How to read better and faster - NORMAN LEWIS (TO READ BETTER AND FASTERTHE AUTHOR 30 Days To a More Powerf Download PDF. How to Read Better and Faster Norman Lewis - Ebook download as PDF File . pdf), Text File .txt) or read book online. Tanvir Alam [GRE, IELTS tutor]. 20 Days To Better Spelling. Better English. HOW TO READ BETTER AND FASTER NORMAN LEWIS Third Edition Completely Revised. Thomas Y. Crowell .
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markable results—not because this book pretends in any way to be remarkable, but because sound training in the techniques of efficient reading is a remarkable . Do simple Google search and add pdf to the search string. You will be able to find out. I would suggest to buy a hard copy instead. The book has lots of exercises. HOW TO READ BETTER AND FASTER BY THE AUTHOR 30 Days To a More Powerful Vocabulary (In collaboration with Wilfred Funk HOW TO.
Decades ago physiologists learned that the eye sees only when it stops. May 20, Abhignan rated it liked it. This only Lose all consciousness of your watch. You made your by focusing your eyes at a point approximately in the middle of the space occupied by the two words. Houle 5.
Part but only part of the answer to these questions can be given in the phrase "perception speed. In short. If he is reading a book. In addition. But perception is. The inefficient reader doesn't quite trust the adequacy of his comprehension. He reads meticulously. Having no confidence in his comprehension. An equally important part of the answer can be given in the phrase "intellectual habits.
He has simply never learned to develop the habit of moving along rapidly. Paradoxically enough. The vocabulary of the inefficient reader. The efficient reader has so large a vocabulary that the words he meets are quick conveyors of thought. You can train the speed and accuracy of your visual perception. The inefficient reader too often has to approach every little bit of reading as a new and unrelated experience.
What is the difference between willing and wishing in learning? As Dr. James L. The efficient reader has already read so much that he can con- stantly compare and contrast his present reading with his previous literary experiences. You can start building your vocabulary and stimulating your intellectual curi- osity. Columbia University.
Lippincott Co. Not the kind of forced gain you discovered from your work in the previous chapter. The efficient reader has developed a strong intellectual curiosity.
Professor of Education at Teachers College. The good habits needed for fast and skillful reading can be developed in a comparatively short time. If you suspect that you are not normally as efficient. And as a result. You can do all this if you actively will it instead of merely wishing for it. The wish to learn means that we repeat a thing again and again hoping for something to happen. Mursell speaks. Then note the time in writing in the margin of the page.
First read the title. Canny words. The will to learn is con- centrated and specific. This is a big order. As in the two selections of chapter 1. Let us take an analogy. And every page in this book aims to help you "dig down and analyze". The will to learn means that wedown and analyze. His wish for health becomes a will to health only when he finds outwhat he must do to become more healthy. Read with — one dominating purpose to find the main idea and to find it quickly.
So the will to learn means an intelligent and persistent search for the conditions of improvement and an intelligent and persistent con- centration upon them. The wish to learn is diffuse and general. Push through briskly in a single-minded pursuit of the gist of the author's communication — do not waste time on individual words.
A man may have a wish for tetter physical health and strength. I suggest the following procedure as a means of insuring accuracy: I offer you now four practice selections.
Wait second-hand of your watch shows five seconds until the before 8: Ready for your first try? Remember the instructions: Take the comprehension test 8.
You may have to adjust the hands so that the second hand reaches zero at approximately the same moment that the minute hand reaches a full number. The five seconds are allowed for transfer from watch to page and back again.
Then determine your rate from the table that follows the test.
If it is. Next study carefully the discussion of each selection.
Lose all consciousness of your watch. When you come to the terminating arrow. When the second hand shows that it is five seconds short of 8: You will thus discover where your technique was good and where it was faulty. When an atomic cently by the association at Bristol. Now comes Prof.
