| The most often question asked is, "How can I | | | | getting (memorizing) as they go through this initial |
| read over 1500 words per minute and still | | | | skill building stage. |
| understand, or comprehend the material?" Stated | | | | After the learner is more comfortable with the |
| in another form, "Does speed reading really | | | | physical/mechanical skills, then we build |
| work?" Without writing an entire course, this | | | | comprehension in a purposeful manner. When the |
| article will try to answer these questions. | | | | learner has broken out of the old habits they |
| When people question about reading fast and not | | | | have accumulated in the past, then they are |
| comprehending, there is a basic misunderstanding | | | | taught how to monitor what the mind is doing as |
| of terms. Reading is the mind's response to print. | | | | they don't have to think so much about the eye |
| If your mind is not responding when you are | | | | mechanics. One of the keys to comprehension is |
| applying any speed reading technique, then you | | | | preparing the mind for reading. There is a wide |
| are in fact not reading. | | | | assortment of tools to help this phase of training. |
| The word reading, then, always assumes some | | | | The comprehension approach breaks the learner |
| level of comprehension. If you have been | | | | out from the traditional left brain approach they |
| exposed to some program that teaches you how | | | | learned in early life and engage the whole brain, or |
| to move through materials at very high rates in | | | | in other words they learn how to activate the |
| the thousands of words per minute range and | | | | right hemisphere as well. One way of helping to |
| you do not comprehend, then the program has | | | | do this is looking through the material in a manner |
| failed you. | | | | that gives you the "30,000 foot view" instead of |
| How can you Speed Reading and Increase Your | | | | the word-by-word view you were taught when |
| Comprehension Rate: | | | | first learning to read. |
| There are two primary aspects of "speed | | | | From that "high" view, you then learn to navigate |
| reading." The first is improving the mechanical | | | | at various levels depending on your needs and |
| aspect of reading. That happens with some sort | | | | purposes. Nevertheless, do remember, |
| of eye movement techniques. In fact, it is | | | | comprehension is you. It is your mind's response |
| possible to physically move the eyes and see all | | | | to print. As your eyes are moving through the |
| the words in the material at rates of 10,000 - | | | | material, ask yourself, "What am I thinking |
| 100,000 words per minute. Naturally a speed | | | | about?" If it has nothing to do with the print, then |
| reading program will contain this aspect. But | | | | you are not reading. You are doing something |
| unfortunately, this is about all that is trained, | | | | else, possibly daydreaming, or criticizing yourself. |
| leaving the user frustrated. The second aspect of | | | | Bring it back to the print. Again, speed reading |
| speed reading is comprehension. Comprehension is | | | | does not work. You work it! Learn how to build |
| the mind's response to the symbols on the page. | | | | better comprehension and monitor what your |
| In effect, then, reading is thinking. You can read | | | | mind is thinking about. |
| as fast as your mind can respond to the print. So, | | | | By following these steps, a person's capacity to |
| to truly speed read, you need to learn how to | | | | speed read becomes more powerful and hence |
| move your mind faster as well. | | | | the individual will learn to comprehend more as |
| To answer the question, "Does speed reading | | | | well. Furthermore, an individual can also benefit by |
| really work," I say no! You work it! That means | | | | increasing their vocabulary and by learning new |
| there are ways to train your brain to respond | | | | words. By doing this, the individual will be able to |
| differently as you accelerate your speeds. What I | | | | understand the language better and this will |
| have found to work best is to teach learners the | | | | translate into faster reading time, hence increasing |
| mechanics first with some level of comprehension, | | | | their speed reading and helping them to |
| but letting them relax and not worry about | | | | comprehend more of the material. |