Week 1: Lesson 1: Identifying the Problem is the First Solution!

Goal: Students will increase their reading rates by incorporating speed reading methods, identifying their reading obstacles, and setting and charting high goals of achievement.

Learning Outcomes: 1) The mid-term goal is to increase your current reading rate by 100 words per minute (WPM) in this class.  2) The end of course goal is to read 300 WPM with 85% accuracy to become an average adult reader or better.  3) The long-term goal is to read 450 WPM to become an average college student reader. Reading rate growth will vary according to each individual student’s abilities.  

Directions: First, identify what might be slowing you down, and then leave a comment below.  For example, I also read that undiagnosed problems with your vision could be the culprit.  When was the last time you had your eyes checked?

I. Factors that Reduce Reading Rates: (Source: Cambridge University Student Union Website, 2011)

(a) limited perceptual span i.e., word-by-word reading;

(b) slow perceptual reaction time, i.e., slowness of recognition and response to the material;

(c) vocalization, including the need to vocalize in order to achieve comprehension;

(d) faulty eye movements, including inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.;

(e) regression, both habitual and as associated with habits of concentration;

(f) faulty habits of attention and concentration, beginning with simple inattention during the reading act and faulty processes of retention;

(g) lack of practice in reading, due simply to the fact that the person has read very little and has limited reading interests so that very little reading is practiced in the daily or weekly schedule;

(h) fear of losing comprehension, causing the person to suppress his rate deliberately in the firm belief that comprehension is improved if he spends more time on the individual words;

(i) habitual slow reading, in which the person cannot read faster because he has always read slowly,

(j) poor evaluation of which aspects are important and which are unimportant; and

(k) the effort to remember everything rather than to remember selectively.

II.  Reduce Distractions & Health Problems

Source: Muskingum College Learning Strategies Database

• Index Cards
• Lack of concentration often results in regression, or forgetting what one has read. To reduce the incidence of regression, use 3 x 5 index cards (or a ruler, pencil, or your hand) to move line by line through the text. Or, use index cards to cover what has been read already and realize the number of times the card must be moved to remember what has been read.
• Eliminate Distractions
• Eliminate external distractions by choosing an appropriate place to read: quiet, average temperature, comfortable but not too comfortable. Avoid TVs, radios, conversations, windows, and doors. Eliminate internal distractions by motivating oneself, creating interest in the subject, and engaging in encouraging self-talk.
• Attend to Health
• A balanced diet and adequate rest are important in maintaining good health and being able to concentrate on reading assignments.
• Organization and Time Management
• Avoid being distracted by other assignments by getting organized and managing time efficiently. It is easier to concentrate on reading when one is not worried about other tasks or activities. Reduce day dreaming about things you want to do by setting aside time to actually do them. Clear your mind by compiling a list of things to do after completing a reading assignment.
• Be Task Oriented
• Understand the purpose, instructions, and expectations of the reading task before getting started in order to better stay on track.
• Use Rewards
• Be sure to reward productivity. Set goals for completing reading assignments and then treat yourself for meeting those goals.
• Mix It Up
• Reading for short intervals of time helps one to remain focused on the task. Read for 20-30 minutes, take a break, and read for another 20-30 minutes. Alternate between different subjects to maintain interest and concentration.
• Keep Active
• Passive readers use only their eyes while reading. They may be less able to concentrate fully on a task than active readers who use more than one sense. Take notes while reading. Read aloud to yourself or listen to audio recordings of reading material.
• 60-Second Synopsis Strategy
• This is a group strategy designed to improve concentration and reading comprehension (Huffman, 1992-1993). Groups of 3-4 students are given a reading assignment. All members of the group do the reading and then compile an annotation of the main points. Results are presented to the rest of the class orally. 

III. Stay Alert!

The following tips may help students stay alert while reading assignments. For more ideas, refer to the strategies in the Muskingum College Learning Strategies Database.

• Select an appropriate place to read. Eliminate all external distractions.  
• Get motivated and develop an interest in the subject matter.  
• Get adequate rest so you are not tempted to fall asleep. Eliminate other internal distractions.  
• Try the SQ3R (survey, question, read, recite, review) strategy or a similar strategy for reading.  
• Work for short intervals of time and take breaks between intervals.  
• Mix up your subjects or assignments to avoid boredom.  
• Reward yourself for completing each reading task.