The alarmist who has received Commission has announced that most attention of late is Sir Robert Soviet scientists have detonated a Robertson. The physicists have pooh. The explosive materials are care- Pryce of the University of Bristol fully selected. At the meeting held re- test at Eniwetok. It may be that the Soviet pro. If so. The sions of hydrogen bombs may set answer is that it takes millions of off a thermonuclear reaction on land years to fuse hydrogen into helium or in the ocean and so destroy the in the sun by a roundabout process.
But what should not the same transmutation of the possibility that bigger explo. This being so. Professor Pryce retorts that se- the dust on the ground where it crecy has nothing to do with the belongs.
The argument of 2. Of the materials selected he explains why the earth is quite tritium occurs only in traces on the safe. By exploding the H-bomb high in the air. Conditions do not exist on land or in water to make a self- sustaining thermonuclear reaction possible —hence the earth cannot be destroyed by the hydrogen bomb. Check your choice without referring to the text Russian scientists have learned more about hydrogen bombs than have scientists in this country or in England.
Without the tem- lake or pond. The H-bomb cannot destroy the earth because all its effects are eventually neutralized. Both tritium and deu. There is quite a controversy going on in the press as to whether or not the hydrogen bomb can destroy the earth. Discussion of the Selection The selection you have just readwords almost is full of — of them. But what are the key words. The author starts with a recent and newsworthy announcement about the Russians and develops that for some dozen or more lines.
The first paragraph is clearly introductory. How does he combine and sort out and present this apparent jumble so that it has a single meaning. One of the basic techniques that your training will aim to develop in you is that of distinguishing. He has used about words. It is full of and paragraphs. Kaempffert is speaking of. Kaempffert speaks of many of hydrogen bombs things in his piece — and atom bombs.
How does he organize it to drive home a final point? Let's look at the piece together. Perhaps you get bogged down in details instead of concentrating purposefully on finding and understanding the main idea. Kaempffert devotes all the rest of his article. Get into the next selection. All the words. Perhaps you think that every word has to be chewed and digested before you can go on to the next one. If you have any success in putting these instructions into practice.
Through to the end. I want even at the risk of being tediously repeti- to state again. Perhaps you have got into the habit of sauntering leisurely.
An author usually raises a question as a springboard toward an answer —and Mr. Correct choice on the comprehension test is statement 3. Do you remember how I expression! Except for my stutter- blushed. How I craved for 3. When would I be aggravated my condition. My back ached.
Had you taken me. How would 7. Do you remember what you did attitude about his problem. I defect. I became cule me? I hoped you could help more selfconscious.
Because of your attitude of tak- you react my hesitance in to ing my stuttering as a serious and speech? Would my classmates ridi. Shaw has taught high school classes in Mayer. I never stuttered when I sang. At last you asked me a simple companionship. As the long days passed without to speak. My first problem. You did not understand my timid than the rest. How perienced. You reprimanded the class How frequently I wanted to patient look on your face. Did you perhaps feel the. I was never encouraged to enter edge of my chair.
The silence of the room. I was constantly sittting on the 8. You did not know that my stut. Yet even when you discovered I 6. My facial contortion wrong you were! The teacher who brought an uproarious laugh from accepts the stutterer and who un- the class and a puzzled look to your derstands his make-up. People gradually became my was easy. A ence I was depressed.
When I got to high school. After one or two trial efforts at block. She frequently asked for volun. I hesitate to think what might stutterer should be the same as the have happened if I had not en- aim for any other child: By the way.
Do you remember one particu. This only made and helped me. Ray could not withstand the treat- Her accepted as one of the group. You My confidence increased. For days after this experi. If only you had sensed. Ray still I took up handball. If only you had capitalized on The confidence given me by Mrs.
Then another teacher came into looked away. I found that and the realization that she under. Talking to Mrs. Ray after class room. At last I had something other around? I wish she had been my than myself to think about. Did you read teers. I was teacher throughout the years. I frequently answered with changed my life.
