Transcript Slide 1

FAST READING
Compiled By: Sailal Arimi
Unit for Indonesian Language Learning,
Department of Indonesian Literature, Faculty of
Cultural Sciences, UGM
Slow Reading and Fast Reading
Slow Reading
 gain a detailed understanding of
material
 maintain your concentration
 evaluate what you have read
 remember exactly what you
have read
 follow instructions or directions
 understand difficult terms or
ideas
 If you need to understand the
terms, specific directions, or to
remember what you have read
then an analytical reading
approach is needed.
 If you need to evaluate the
material then a critical reading
approach might be appropriate.
Fast Reading
 gain an overview of the material
 separate relevant from
irrelevant material
 locate specific information
 identify the central theme or
idea
 Three effective fast reading
styles are: Previewing;
scanning ; skimming
 These styles can be used on
their own, or in combination with
each other.
SKIMMING AND SCANNING
SCIENTIFIC MATERIAL
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Skimming involves searching for the main ideas by reading the first and last paragraphs,
noting other organizational cues, such as summaries, used by the author.
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Scanning involves running your eyes down the page looking for specific facts or key words
and phrases.
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Skimming and scanning are particularly valuable techniques for studying scientific
textbooks. Science writers pack many facts and details closely together, and students react
by shifting their reading speeds to the lowest gear and crawling through the material.
Notwithstanding the fact that science textbooks are usually well-organized, with main points
and sub-topics clearly delineated, the typical student ignores these clues and plods through
the chapter word-by-word, trying to cram it all in.
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It is precisely these characteristics, organization and density of facts per page, that make it
so vital that you employ skimming scanning techniques. To successfully master science test,
you must understand thoroughly the major ideas and concepts presented. Without such a
conceptual framework, you will find yourself faced with the impossible task of trying to cram
hundreds of isolated facts into your memory. thus, a preliminary skimming for the main ideas
by using the author's organization cues (Topic headings, italics, summaries, etc.) is a vital
preliminary step to more intensive reading and maximum retention. It will provide a logical
framework in which to fit the details.
Scanning
 Scanning is a technique you often use when looking up a word
in the telephone book or dictionary. You search for key words or
ideas. In most cases, you know what you're looking for, so
you're concentrating on finding a particular answer. Scanning
involves moving your eyes quickly down the page seeking
specific words and phrases. Scanning is also used when you
first find a resource to determine whether it will answer your
questions. Once you've scanned the document, you might go
back and skim it.
 When scanning, look for the author's use of organizers such as
numbers, letters, steps, or the words, first, second, or next. Look
for words that are bold faced, italics, or in a different font size,
style, or color. Sometimes the author will put key ideas in the
margin.
Skimming
 Skimming is used to quickly identify the main ideas of a text.
When you read the newspaper, you're probably not reading it
word-by-word, instead you're scanning the text. Skimming is
done at a speed three to four times faster than normal reading.
People often skim when they have lots of material to read in a
limited amount of time. Use skimming when you want to see if
an article may be of interest in your research.
 There are many strategies that can be used when skimming.
Some people read the first and last paragraphs using headings,
summarizes and other organizers as they move down the page
or screen. You might read the title, subtitles, subheading, and
illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when you're seeking specific
information rather than reading for comprehension. Skimming
works well to find dates, names, and places. It might be used to
review graphs, tables, and charts.
READING AND STUDY SKILLS: NOTE TAKING
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The Cornell system for taking notes is designed to save time but yet be highly
efficient. There is no rewriting or retyping of your notes. It is a "DO IT RIGHT IN THE
FIRST PLACE" system.
1. First Step - PREPARATION
Use a large, loose-leaf notebook. Use only one side of the paper. (you then can lay your
notes out to see the direction of a lecture.) Draw a vertical line 2 1/2 inches from the left side
of you paper. This is the recall column. Notes will be taken to the right of this margin. Later
key words or phrases can be written in the recall column.
2. Second Step - DURING THE READING
Record notes in paragraph form. Capture general ideas, not illustrative ideas. Skip lines to
show end of ideas or thoughts. Using abbreviations will save time. Write legibly.
3. Third Step - AFTER THE READING
Read through your notes and make it more legible if necessary. Now use the column. Jot
down ideas or key words which give you the idea of the lecture. (REDUCE) You will have to
reread the lecturer's ideas and reflect in your own words. Cover up the right-hand portion of
your notes and recite the general ideas and concepts of the lecture. Overlap your notes
showing only recall columns and you have your review.
How To Read University Texts or Journal Articles
 Choose a section preferrably not longer than 25 or 30 pages –
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perhaps one chapter, or a section of a chapter – that you can
handle at one sitting.
Step 1. Read the title, the introduction, and the conclusion
(5 minutes).
Step 2. Read the title, the introduction again, all subheadings, and the conclusion, again. (5-10 minutes).
Step 3. Read the title, the introduction one more time, subheadings, the Topic Sentence of each paragraph – usually
the first or second sentence, (you may read the last
sentence as well, if you have time), any italicized or
boldfaced words, lists (you can skim these), and the
conclusion (10 minutes).
