REMEMBER EVERYTHING YOU READ! DOUBLE YOUR READING SPEED. IMPROVE YOUR COMPREHENSION AND RECALL. Evelyn Wood. Seven-Day. profporwacipog.tk - Ebook download as PDF File .pdf), Text File .txt) or read book online. Speedreading. Remember Everything You Read: The Evelyn Wood 7-Day Speed Reading & Learning Program Evelyn Wood Speed Reading and Learning Program. All the.
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Speed reading will allow you to read more materials in the same time that you spend reading . Choose one that is not transparent, such as one made of wood. Richard began his involvement in speed reading more than 30 years ago as a consultant to and a personal friend of Evelyn Wood, the speed-reading pioneer. I had taken the Evelyn Woods course a long time ago and bought this book as a refresher. Unfortunately, instead of providing the information that I previously.
Evelyn Wood Vocabulary Dynamics. Product details Hardcover: Fall River Press June 6, Language: English ISBN Tell the Publisher! I'd like to read this book on site Don't have a site? Share your thoughts with other customers. Write a customer review. Read reviews that mention per minute speed reading evelyn wood reading speed words per high school reading a history book program improve students comprehension learn useful course faster increase methods practice skills studying.
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I had taken the Evelyn Woods course a long time ago and bought this book as a refresher. Unfortunately, instead of providing the information that I previously learned, is was just a commercial telling how great Evelyn Wood was. This was not useful at all.
Do not waste your money. First bought a copy of this while in grad school. Needed to become more efficient. While I was skeptical about "speed-reading" it does actually work. This book if you are willing to work as instructed will get you reading faster and with better comprehension. By the first month of a semester using this program I would have read the entire course text for that semester and have it all outlined.
Made for tough mth but made for an easy rest of semesters and better grades. This book doubles my reading speed every time I use it. I am glad to find a good copy of my own.
The Speed Reading Book
This is my 4th reading of this book. Great for students or anyone who needs to read a lot of papers quickly. Speed reading is now considered one of my most useful skills. One person found this helpful. I did enjoy this book and found the info very useful. It helped me as I applied the ideas from here to increase from words per minute to words per minute. I think I can expand a little more still. Test of Reading Speed Choose a novel or book that you are interested in and can read easily.
Measure the time it takes to read five pages. Your reading speed can then be calculated using the following formula: w. Recently researches were carried out in the United States to determine the difference between a left-brain reader and a right-brain reader. A special apparatus was constructed, consisting of a television screen to present the reading material, with a cursor that the subject had to fixate upon.
Eyemovements were monitored electronically, so the cursor would move when the subject moved his eyes. The equipment could be set up in two modes. In the first mode, material to the left of the cursor would blank out on the screen, if the subject attempted to move his fixation point to the right of the cursor. In the second mode, material to the right of the cursor would blank out, if the subject attempted to move his fixation point to the left of the cursor. In the first left-brain mode, when words to the left of the cursor blanked out, preventing the subject from regressing or back-skipping, this duplicated the habitual pattern of a left-brain reader, who always reads one or more words ahead of a particular fixation point.
In the second right-brain mode, when words to the right of the cursor blanked out, preventing the subject from anticipating by reading one or two words ahead of the fixation point, this duplicated the habitual pattern of a right-brain reader, who tends to re-read the words leading up to a particular fixation point.
This equipment was tested on a group of 30 subjects. When the equipment was set- up in the left-brain mode, the maximum observed average reading speed of the group was w. Note: with material presented in the left-brain mode the average reading speed of the group was raised from w. Without the specialised equipment described above, this test is somewhat subjective, although it should give you a good indication. The steps are as follows: 1. Take a novel and read this silently whilst running your finger along the line of print as you read it.
Note carefully: How far are you reading ahead of your fixation point? The fixation point is determined by your finger position. Do you find that it is difficult to read ahead of the fixation point? Do you find that you are holding on to the two or three words you have just read?
If the answer to 2. If the answer to 3. Visual Guides A visual guide is a pointer, such as the end of a pencil or a fingertip, moved along underneath a line of print. The reason children are discouraged from pointing to the words as they read them, is that stopping to point at each individual word can indeed slow down reading. But if instead, the finger is moved along smoothly underneath the line of text, it can help to speed up reading considerably, for three reasons: 1.
If the eye is trained to follow the visual guide, then most unnecessary back- skipping is eliminated. Deliberately speeding up the visual guide will help the eye to move along faster.
As the eye moves faster it is encouraged to take in more words with each fixation. This increases the meaningful content of the material - each chunk makes some sense - so that comprehension actually approves. Preliminary Exercises, to teach a better method of inner speech.