When I did have a friends. I usual that even I was able to speak let the ball do all of the talking. I lem. By championship for two successive not having to be the center of years? He advised me to things worse. That teacher's kindly interest speech. No longer did I no regard to my impediment eat alone in the school lunch- Discussion of the Selection Here. A stutterer needs and craves acceptance — only from this will he gain the feeling of confidence and personal security that will help him improve his speech.
Since stuttering is caused by feelings of inadequacy and in- feriority. The first bit of interpretation occurs in the last sentence of Stuttering results from a personality impediment. Children and teachers can be cruel to someone who is different. Check your choice without referring to the text. Singing is the best cure for s-tutterers.
And the efficient reader.. Push through the details rapidly. In paragraph My purpose you to go back over each selection as you in asking study the analysis sharpen your sense of the structure of is to material. No one. But accurate comprehension of the final meaning of any piece of writing is based on a recognition. The more practiced you become in recog- nizing how details pound home.
Correct choice on the comprehension test is statement 1. The author has used over 25 per cent of his material to prepare you for his main idea. So let us continue this valuable practice on the next selection.
In tests on the present population and addition. X-rays are an adverse effect on the reproduc- used after accidents and injuries to tive organs. Statistics on radiologists who bomb warfare. Re- printed with permission. Scientists who ous medical treatments. Apparently the work with radioactive substances general public is not greatly im. One outstanding discussions. Chest X. Of much more practical concern from heart. Studies of been able to secure support or Dentists views publicly can like to air their often take X-ray negatives for locat- usually make page one of the big ing cavities in teeth.
It some cases. X-rays are applied in vari- future generations. There is a city newspapers or get their pic. Perhaps we had better give some thought to the current. Knowledge in this field is quite during a year. It is the view of one far more practical importance to the eminent scientist that genetic dam. People who work with radioactive substances suffer from an abnormal incidence of leukemia. Instead of forecasting what will in the event of an A-bomb or H- be the probable effect of H-bombs bomb attack.
This the subject deserves greater atten. The genetic dangers from X rays are greater than those from atom-bomb tests. Just how Test Your Comprehension Which one of the following statements most accurately sum- marizes the main idea of the selection you have just finished?
Check your choice without referring to the text 1. The public is not sufficiently alarmed over the possible horrors they will suffer from atomic radiation or superbomb warfare. The use of X rays and other radioactive substances must be cut And the last paragraph pounds the thought home "requires in- What was his essence.
Record this statistic on the chart and graph on page Let us look back at the piece and examine its structure. Paragraph 4 reiterates. The trained reader quickly recognizes this as introductory material and moves through it at a rapid pace. Paragraph 2 starts with a comprehension clue "of much more practical concern" —that alerts the reader to look for a main idea.
Discussion of the Selection What. Paragraph 1 is obviously introduction. There is a wealth of details which might seduce an unsophisticated reader into a slow and careful reading quite unwarranted by the broad theme on which the author builds her piece.
He sweeps rapidly through these details. And finally we have a con- cluding sentence that returns to the thought of the introduction. There are still chapters and chapters of learn- ing and practice ahead of you. If you yourself followed some such pattern of reading in selec- tion 5. If not. The reader sees the statements.
Itis a slightly technical but extremely interesting article. Correct choice on the comprehension test is statement 2. What do we have here. So push through rapidly looking for this theme do not waste time or effort over the somewhat technical details. The next selection. We have a springboard. Padouk is a remedial reading teacher in Public School He was than was indicated in his function- shunned by other children because ing. Reading revealed: Shortly after the nurse's visit Oral Reading and Project Silent the school guidance counselor inter.
Johnny's father. He had a higher potential for learning was shy and withdrawn. The school psychologist gave tember he was referred to Johnny a Stanford Binet L Test in the school nurse because of poor October He was unrespon. New York. Only a slight im- barber chair served as the living provement was noted by June He would con. Johnny is afraid of tunity Class small register with a his father.
