| There are three dominate factors that are | | | | one's reading rate while also increasing |
| instrumental in developing a higher reading speed: | | | | comprehension. However, speed alone is not |
| desire to improve, willingness to practice and | | | | enough; it is vital to develop simple strategies that |
| motivation. With this in mind, studies explored by | | | | complement increased reading speeds. These |
| The Literacy Company confirm that anyone can | | | | strategies can be explored in numerous special |
| double or triple their reading speed while | | | | training programs now available to help readers |
| maintaining or even improving their | | | | overcome problems and improve their natural |
| comprehension. | | | | reading ability. |
| Research strongly supports that there is a close | | | | There are four basic conditions that should be |
| relationship between reading speed and | | | | recognized for anyone wishing to improve their |
| comprehension. For example, progress charts of | | | | reading rate. They include: 1) checking for |
| individuals pursuing improved reading training show | | | | correctable eye defects; 2) learning to avoid |
| (in most cases) that when their reading rate | | | | pronouncing words (aloud, whispering or "inward"); |
| dropped there was also a decline in | | | | 3) learning to avoid re-reading (regression); and 4) |
| comprehension. In other words, it seems that | | | | developing a wider eye-span (reading more than |
| reading one-word-at-a time actually inhibits reading | | | | one word with each eye fixation). |
| for understanding. Conversely, comprehension is | | | | Another key element in speed reading is learning |
| generally higher when readers learn to read faster. | | | | to read several words, or units of meaning, at a |
| Slow readers are adversely affected by several | | | | glance while fully absorbing what is read and being |
| factors that can impede their reading rate. These | | | | able to automatically retain its essence for later |
| factors can include: limited perceptual span, slower | | | | recollection. |
| perceptual reaction, vocalization, faulty eye | | | | Reading rates should not be applied equally for all |
| movements, faulty habit of attention and | | | | reading material. Therefore, one needs to learn |
| concentration, lack of reading practice, fear of | | | | how best to adjust reading rates to suit the |
| losing comprehension, habitual slow reading, | | | | reading material. As an example, reading a novel |
| regression, inability to identify what's important in | | | | might be considerably faster than reading technical |
| the reading material, and efforts to remember | | | | material. With experience, the reader soon learns |
| "everything" that is read. | | | | when it's okay to speed up and when it's best to |
| Thus, it stands to reason that resolving any of | | | | slow down in order to grasp the material with full |
| these adverse aspects can dramatically improve | | | | understanding and comprehension. |