| Reading for some is a hobby, for some | | | | or one letter to another. Avoid reading like that as |
| mandatory. However, whether reading for | | | | it slows the reading speed. Read a block of words |
| pleasure or professionally everybody wants to | | | | together. In order to read a block of words |
| increase the reading speed. Even though an | | | | together keep the reading material a little away |
| average reader reads for an hour daily his or her | | | | from the eye and then try to read. |
| speed is slow because of reasons like: | | | | Avoid reading loudly or audibly |
| - Reader may reread the paragraph when he or | | | | Reading aloud is fine if a reader is reading to a |
| she don't understand the meaning | | | | child but when he or she is either reading for their |
| - Reader waste too much time on words like a, | | | | pleasure or for the official purpose then the |
| an, the, since avoid them as they don't add value | | | | reading should be done with the eyes. Reading |
| to the sentence | | | | aloud or audibly slows the reader as he or she is |
| - Reader reads loudly or audibly | | | | concentrating on one word at a time. Whereas |
| - Reader lacks concentration as there are too | | | | when a reader is reading with his or her eyes he |
| many distractions | | | | or she is sure to read faster as eyes can take a |
| - Sometimes the writing is not that legible for a | | | | complete block of words. |
| speed reading. | | | | Avoid reading conjunctions, prepositions, or articles |
| The above points are the reasons why a person | | | | Unless a reader is a grammar teacher at a high |
| is a slow reader. So what should a reader do in | | | | school a reader should avoid these words as they |
| such cases, especially if he or she is reading for | | | | slow down a reader. No doubt they are important |
| professional reasons? There are hundreds of | | | | while writing but a reader can avoid them as they |
| documents to be read. Here are some time | | | | don't really add value to the text while reading. |
| tested strategies to help a person become a fast | | | | This is not to say that a writer can avoid them |
| reader. | | | | while writing. |
| Preview the material | | | | Skip the familiar part |
| Before a person actually starts reading it is | | | | While reading a reader comes across certain |
| advisable to preview the material regarding the | | | | paragraphs which are either familiar to the reader |
| headings, chapter division, and any other relevant | | | | or are just elaborate examples and illustrations. A |
| material. This will help the person in making an | | | | reader should skip these parts and move on to |
| informed decision as to what he or she can skip | | | | the more complex paragraphs to increase the |
| and what needs a concentrated reading. | | | | reading speed. |
| Adjust the reading speed accordingly | | | | Reading spot |
| Based on the decision which part can be skipped | | | | Sometimes it is found that a reader is distracted |
| and which needs concentrated reading a reader | | | | either by the noise or something else so it is |
| can adjust his or her reading speed. Speed read | | | | advisable to find a reading spot and fix a reading |
| the part he or she is familiar with and slow down | | | | time. Everyday a reader should sit comfortably in |
| where they need to understand a topic or | | | | that spot and read for at least 20 -30 minutes |
| anything they feel is new to them. | | | | without a break. |
| Use a pacer or a pen | | | | Practice, practice and more practice |
| Use of a pacer or a pen or a finger can help to | | | | Practice makes a man perfect. So practice to |
| increase the reading speed as it helps to avoid | | | | increase your speed. There are various software |
| rereading in addition to keep a track of what is | | | | programmes that can help a reader to develop a |
| being read. So the reader has a proper eye | | | | reading speed. Or readers can increase their |
| movement. | | | | speed by following this step - sit with a stop |
| Read a block of words | | | | watch after the reader has finished a page stop |
| Usually readers as they have been taught as | | | | the watch and then gauge the performance. |
| children that is reading one word to another word | | | | |