| There is so much misinformation about speed | | | | be to take a trip to a new state, province, or |
| reading that as a user for over 30 years, and as | | | | country. You would start by looking at a map to |
| an instructor of tens of thousands of learners | | | | get a general sense of direction of where you are |
| from all walks of life and all levels of education, I | | | | to where you want to be. Next, you might look |
| feel compelled to debunk some of the most | | | | at the major highways that lead you there. Finally, |
| prevalent and popular myths. However, before | | | | you would focus on the specific streets that |
| we begin, it is essential to define what is reading. | | | | would get you to the point of your destination. |
| Reading Defined | | | | Reading comprehension experts agree, |
| Although definitions may vary somewhat, reading | | | | comprehension must be built. Stated differently, |
| can be defined as the act of interpreting visual | | | | you need to "prepare the mind to read." |
| symbols and deriving meaning from those | | | | Another part of this myth's development is due |
| symbols (letters, words, etc.). If you accept this | | | | to the fact of the nature of the learning process |
| definition, then it follows that reading is a cognitive | | | | in developing speed reading skills. As the learner |
| thinking skill. Therefore, one can read, as fast as | | | | works on breaking the habit of focusing on |
| one can think (or interpret) the visual symbols. | | | | individual words both visually and cognitively, a |
| So when someone wants to learn to "speed | | | | dynamic flow of eyes over stimuli (words) needs |
| read," there is a two-fold problem. One is seeing | | | | to be achieved in order to create meaning faster. |
| the symbols more quickly (that's the easy part), | | | | Here we are talking about the mechanical skills. As |
| and secondly is getting the mind to respond more | | | | the speed reading student first enters this phase |
| quickly. Said simply, there are 2 components to | | | | of development, comprehension will decrease |
| speed reading - developing the mechanical skills of | | | | initially as he/she struggles to learn fluency of the |
| getting the eyes to move more efficiently, and | | | | mechanics. This can be compared to first learning |
| learning to push the mind to think and respond | | | | to drive a car. Remember? You had to focus on |
| more quickly (comprehension). | | | | managing all various pedals, buttons, and mirrors |
| Myth # 1 - "It doesn't really work." | | | | while simultaneously navigating this ton of steel |
| This is both true and false. One of my biggest | | | | down the road safely. If you've been driving for |
| challenges with learners is the notion that if they | | | | years, you might not even be able to remember |
| enroll in a program, then magic will happen. | | | | how clumsy you felt. Another good comparison |
| Because of the nature of learning a new system | | | | would be learning how to do a new dance. The |
| of skills and habits is difficult, the learner must | | | | learner needs ample time to build fluency. |
| immerse themselves completely in the experience | | | | Myth #4 - "Speed Reading is Merely About |
| and let go of preconceived notions of what they | | | | Skimming, Scanning, Key-wording" |
| believe about themselves as learners and loosen | | | | False. Skimming is sample reading portions of text |
| their attachment to the "see-say-hear-understand" | | | | - a sentence or two here and there, or some |
| habit they grew up with. What I tell learners is, "it | | | | other approach. Skimming is a good "pre-reading" |
| doesn't work, you work it." In other words, | | | | technique, but is not "dynamic speed reading" in |
| Dynamic Speed Reading is a system, a | | | | itself. |
| methodology to be applied to the act of reading, | | | | Scanning, by definition, is to glance from point to |
| but the reader has to bring themselves and their | | | | point often hastily, casually, or in search of a |
| mind to the process. One technique outside of the | | | | particular item. We may scan the telephone book |
| process will not work for all reading situations. | | | | for a particular person's number, scan the |
| Myth #2 - "Speed Reading Is Merely About | | | | newspaper ads for a job, but we do not scan a |
| Moving Your Eyes Fast" | | | | new book, report, manual, etc. if we want to |
| False. Although historically this is true, and most | | | | master it. Scanning may be used as an after |
| programs today focus almost exclusively on the | | | | reading technique, but is not speed reading. |
| speed of eye movements, this statement | | | | Key-wording is an old speed reading technique |
| contradicts the definition of reading as stated | | | | where the learner was told "don't focus on the |
| earlier. In fact, this is the primary cause of | | | | unimportant words," such as, "a," "the," "of." This |
| cynicism and skepticism towards the concept of | | | | cannot be done. Try this yourself: sit opposite |
| speed reading. It is not reading if you merely | | | | someone who is about your height and look at |
| move your eyes and see all the print. Learning | | | | their face. While you do this try to not see their |
| the mechanics without learning the comprehension | | | | nose. Sight, the mechanical part of reading, is |
| process is only part of the solution. If someone is | | | | impartial. Or in other words, you cannot not see |
| serious about wanting to develop their efficient | | | | something within your field of vision. Your mind |
| reading skills, a strong emphasis on how to build | | | | may not register or respond to something your |
| comprehension is critical for success. I do not | | | | eyes see, but that is another issue. In fact, that |
| recommend software programs, or any other | | | | again is the issue of comprehension which we |
| type of mechanical devices because of this. By | | | | have discussed. |
| definition, you can only read as fast as you can | | | | Myth # 5 - "You May Get Some Results At The |
| think or respond to the symbols on the page. | | | | End Of The Program, But They Don't Last." |
| Comprehension, or the cognitive skills, must be | | | | This is both true and false. Reading is a skill like |
| developed as well. | | | | other skills, when you don't do it for awhile, you |
| Myth # 3 - "When Speed Reading You Lose | | | | will slow down. If you spent 5-10 years learning to |
| Comprehension" | | | | play piano and then hadn't touched the piano for |
| Again, false. Although the answer to this is | | | | 10-20 years, you would get rusty. All it takes |
| included in myth 2, this needs additional | | | | once you have mastered it is occasional practice. |
| explanation. As I explain this, keep in mind the | | | | When buying a program, look for long term |
| premise that you are not reading if you are not | | | | support and follow-up. |
| comprehending. Comprehension means | | | | Myth # 6- "If You Look At the Naturally Fast |
| understanding. This myth has developed not only | | | | Readers, Only Really Smart People Can Speed |
| because most programs focus on merely speed, | | | | Read" |
| but also because of the nature of the adult | | | | The truth is one of the things that made these |
| learner trying to change a lifetime of habits | | | | folks smart was the fact that they were |
| around. | | | | voracious readers. They loved to read. When you |
| Typically the adult learner has formed the belief | | | | develop more ease with reading, you'll read more |
| habit that in order to comprehend well, you need | | | | and enjoy it more, and learn more. When you |
| to start at the beginning and read word by word | | | | read more, you'll naturally get smart! |
| to the end in a linear fashion. This belief/habit was | | | | Now that these 6 major falsehoods of speed |
| formed as a result of early reading training from | | | | reading have been explained, what will you |
| school days. However, research has proven that | | | | commit to do to deal with your information |
| comprehension is a process. In other words, we | | | | overload? In today's knowledge economy there is |
| need to build comprehension like we build our | | | | no other option but to learn a new approach in |
| learning of any other skill. A useful analogy would | | | | getting through the piles. |