This revealed that bladder control. These Johnny's house. Two never serious about anything. When the school nurse visited basis was recommended. Johnny's Reading Age 7. In Sep. In addition to Johnny. Use of primer materials in smile. On November In September of the same year who is highly emotional. Johnny could not blend. The ably. Omissions — Teacher "What did you do on He out several words at a Sunday? Confusions and Substitutions about experiences over the week- their brother for — they brought end.
They are a brown fish and pressive reactions. The He pointed during oral reading other children will then be able to and vocalized during silent reading. One of the activities in the ways of helping other children. At the beginning of each lesson among the other children in the in the Reading Club ten minutes Reading Club improved consider- were given to oral language.
Picture Clues — Teacher "Johnny. A feeling of self-respect and group. Statements made by the - bed band children were written on experi- fry " fire ential charts with the name of the ounce " inch individual child who contributed Rover " river etc.
We caught six conflicts by withdrawal and de. These omissions happened — Teacher "With whom did you go? He began to notice the academic achievement and social changes in his son. The father club room established an atmos- finally decided to cooperate with phere of learning conducive to the request. On Johnny's birthday. Within a period of seven casion rain poems were read to the months Johnny. I am ginning of his becoming friendly very proud of you.
During this period of adjust. At last Johnny had found some was a bright boy. Utilizing to good advantage vidual and group dictation to the the services of the school nurse. It expected that Johnny will — Richard "Neither have is do even better in the near future. Over the phone interest —some activity in common she heard the father say to his son: The children were encour.
A very strong plea was tation of Johnny's anxiety over his made that the rigid discipline at paternal relationship. Johnny contributed score of 4. Johnny had never finger-painted before.
He made these finger painting was introduced. He started to talk to the Gray Oral—5. Within a short recognition. This was the be. This proved to be a turning ning to enjoy reading and related point in Johnny's social and intel- activities finger painting. The reading home should be relaxed. Then he asked his son to play She told the father must be messy. On one oc. Discussion of the Selection I am now going to ask you to take a more active part in analyzing the structure of material.
Ten-year-old Johnny was a rejected. Johnny's reading and other problems were solved because active steps were taken to change rejection to acceptance.. Referring to the numbered paragraphs in Mrs. Padouk's article. Thanks to coordinated efforts father and classmates epitomized on the part of the school personnel.. When parents make mistakes.. In paragraphs 1 through 4. The skillful reader. What is the purpose. What is the author presenting in the next section. Paragraphs 8 through 13 form the thud section —what is this about?
Paragraphs 5. Skilled reading always involves suiting your pace to the type of material and to what you are trying to get out of it. The article we are working on is full of the kind of statistics and specialized explanations that might well slow down the rate of the untrained reader —minutes can be wasted.
This article has a simple. To this end. Paragraphs 1 through 4 constitute the first major part of this piece. In paragraphs 14 through And so we are ready. You are learning to move along more rapidly. You are learning.
And then. Cor- rect choice on the comprehension test. Suppose you copy down. Your rates may show great variation from selection to selection. Examine this chart. This ends one phase of your training. Record these statistics below and also in the appropriate spaces on page For example. Let us do a little arithmetic. Without further reference to the selections you read earlier. You have demonstrated your capacity for accelerating your normal and habitual speed of comprehension — you have climbed to a higher plateau where you may remain for a while as you integrate the new techniques you are learning.
One of the signifi- cant dividends that training promises an increase in retention is — and recall and learning to seek out main ideas is one of the chief means of earning such a dividend. Do your rates on the four sections show a definite gain over last your initial an even better sign. This is Your rates may possibly be fairly constant.
How much higher is it than your rate on selection 1? And what is the percentage of increase? To find this last figure. Average Gain in Rate: Add up your statistics on selections 3 through 6. Retention Test Write out. If this is so. Percentage Gain in Rate: Conditions do not exist for a sustained thermonuclear reaction —the earth is safe. Johnny's reading and personality problems were solved by changing rejection to acceptance.