(Force yourself to do steps 1 to 3 in less than 25 minutes.)
Step 4. Close your textbook.
Step 5-6
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Step 5. Make a Mind-Map of all you can remember in the chapter. Do not stop until at
least half an hour is up, even if you feel that you can't possibly remember any more-more will surface if you give yourself the time. DO NOT REFER TO THE TEXT WHILE
YOU ARE DOING THIS. If you come to a dead end, try alternative memory techniques
to the ones you have been using: associating ideas, either from within the section
itself or from other related material; visualizing pages, pictures, graphs etc.; recalling
personal associations that may have come to mind; staring out the window and
blanking out your thoughts; and so on. This is strenuous, but it is rewarding. It will
show you exactly how much you have learned of what you have read. Give yourself a
lot of time to do this, and you will probably be surprised at how much you actually
can recall, and at how you can use all sorts of different strategies for remembering.
You should also be noting down questions about things you have forgotten, so you
can look them up.
When you are finished, you should try to figure out how all the material you have
remembered fits together – not necessarily as it is presented in the book, but as it is
organized in your own thinking. Note down your opinions of it, questions about it,
disagreements with it, and so on.
Step 6. Check through the text and fill in any important information that you missed.
Use a different colour of ink or some other way to mark this material that you forgot,
so you can study it later. At this point, you may wish to read through the entire
chapter as you normally would, to make sure you did not miss anything. Then do
another Map, from memory, to check whether you have learned the new material
Reading faster
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Read first sentence
Since often the first sentence of each paragraph states the main idea of that
paragraph, while the other sentences elaborate on that idea, you can skim read
by just reading the first sentences. In some cases, you can get enough
information by only reading the first sentence from each paragraph.
Unfortunately, some writers make their paragraphs so long, that they have
several ideas in them, and others stick the important sentences in the middle. In
such cases, you can't use the first sentence method effectively.
Complex reading
With some complex reading--like Mathematics--you should still skim over the
material, quickly looking at section titles and the equations and formulae. After
you get an idea of what the material is about and where it is going, you can read
it more carefully. Since you often may have to work out problems with a pencil,
obviously your reading speed will not be as high as other type of reading.
Grouping words
Most people read one word at a time, saying the word to themselves. This is a
slow way of doing the task, especially when your mind is capable of processing
information at a much higher rate.
Look at groups of words
One of the primary tricks in speed-reading is to look at phrases and groups of
words instead of individual words. Instead of reading word-by-word, you read in
chunks of information. You don't have to say the word to understand what it
means.
Practice with newspaper
 Try reading several words, a phrase, or even a sentence at a
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time. A good way to practice this is to read newspaper articles
by scanning down the column, digesting all the words across,
instead of reading each word at a time. A newspaper column
usually has 4 or 5 words per line, and you should be able to
process all of them at once.
This method is one of the best for getting used to reading
phases instead of words. Just practicing reading this way should
noticeably increase your speed.
In conclusion
If you think about reading faster, you will make an effort to pick
up the pace. Reading speed is something you must work on and
concentrate on until it becomes a habit.
Being able to read and comprehend the material at high speed
is a skill that is worthwhile for students and people in business.
Most methods involve reading chunks of information so that you
are skimming or scanning the book or document.
How to Read More Rapidly.
TIP 1-2
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» For best results, don't start right in by forcing yourself to read at 800 wpm,
especially if you have been a habitually slow reader. Instead, as you become
more fluent at reading easy materials rapidly, you will find that Tips 1, 2, and 3
will become part of your new reading habits. Then you can concentrate on
increasing your rate with no loss of basic literal comprehension.
» TIP 1. Approach rapid reading with a relaxed, confident mind-set. First, forget
any 100 percent compulsion you may have built up over the years. Remind
yourself that in the future, no one is going to test you on your leisure
reading! Second, leave the slow rates (100-300 wpm) to talking or reading
aloud. Your eyes can see all the words on a page at speeds up to 800 wpm, and
your brain can operate at thousands of words per minute. So feed yourself
printed words at a more challenging pace--400-800 wpm.
» TIP 2. Trust your sense of closure. All adult readers know enough about
English words, sentence patterns, and common logic to understand most of the
contents of a page even if they do not clearly see every word. ("Function words"-those not essential to literal comprehension--may easily be omitted. "Key
words," however, are important to comprehension.) Depending on how concise
a writer's style is, we can omit 10-50 percent of the words in ordinary prose
without losing any basic literal comprehension.
TIP 3
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» TIP 3. Use your eyes efficiently. A slow reader tends to fixate (focus) on every
single word across the line. Yet the average eye span on the printed page is
about 1½ inches in diameter. Can you identify most of the words within the circle
without moving your eyes off the x? Two popular speed-reading techniques will
help you increase your visual efficiency:
Use soft focus as you read. Don't peer tensely at the words. Relax your eye
muscles and face muscles. Let your peripheral vision do more of the work. Look
slightly above the line of print, and let your eyes "float" down the page. Try to
read the lines, not each letter and word.
