| Slow, word-by-word, critical reading is an essential | | | | disregards redundant information to save time. |
| part of some reading tasks. However, when time | | | | You use the Reading News Method when |
| and purpose is being considered, you must learn | | | | you’re reading from a report, newspaper, |
| to adjust your reading speed and effectiveness. | | | | magazine, or newsletter. You skip what you |
| Thus, speed reading is not applicable to all types | | | | already know and read only the new information |
| of reading situations. Learning the skill will, | | | | you need. |
| however, enable you to add an additional | | | | Reading Newspapers Method |
| dimension to the scope of your current reading | | | | In reading newspaper articles, look through the |
| skills. | | | | headlines and first paragraphs only. Reporters |
| | | | | present 80% of the key information of the news |
| Major Causes of Slow Reading Speed | | | | in the opening paragraph. The subsequent |
| Individual variables such as intelligence, motivation, | | | | supporting text should be read only as needed. |
| and physiological and psychological traits cause | | | | Follow these strategies: |
| slow reading speed. Also included are: | | | | - Ask yourself what other specific |
| 1. | | | | details you want. |
| 2. - Deficiencies in vocabulary and comprehension | | | | - Skim the article for the desired |
| levels required by the particular reading material | | | | details. Don't read all the words unless you have |
| greatly affects reading rate. Learning will not help | | | | enough time. |
| a student who has difficulty understanding the | | | | - When finished with an article, go |
| reading material. In addition, learning will not help a | | | | on to the next. This whole process should not |
| student who is hindered by an inadequate | | | | take more than 10-15 minutes. |
| vocabulary to skip any faster through unknown or | | | | Close Reading Method |
| vaguely defined words. | | | | Close reading is the essence of the academic |
| Inflexibility – the tendency to read everything | | | | learning. It aims to acquire knowledge from |
| the same way regardless of what it is, why it is | | | | materials with full retention of details. It divides |
| being read, etc. | | | | into a number of separate steps, each vital, but |
| Passivity – the failure to become involved with | | | | ends as a whole. |
| the material being read; the failure to interact with | | | | Before reading a difficult piece of writing, take a |
| the author and to anticipate his following thoughts. | | | | few moments to close your eyes, relax, and take |
| Unnecessary and habitual regression or re-reading | | | | 2-3 deep breaths. This way, you can get all the |
| due to lack of concentration. | | | | comfort you will need in reading. Believe that you |
| Habitually slow "reaction time" to reading material | | | | can read with full concentration, recognize key |
| – a general "rut" which makes attempts at | | | | information, and achieve high comprehension |
| faster reading extremely uncomfortable at first. | | | | quickly to accomplish the needs. Believe you can, |
| | | | | and you will. |
| Where to Begin ... with Your Next Reading | | | | This may simply sound like "positive mental |
| Assignment | | | | attitude." But realization of everything begins with |
| 1. | | | | affirmation, doesn’t it? |
| 2. - Determine your PURPOSE for reading: What | | | | Exploratory Reading Method |
| type of information do you really need the most? | | | | Exploratory reading is the halfway point between |
| How long do you have to keep the information in | | | | skimming and close reading. It is similar to pleasure |
| mind? How useful this selection will be? Why was | | | | reading. You want to acquaint yourself with the |
| this reading assigned? | | | | subject, but you do not need complete |
| 3. - | | | | understanding and retention. Perhaps you are |
| 4. - Be FLEXIBLE. Difficulty of the material and | | | | reading supplementary material that you will not |
| your purpose are the two factors that determine | | | | be held accountable for, or perhaps you only need |
| how to read a selection. Readers, especially | | | | to gain general knowledge from a text that will be |
| college students, must realize that there are a | | | | available if you need to look up specific |
| number of reading speeds, not just one. These | | | | references. |
| speeds must vary with the nature of the reading | | | | Reading to Learn Method |
| task – whether they are for leisure, as a | | | | Intensive reading or reading to learn is the style |
| review for tomorrow’s exam, etc. – and | | | | we employ when we want to gain a detailed |
| the reader's familiarity with the materials. | | | | understanding of the information contained in any |
| PREVIEW the selection to be aware of its depth: | | | | reading materials, particularly educational or |
| Are you familiar with the field of study being | | | | technical ones. |
| discussed in your reading material? How many | | | | Following are some strategies on reading different |