A and attitudes stutterer needs acceptance that increase his security if he is Medical use of to speak better. Your own language is of course different from that suggested — above but does it boil down to pretty much the same general ideas? Now we concentrate for a period on a different area of training. Chapter 3 shows you how to interpret more of — what you see and in less time. They may focus and refocus three to a dozen times on a single line of print. Such interpretation and reaction may be instan- taneous or halting.
The eyes are only a vehicle of transmission — they flash the visual impulses that the brain interprets and the mind reacts to. The eyes are the camera of the mind. From that point on. It is during this momentary pause that he is reading —depending on his skill. It is a fascinating process to watch. Then his eyes jerk sharply to the right. These alternating jerks and pauses go on until the end of the line is reached.
You will see his eyes focus at a point somewhere near the beginning of a line and remain there for a very brief period of time. Like a camera. Does all this seem vastly complicated? It is. If the reader you are observ- ing is fairly skillful you may see only three to five pauses. If he is awkward and inexperienced you may be able to count ten to a dozen or more.
Neverthe- less. In a sense. During the movement between Then the eyes move slightly to the right. Go on watching for a while. Soon you will be able to count the number of pauses made on each line. So also in — reading the mind dictates the portion of print it wishes to inter- pret at one time. During a fixa- tion the external movement of the eyes stops. In order to keep reading.
They are as reflexive and automatic as the movements in eating. He is — making regressions he is going back to check on the camera. Try staring at an object for thirty seconds. For example: Doesn't it seem as if your sight is continuous? It isn't. Let us examine the process more closely. You can still see the object. Or stare at this object again. It is this afterimage during the interfixations that produces an illusion of smooth and continuous vision as you read.
In truth. A reader is confronted with a page of print. He starts to read the first line: The eye moves across a printed line and you read. If we attempted to diagram the action. The eye To begin reading. Then they make a return sweep to the follow- ing line and start fixating all over again. JU is. The UJ1— -M. And this is exactly as it should be. The efficient reader: Your are not supposed to feel your eyes fixating and moving. Consequently reading is almost a direct mental process. This pattern shows the unconscious eye movements of a reader of average efficiency: Consequently J reading almost a mental direct process.
Consequently reading a direct mental process. J the brain. A skilled reader might cover such a line in three or four fixations an extremely in. The more aware you are of these movements. Max- well Air Force Base. The former's fixations are certainly no longer in duration than the lat- ter's. The span is also related to speed of reading.
Decades ago physiologists learned that the eye sees only when it stops. June The Air University. A picture is much more quickly drawn in the mind by several combined words than by individual ones. Such undisciplined readers may even go so far as to attack a line of type syllable by syllable.
The pattern we have just been studying does not by any means represent the worst possible reader. Many poor readers have such short eye spans that they cannot even take in a whole word at one fixation. What has all this to do with your own training to speed up comprehension?
A good reader will make three to four fixations for an ordinary line of print. The reason his eye spans take in only a sin- gle word at a time is no fault of his vision: The eye. Ability to cover a wider span. You now understand the broad outlines of reading as a visual process. The inefficient reader whose patterns are illustrated above is the word-by-word reader.
During these fixation pauses. Reprinted with permission. The eye is a very special sense organ because it is a direct extension of the brain. What did you see this time?
Perhaps two more words move across. Make your initial fixation as you did before. Now start the line again. The good reader is also able to spend a shorter time on each fix- ation.
I ask you to experiment personally with a single line of print in order to realize what is actually happening as you read. After interpreting the first photograph snapped by your He will stop only about a fifth of a second on each fixation. You made your did you see?
Perhaps two words by focusing your eyes at a point approximately in the initial fixation middle of the space occupied by the two words. What our eyes. To improve reading ability. This is the line of print on which you will work: Our eyes move across the page in jerks and pauses as we read.
This time readthrough completely by making conscious it and deliberate fixation after fixation until you have finished the last word. Take your pen or and go back once again to the line of pencil. At- tempt to read each portion in one fixation by consciously focusing your eyes above the black dot in the center of the phrase.