Use shortened margins. That is, don't fixate on the first or the last word on each
line. Rather, fixate about a half inch in from each margin, letting your peripheral
vision pick up the words to the side. Like the soft-focus technique, this one
takes time and practice.
A note of caution: The best eye span and soft focus in the world will not, but
themselves, make a good or a fast reader. Ninety-nine percent of all reading
takes place in the brain, not in the eyes. As you concentrate on the ideas on a
page rather than on each word, and as you increase your rate in easy materials,
your brain will become more alert and active, and you can forget what your eyes
are doing.
TIP 4-5
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» TIP 4. Use all the Essential Reading Skills. This means that you must first preview skim your material for
the main ideas and overall structure. Since previewing helps with basic comprehension, scanning, and
study reading, it is an absolute necessity in rapid reading. You will never increase your speed if you do not
begin with a "map of the territory." Besides previewing, remember the other essential skills. You will need to
pay attention to important transitions and other signals, and notice organizational patterns--all keys to the
"writer's path." Even when we read rapidly, our goal is to grasp the writer's message as accurately as
possible.
» TIP 5. Use time pressure. This is an outgrowth of Tip 1. Be confident that your brain can handle print
faster than you can talk or read aloud. To rapid read, you should be physically relaxed but mentally
active! Most people find that some tension, some pressure, helps them concentrate on their reading. In
fact, skilled rapid readers are not passive and comfortable. In rapid reading as in scanning, you must be
conscious of time passing. So time yourself, of have someone else time you, or work up a little competition
with class members.
One tried-and-true way to apply time pressure is to chart your reading rate. As usual, choose a fairly easy
book and make sure your purpose is enjoyment. Keeping an objective record (e.g.,list, chart, or graph) is
important, since we seldom know just how fast we are reading.
Rate charts, whether handmade or commercial, operate the same way: graphic records or your ups-anddowns that will spur you to faster and more consistent speeds. Even a simple time-block record is
helpful. With this, you read for a fixed time, then stop, count the pages read, and list or graph the number.
Another easy way to keep your rate over 400 wpm, on your own, is to time your reading of a paperback
book page by page. Since the average paperback contains 350-450 words per page, your speed will fall
into the lower range of "rapid reading" if you can read at least one page per minute. To help maintain a
steady, rapid pace, try using your finger as a pacing device down each page.
TIP 6
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» TIP 6. Use a crutch, until you can read rapidly without one. If you try the first five tips and
still continue to read easy materials at a grade-school rate, the following may help you
concentrate and speed up:
Use your finger as a pacing device. You can move the finger rapidly from left to right under
each line. This technique is effective if you intend to read every line, but it will hold you back
if you wish to skip.
Or you can use one or more fingers vertically. Place your finger(s) under the center of the
first line of page, then move your finger straight down the page. (A slight left-right wiggle is
permissible.) Keep your finger one or two lines below your eyes. (You may have already
tried this in Practice 4.3.)
Use an index card as your own portable shutter. Like commercial gadgets, the card prevents
you from regressing to previous lines of print. Also, because you use your arm and hand to
move the card down the page, you are physically more focused on the reading. Unlike other
gadgets, an index card is cheap, is easy to carry with you, and can double as a
bookmark! Do not forget to use soft focus and shortened margins as you read.
These crutches help keep your attention on the page and pressure you to read faster. Some
readers continue to use their favorite crutch for years, especially when they feel
distracted. Eventually, though, it's best if you can really change your old habits of
unnecessary slow reading, "throw away your crutch," and read general materials at 400-800
wpm, simply by using your eyes and brain. A good slogan to keep in mind: "Read the ideas
on the page, not the words."
Suggested Readings
Buzan, Tony (1989). Speed reading. England: Penguin Books Ltd.
Buzan, Tony (1974). Use your head. London: BBC Publications, chapter 2.
Ellis, David (1991). Becoming a master student. Rapid City, New Jersey: College survival, Inc.,
chapter 4.
Gibbs, Graham (1981). Teaching students to learn. England: Open University Press., chapter 2.
Harnadek, Anita (1969). Critical reading improvement. New York: McGraw Hill Book Co.
Phillips, Ann Dye and Peter Elias Sotiriou. 1992. Steps to Reading Proficiency. 3rd Edition.
Belmont, California: Wadsworth.
Klein, Marion (1970). How to learn from a college textbook. New York: New Century.
Maiorana, Victor (1980). How to learn and study in college. New Jersey: Prentice Hall., chapters
8-10, 15.
Mikulecky, B. and Linda Jeffries. 1996. More Reading Power. USA: Longman.
New York State Personnel and Guidance Association (1968). Tips to improve personal study
skills. New York: Delnar Publishers., chapter 7.
Taylor et al. (1987). Thinking it through-a practical guide to academic essay writing. Ontario:
Academic Skills Centre, chapter 5.
Witty, Paul (1957). How you can be a better student. New York: Sterling Publishing Co., chapter
4.