| essential words are in it? Scan the introductions, | | | | academic materials that belong to this category: |
| subheads, italicized sentences, marginal notes, and | | | | 1. Reading Computer Books |
| conclusion first. Then, try to grasp the general | | | | Spend some time reading the chapter headings |
| thought structure the author wants to convey by | | | | and sub-headings from the index page. |
| integrating isolated clues. | | | | Get familiar with the framework of the book |
| READ | | | | – how the book is organized and broken down |
| Make use of the head start you got during your | | | | into its sub-components. |
| preview. | | | | Skim the book: Read a sentence here, a sentence |
| Read for ideas and concepts, not for isolated | | | | there. Look at a diagram here, a diagram there. |
| words only. Pace yourself fast enough that you | | | | Look for new terminology, diagrams, and graphs |
| have to read concepts, not words! | | | | that you haven't come across before. |
| Concentrate – if you push your rate up to | | | | After skimming the book, read the entire book |
| capacity, you won't have time to think about | | | | through superficially. During this time, only |
| other things. Set reasonable but stiff time goals | | | | concentrate on the sections of the book that you |
| and race the clock. | | | | already know or understand, and completely skip |
| Think, interpret, and analyze the FIRST time you | | | | over entries in the book that you don't. |
| read. Avoid unnecessary re-reading. | | | | Lastly, read the book again and this time, study |
| Note key words (subjects, verbs, objects). | | | | the material. A lot of the content, the structure, |
| TELEGRAPH the message to yourself. | | | | and the feel of the book will be familiar to you. |
| Pace yourself as fast as your purpose will permit. | | | | You should be able to tackle the entire book |
| Pacing will discourage the tendency toward | | | | much easier. |
| habitual and unnecessary re-reading and helps to | | | | Determine a purpose. What is it that you want to |
| keep your attention focused on the page. Try | | | | get from the printed page? Terms and |
| using one or several of the SELF-PACING | | | | definitions? Problem and solution? Research |
| METHODS discussed earlier. It might be | | | | method? |
| uncomfortable and unnatural at first, but becomes | | | | Preview the printed pages to see how the ideas |
| most effective after the "newness" wears off. | | | | are organized. These include the title, the |
| STRETCH when your momentum seems to be | | | | introduction, and the headings. Also, read the |
| slowing down. Stop, close your eyes, and squeeze | | | | conclusion if there is one. |
| them together tightly for a second, then open | | | | Read rapidly, only slowing down when you |
| them wide. Play around for a few minutes by | | | | approach something relevant to the purpose you |
| pacing yourself through "simulated" reading of a | | | | set. |
| book held upside down, page by page, at | | | | Mark the lines or words that you want to |
| extremely rapid speeds JUST TO GET THE FEEL | | | | remember. When you reach the end of the last |
| OF rapid, rhythmic movement down the page | | | | page, quickly look back at the marked text for a |
| again. With new momentum established, turn the | | | | rapid review. This should answer the question or |
| book right side up again and continue reading at | | | | purpose that you set before you started reading. |
| your fastest possible speed. | | | | 2. Reading Textbooks and Research Reports |
| TEST yourself. Stop at the end of each "section" | | | | Determine a purpose. What is it that you want to |
| of material and recall periodically what you have | | | | get from the printed page? Terms and |
| just read. For materials in which you must | | | | definitions? Problem and solution? Research |
| remember for a certain period of time, practice | | | | method? |
| reading quickly and efficiently with the intent to | | | | Preview the printed pages to see how the ideas |
| recall the important information at the end of | | | | are organized. These include the title, the |
| each chapter, section, or paragraph – | | | | introduction, and the headings. Also, read the |
| depending upon the difficulty of the material. Make | | | | conclusion if there is one. |
| notes or underline if appropriate. | | | | Read rapidly, only slowing down when you |
| | | | | approach something relevant to the purpose you |
| Effective Reading Methods | | | | set. |
| Reading Daily News Method | | | | Mark the lines or words that you want to |
| News is redundant – previewed yesterday, | | | | remember. When you reach the end of the last |
| detailed today, and still will be summed up | | | | page, quickly look back at the marked text for a |
| tomorrow. Thus, readers tend to not read news | | | | rapid review. This should answer the question or |
| articles as extensively as other technical materials. | | | | purpose that you set before you started reading. |
| Using this style of reading, called the Reading | | | | 3. |
| News Method, to other materials is useful. It | | | | |