Mark off each of your recognition spans with a slanting line as you move from the beginning to the end of the line. No matter how successful or unsuccessful you may have been in interpreting the complete phrases above in single fixations. Probably so. Or were the outer edges of each phrase less clear than the center word or words?
Or was it perhaps impossible to see any- thing but a few letters to the left and right of the fixation point? Your answer will depend not on the efficiency of your eyes but on the mental habits you have built up through years of reading. So let us approach the culmina- tion of our experiment by taking step 4 4. Did work out somewhat as follows?
By consciously fixating at the black dot. We are more interested better. The line has been broken up below into longer portions. Reaii it rapidly and without any thought or awareness of fixations or of eye movements. I want to give you an opportunity to identify momentarily with — an extremely poor reader I want you to experience personally a small degree of the laborious.
It is per- fectly possible to read with such self-directed fixations but at the — end of half a page fatigue will set in. Noio read the entire bold-face line on page 56 one final time. I have asked you to take this last step in order to close the experi- ment by disabusing you of the notion that you can learn to read more rapidly by consciously controlling your fixations.
Your fixations are automatically controlled by your comprehen- sion. Without revers- ing the book. And each of his fixations may take twice as long as a skilled reader requires for interpreting a complete phrase. In order to comprehend. You doubtless never whisper or move your lips or tongue when you read. His speed. And this is far slower.
You do not have to puzzle out most words. But possibly you are a little overdependent on thinking the words as you read them. You not. Such "inner hearing" or "inner speech" goes on to a certain extent in all readers.
William B. We proceed. An improved form of the tachistoscope. The Keystone tachistoscope is used throughout the country in elementary and high schools.
In a Manual. The type of exercises on which you will shortly start working is usually called "tachistoscopic ta-kiss-ta-SKOP-ik training. The final goal of perception training is re- flexive and instantaneous interpretation of complete phrases in single. If these possibilities exist. Number drills. Greet and John H. Since the element of familiarity on which you naturally rely in the rapid reading of words is essentially lacking in digit combinations — rows of random numbers.
The tachistoscope has other values. It provides training in several visual processes simultaneously. By gradually increasing the speed of the flash and the amount of material to be perceived.
With such a quick flash he cannot vocalize or get side-tracked on elements of the visual pattern. Army and Navy pilots used the tachistoscope with out- standingly successful results.
This tech- nique drives vision impulses to lower reflex levels. The tachistoscope helps the reader approach his limit of precision of vision and peripheral span.
The untrained eye has a limited field of vision but with training on quick recognition this field of functional recognition expands. School and Guidance Center. Since we use but a fraction of our capacities. The use of the tachistoscope in rapid recognition was developed by Dr. When the armed services realized the need for speed-up training in aircraft recognition. San Antonio. Renshaw is one of our most promi- nent leaders in experimentation with visual problems and has tested the tachistoscope widely for reading benefits.
Not only does it increase the eye span. As you become skillful. Fixate at that point. Do not say the number to yourself. Be careful to observe the following instructions carefully whenever you work with these exercises. During the time the number is exposed. Progress on the tachistoscopic training occurs in three stages: Allow only enough time to make one fixation at each exposure.
Pull down the card just far enough to expose the number. As soon as the number is concealed. Then pull the card down a second time and check your answer. Place the Flashmeter card which you will find between the pages of the book in such a way that the digit window is just above the first number and the digit arrow squarely meets the arrow on the page.
The digit exercises that appear below and at numerous points throughout the remaining chapters of the book are an adaptation of the Keystone slides. Expose the numbers in the left-hand column before doing those in the middle and right-hand columns. Jul 06, Shiven Rastogi rated it really liked it.
Norman Lewis through his subtle way of conveying ideas sets a structure for the reader to inhibit certain practices that restrict an individual from becoming an efficient reader. The book initially describes who an efficient reader is, and then goes ahead to highlight key points for someone to become into one.