Speed Perception, to improve your capacity to duplicate; C. In-Depth Reading Techniques, including the use of keywords and mindmaps to improve depth of understanding; E. Visual Reading Techniques, to improve retention and recall. Defeating the Decay of Memories, to apply the newly acquired speed of thought to learning new information.
Therefore, the following selection of exercises reflect the three dimensions of Duplication, Understanding, and Memory. This may be at an inaudible and sub-conscious level, but is nevertheless expressing perceived words in equivalent movements of the tongue and larynx - a kinaesthetic representation. We will call this process 'subvocalisation' on this course. The second type we will call 'thought-stream', and this is consists of understanding and imagery only, with no vocal or subvocal expression.
Generally speaking, subvocalisation is unnecessary to the adult reader, except perhaps when reading poetry in which case rhythm, rhyme, and alliteration are an important component, and so subvocalisation may be more enjoyable when poetry is read silently.
However, subvocalisation limits the maximum reading speed to about w. In contrast, a trained reader may read at more than w. A thought-stream is essential for full understanding. Although it may be possible to read light material such as a novel without using a thought-stream at all, memory will be impaired.
The thought-stream is particularly important when reading abstract material that cannot be easily visualised, and when long and complicated sentence constructions are used.
When this type of material is read and the thought-stream is suppressed, it is nearly impossible to preserve word order and syntax. When the material is difficult to visualise, syntax and word order may be the only guides to meaning and understanding. Before a student can learn to let go of subvocalisation without at the same time suppressing inner speech altogether, he has to learn to differentiate between subvocalisation and the thought-stream.
This first step can be done by a process of localisation. Most people will experience subvocalisation as being connected with the mouth or the throat, and also the breath.
When asked to attend to it fully, a person will tend to look down. The thought-stream will be experienced more in the top of the head, without connection to the vocal organs or breath; it is a kind of thought awareness, based on an understanding of the stream of words being read.
Differentiation between the two types of reading may be achieved through the following steps: Step 1. Choose a page from a light novel. Easily understood material is required because even when a good reader is reading something that he finds difficult to comprehend, there will be a tendency to revert to subvocalisation, when a phrase or sentence containing unfamiliar or foreign words is presented.
Unfamiliar words can only be held in mind either by having extremely good powers of auditory visualisation or by rehearsing them subvocally. Note: a reader using thought-stream, rather than subvocalisation, will find he is able to detect misunderstood words more easily, because he will revert to subvocalisation as he strives to give meaning to the unfamiliar.
If you find yourself suddenly subvocalising when you would otherwise use thought-stream, this is a strong indication that you have just gone past a word that is misunderstood, or a group of words forming a concept that does not make sense.
Misunderstood words should each be defined and then the concept reevaluated. Step 2. Count out loud from one to ten repeatedly, whilst reading the page silently using thought-stream. Counting out loud will occupy the motor-vocal system, so that the mind is unable to subvocalise. Step 3. When you are able to read silently whilst counting out loud, then begin to read silently using thought-stream and to count silently at the same time using sub-vocalisation.
An alternative method to counting is to say or subvocalise a repeated "Eee Step 4. Once you can read silently whilst counting silently, begin to increase your reading speed. When your reading speed exceeds w. By using thought-stream you can read much faster, whereas subvocalisation is limited by the speed of motoric response. Step 5. Now that you can easily read with thought-stream, leaving behind any subvocalisation, it is time to add more character to the inner speech, so that it is not just a silent stream of thought but is also a stream of visualisation.
Image the dialogue of the novel, adopting different voices in your inner speech to suit the characters. This should further differentiate your thought-stream from subvocalisation, which would always tend to be a reflection of your own voice. At the same time, visualise the scenarios of the story, hear the environmental sounds, smell all the various scents, and feel the emotions portrayed.
Continue with the above exercises until you have a reality about the two types of reading subvocalised and thought-stream and can choose between them. This approach is better than trying to suppress subvocalisation altogether.
By suppressing both types of subjective reading, one can learn to skim at more than w. This type of reading is valuable only when one is searching for a particular datum, or when one is doing this as a perceptual exercise. Maladaptive Scanning Patterns Since the left hemisphere is better at verbal tasks, whatever lies in the right visual field will have its verbal content processed more quickly than that which lies in the left.
If a person is reading from left to right, the material that has not been read, but which is nevertheless being processed peripherally, is being received by the left side of the brain, more specialised at verbal processing.
Reading right to left, or looking back over what has been read, will therefore be processed by the right hemisphere, resulting in confusion. The following diagram illustrates the visual processing of a line of text. When reading left to right, the material yet to be read is taken in with peripheral vision and analysed for content by the linguistic left hemisphere.
