fore & Boon, the authors take in consideration the early problems of early decoding for reading fluency. When teaching beginning readers, oral deco...
Speed Reading Fundamentals has provided me with numerous exercises to utilize in order to improve my reading. Over the years, I feel I have struggled with my reading skills as I have, unfortunately, procrastinated on my reading
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.
Even in the midst of technology, reading is such a fundamental part of our world nowadays. The world completely revolves around technology, but even in the midst of all of this reading is still a crucial part of everyday life. A documentary titled Why Reading Matters argues and proves that the brain must change physiologically to read. However, reading also changes a person on the emotional and psychological side. Reading influences people for good by adding to a person’s mental and social interaction, providing a sense of escape, and changing a person’s morals.
1. A student in your class hesitates between words while she reads. You notice that she looks around the page while she hesitates. Discuss your interventions plans in order to develop reading fluency.
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.
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
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,