This book is for someone who wants to learn the art of reading at speeds of words per minute. View 2 comments. Jun 05, Mohit Virmani rated it it was amazing. It's a workbook. Must read for anyone looking to improve the reading habits. Would recommend that book is read daily along with doing exercises and is completed within a set timeframe. Happy reading and get ready to feel a change in your bad reading habits. May 31, Dale Alan Bryant rated it it was amazing.
If you think you know how to read - read this book. Apr 24, Lori rated it liked it. Well, I actually sped read this one. Not very detailed, I ordered another book on the topic today. I am very interested in the topic. I hope I can learn to do it! Apr 02, Kunal Gupta added it. Its a workbook Felt like i am back in school while reading it. May 21, Vivek Krishna rated it really liked it.
Though most of the message is redundant, exercises are very useful and help you build a more active rather than passive attitude towards reading. Feb 23, Prince Chauhan rated it it was amazing. One of the best books available in market on speed reading,the exercises and assessments given in each chapters are very good to enhance your reading speed to a very good level,concepts given are based on psychological researches and the best part is that even the passages given for practices are the extracts from either great lectures or from some very good books which are also helpful for enhancing knowledge.
A must read for anyone who reads a lot and want to increase his speed to cover more bo One of the best books available in market on speed reading,the exercises and assessments given in each chapters are very good to enhance your reading speed to a very good level,concepts given are based on psychological researches and the best part is that even the passages given for practices are the extracts from either great lectures or from some very good books which are also helpful for enhancing knowledge.
A must read for anyone who reads a lot and want to increase his speed to cover more books than he is covering at the moment. View all 3 comments. Jul 29, Yeyenism rated it it was amazing. I came upon another gem. I would definitely employ all the rules and steps to a better reading habit. Normal Lewis is one of my all-time favorite authors! Jan 15, Daniel Panasenko rated it it was amazing Shelves: I am so thankful that I picked it up at the thrift store.
I can not recommend it enough. This book has helped me rediscover how satisfying and pleasurable reading is. Mar 05, Bhagwan Devkar rated it it was ok. May 03, Sangam Agarwal rated it it was amazing. Nov 06, Adithya rated it really liked it. Techniques are extremely helpful. Rigorous practise helps the reader to read fastly and quickly. Especially the book helps us in understanding the good and bad ways of reading. Aug 13, Paras Jain rated it it was amazing. If you are serious about increasing your reading speed, at the same time maintaining good comprehension of the written words, then this book is for you.
It has many practical tips and advice on increasing your reading speed and improving comprehension. The virtue of reading fast cannot be overstated. It helps immensely in your education and career. Highly recommended. Recommended book to improve reading skill. It explains as well as exercises for various methods of reading such as "reading is an adaptive approach; it means, depending on context math, science, newspaper, blog, novel, etc. Jul 06, Laurie Siblock marked it as to-read. This looks like a lot of work and I've tried and lost interest in other speed reading books because it felt hard and like it took the pleasure out of reading.
But this author claims that once you do the hard work of getting your speed up you will actually comprehend more and you will read as comfortably as you did at your slower speed. It's worth the old college try! I'll keep you posted. Nov 11, Avinav Pashine rated it it was amazing.
Jun 26, Sumedha Sharma rated it really liked it. I need to reads this. Apr 07, Surya Chandru rated it it was amazing. A compact workshop on speed reading May 26, Ramesh added it. Sep 23, Hemant is currently reading it. May 15, Mangesh Kanogia rated it really liked it Shelves: Jun 08, AKhil added it. Aug 20, Gaurav More added it.
Sep 06, Kevin rated it it was amazing. Great book on reading. Develop a sense of urgency and push yourself. Actively seeking what the author is trying to tell you by looking at the title, headings, etc and skim the rest. Balaguru Mk rated it really liked it Feb 26, There are no discussion topics on this book yet.