This helps the brain decide the best next point of fixation and increases the efficiency of reading. Book-worms are nearly always using the right hand visual field connected to the left hemisphere , and dyslexics use the left visual field connected to the right hemisphere. Both these extreme cases tend to have maladaptive scanning patterns, because they are nearly always using one side of the nervous system exclusively.
Maladaptive patterns will include back-skipping, missing lines, and reading the same line twice. Practicing the speed reading techniques as presented in this course should help to correct these patterns.
Speed Perception Many speed reading courses currently available operate by changing a student's motivation and by the suggestion that the course will be successful. With focused conscious intention, reading speed can be increased by about ten percent per session, and it may sometimes be doubled during a course of sessions.
However, this is the absolute limit for this type of approach.
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The length of time it takes to make a fixation and the number of words fixated are changed but little, most of the improvement has occurred because there is less mind wandering and back-skipping.
The gains from this type of reading course are seldom stable, because the underlying problem of perception remains unhandled. In contrast, by turning pages as fast as possible and attempting to see as many words per page as one can, perception and the will are conditioned into much more rapid and efficient reading practices. This high speed conditioning can be compared to driving along a motorway at miles per hour. Imagine that you have been driving for an hour at this speed.
Suddenly you come to a road sign saying 'Slow down to 30 m. The answer would probably be m. The reason for this is that your perceptions have become conditioned to a much higher speed, which becomes 'normal'.
There is a ratchet effect by which previous 'normals' are more or less forgotten as the result of the perceptual conditioning. The same principle applies to reading; after high speed practice, you will often find yourself reading at twice the speed, without even feeling the difference. Speed Perception 1. Point with your index finger or a pen to the words you are reading.
Try and move your finger faster, this will aid you in establishing a smooth and rhythmical reading habit. As you move your finger along the line that you are reading, try and take in more than one word at a time. When you have reached the limits of the previous exercise, then take some light reading material and try to read more than one line at the same time.
Magazine articles are good for this purpose because many magazines have narrow columns of about 5 or 6 words, and often the material is light reading. Various patterns of visual guiding should be experimented with. These include diagonal, curving, and straight-down-the-page movements. Exercise your eye movements over the page, moving your eyes on horizontal and vertical planes and diagonally from the upper left of the page to the lower right and finally, from the upper right to the lower left.
Try to speed-up gradually day by day. The purpose of this exercise is to train your eyes to function more accurately and independently.
Practice reading as fast as you can for one minute, without worrying about comprehension. Don't worry about your comprehension this is an exercise of perceptual speed. For this exercise you are concerned primarily with speed, although at the same time you are reading for as much comprehension as possible.
Reading should continue from the last point reached. Do this for one minute and then calculate your reading speed see Test - call this your highest normal speed. Practice reading with comprehension for one minute at approximately w. When you can do that, continue increasing your speed in approximately w.
If you calculate how many words there are on an average line, then it is easy to convert w. Start from the beginning of a chapter and practice reading three lines at a time, with a visual aid such as a card and at a fast reading speed, for 5 minutes. Read on from this point, aiming for comprehension at the highest speed possible. Do this for five minutes, then calculate and record your reading speed in w. Take an easy book and start of the beginning of a chapter.
Skim for one minute using a visual guide at 4 seconds per page. Return to the beginning of the chapter and practice reading at your minimum speed for five minutes. Pacing, the next reading technique to be learned, describes an unconventional way of reading a page, which can reduce the amount of work by more than half without significantly reducing the comprehension. The following Scanning technique is a two-step process that involves collecting related facts and ideas and arranging them in a meaningful sequence.
This involves the skill of summarising. Pacing A plastic ruler or strip of transparent plastic 5 cm wide, is placed vertically down the page, as shown below, to delineate the section of the page where your Pacing Technique will be used.
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By fixating only the words in the pacing zone, you reduce your reading time by about one half. But you don't reduce your comprehension by one half because you are forced to think beyond the words your eyes are seeing.
When your thoughts are on the same subject as the material you are reading, the addition of your personal experience to the reading increases your understanding and memory. If you read within the pacing zone by sliding back and forth in a Z or S-type pattern to the bottom of the page, you will find that you have read about words with no more than 50 or 60 fixations.
All the time you are reading in this way, your eyes are seeing and picking-up the odd word from peripheral vision and you are thinking all the time and putting together ideas, because the mind abhors a vacuum. Using a 5cm transparent plastic ruler: see next page Text from 'Wordpower' by Edward de Bono The first times you use this technique, expect to be frustrated.
At first you may remember only 3 or 4 words from each reading, but your objective is to go past the literal act of remembering isolated words, to collecting and relating ideas.
This takes a lot of practice, so don't give up! Once you have become used to this manner of reading, you can develop the use of the technique further by letting your eyes stray beyond the boundaries of the ruler, selecting from the page the words that are most informative. As you practice in this way, try to fixate on parts of speech, i. You will find that you start to see more and more through peripheral vision, and as a result you will find that you are concentrating more and speeding-up your thinking.
Pacing Exercise 1. Place the book you intend to read in front of you and place the plastic ruler or strip as above. Use your right index finger or a pen as a pacer, moving it smoothly down the centre of the page, over the transparent strip.
This may be helpful until you have disciplined your eyes to 'pace the page'. You may find that moving a 3 x 5 cm card down the plastic strip will be less distracting. The reason to use either the card, a pen, or your fingers in this way is to keep your eyes moving down. When you reach the bottom of the page, jot down any words you remember.
If you do not remember any words at all, don't let this upset you you will improve with practice. Eventually you will remember thoughts and groups of words. By pausing frequently to mentally summarise what you have read, you will organise your thoughts and improve retention. To acquire the skill of rapid reading requires you to break old habits and form new ones. The most important habit to break is the habit of reading word-byword, whilst expecting complete comprehension.
Many reading exercises require you to forget comprehension and concentrate all your efforts on the physical skill of speed reading.
To master the Pacing Technique you must understand the training you are going to give your mind. You are being asked to look at words so fast that you cannot possibly pronounce them, and so fast that you cannot understand them either. Every time you do the above exercises you will comprehend a few words. As you continue with these exercises, you will begin to grasp thoughts and eventually, you will read at a much higher speed.
When performing this type of exercise, you should always go back and re-read the passage at a comfortable rate, i. Every time you do a speed-exercise and then return to what appears to be your normal speed, you will find that your normal speed has become faster.
Since written English is often highly redundant, i. Words that are highly likely to occur in a given context do not have to be checked by looking directly at them - peripheral vision can check that they are what is expected even while the eye is fixating elsewhere.
The Pacing Technique helps prepare you to read in this expanded way, reading not along each line, but from side to side of the centre of the page, taking in most of a line in one glance, and also peripherally absorbing several further lines beneath it. Making fuller use of peripheral vision, the skilled reader is able to get a better idea of the general sense of what is to follow, and this helps to speed up reading as well as to understand and integrate the material. This is why many students find that as soon as they become adept at speed reading, their comprehension actually increases.
They have a broader perspective of what they are reading, and since they are reading faster, the short-term memory for what has just been read goes back several sentences further and the words currently being read are understood within a larger context. High-speed training has two further advantages: It encourages you to see the key words in the text; and it brings the right hemisphere which controls peripheral vision into the reading process, increasing integration and thereby facilitating the right-brain's ability to synthesise relationships within the material.
Scanning A scan is a fixed pattern of search. Scanning is a useful preliminary action, to preview material rapidly before reading it in-depth. This gives you more of the context of what you go on to read and having viewed it once already, it will have some familiarity and retention will be improved.
Make a rapid scan of a light novel. Start at a rate of 15 seconds per page. Later, with practice, this time can be reduced to 12 or 10 seconds per page or even less. You are scanning for significant people, events and conflicts. At the end of each chapter stop to review what you have just read. Then try and speculate about the contents of the next chapter. When you have scanned several chapters, no more than five, then you will probably need to ask yourself some questions relating to missed events and information, in order to be able to follow the development of the story.
Speculate on these answers, then go back and re-read these chapters 4.
When you have reached the end of the book in the above manner, take some time to summarise the story mentally. Form and answer any unanswered questions about the story and evaluate what you gained from this book. Her book Reading Skills was published in and she and her husband subsequently started the Evelyn Wood Reading Dynamics business. Classes were heavily advertised on television in the s and '70s; Steve Allen was one of the highest-profile celebrity endorsers. Until the late s her classes were taught on college campuses in the United States.
Kennedy , an avid reader. From Wikipedia, the free encyclopedia. The New York Times. Retrieved Los Angeles Times.The reason children are discouraged from pointing to the words as they read them, is that stopping to point at each individual word can indeed slow down reading.
Each fixation of an average reader will take in two or three words, so that to read a line on this page probably takes between three and six fixations.
But for most of us, this is not an optimal use of our brain power. The child also is starting to react to his own name, to refer to himself by name, to have definite programs and plans that he seeks to carry out, to feel efficacious when he is successful, to experience distress when he violates certain standards that others have set for him or that he has set for himself.
This book doubles my reading speed every time I use it.
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