Module I: Speed Reading Introduction

Chapter 1

Reading as a Holistic Experience

 

Welcome

Welcome to Speed Reading Excellence. You are about to start a journey of discovery and learning that is unique, exciting and will have a significant impact on the enjoyment of your literary and textual world.

Approach

Reading Excellence is a holistic approach to reading, emphasizing of the importance of the whole and the interdependence of its parts. Reading is, generally, to examine and understand the meaning of textual characters, symbols, words and sentences. The programme focuses on the whole textual reading experience and the interdependence of all its parts.

Our Textual World

Text can be written, printed, displayed or exhibited. Written text is usually by hand on a physical medium, as in writing an essay or note on a paper. Printed text is usually in physical ‘hard-copy’ material, as in books, newspapers and magazines. Displayed text is usually in ‘soft-copy’ form on a screen, as in a computer monitor, a PDA (Pocket PC, Palm) or a mobile phone. Exhibited text is usually in physical form on signs, billboards, large advertisements using different medium (neon, lights, etc.)

The Reading Experience

There are 4 main parties to a reading experience: The reader, the reading material, the reading activity and the environment. Enhancing the reading experience means optimising each party to it. The reader will read more effectively (doing the right things) and efficiently (doing things right). The reading material will be prepared and structured to facilitate ease, enjoyment and achieving the purpose of reading. The reading activity will maximise the interaction between the reader and the reading material. The environment will be set to provide the reader the best surroundings for comfort, comprehension and concentration.

The basic characteristics of each party of the reading experience are:

·        The Reader

The reader’s reading habits would have normally been formed from early school days. Depending on how your primary schooling addressed early reading, you most probably have forgotten when was the last time you actually examined your reading habits, or even considered whether your reading speed is ‘average’ or below/above average. Most often than not, your comprehension and/or recall of the reading material has not been tested or measured.

 

The reader will also establish the purpose of reading, or have the purpose imposed on him/her. Naturally, reading for pleasure or enjoyment has a different focus than reading for exams, preparing summaries or analysing writing styles.

Reading during your favourite time of day, when your mind is sharp and alert, is obviously an advantage. Your general health, eyesight, posture, ability to concentrate and avoid interruptions and distractions will also benefit your reading.

·        The Reading Material

The reading material reflects the writers/authors style, experience and mastery of language. Therefore, the material may either be enhanced or worsened by the writer’s ability, difficulty level of the vocabulary, the complexity of the language and the structuring (or lack thereof) of the sentences and paragraphs. All these factors will impact the reader’s comprehension, retention and subsequent recall of the reading material.

·        The Environment

The environment of the reading experience encompasses the place, the time and the reader. Reading in a noisy, public place may not contribute to concentration as well as a quiet, private setting. Proper lighting, neat surroundings and ergonomic chair/desk/sofa will enhance the reading experience further.

·        The Reading Activity

Reading effectively is to achieve the purpose of reading. The reading activity itself is a process that can be sub-divided into four main parts (that can also be sub-divided):

1.   Examination, when you identify or recognise the textual words or characters. An example is looking at the word ‘dog’ and immediately identifying it as a word you have seen before

2.   Comprehension, when you grasp the meaning of a word or group of words, usually by relating it to a previous experience or frame of reference. An example is reading that ‘the dog was barking’ and visualising the situation.

3.   Storage, when you consciously record, in your memory, a fact or pointer to a fact mentally in order to remember it for future reference. An example is reading about Kilani Excellence products and using the word ‘excel’ as a keyword to help you remember the fact.

4.   Recall, when you retrieve, from your memory, what you wanted to remember of the reading material.

 

Speed Reading Excellence Programme

Here is a complete list of Speed Reading Excellence modules (group of chapters) and workouts (group of exercises):

Module 1. Introduction

This module is your entry point to the Speed Reading Excellence programme. The module covers the holistic nature of reading, the different habits of average and amazing readers, the exact steps to increase reading speeds, and the exercises and practice sessions methodology, framework and tools. The module is your starting and ‘warm up’ exercise before undertaking any of the high-speed multi­dimensional reading techniques, to gain optimum advantage of subsequent modules theory and workouts.

 

 

Module 1	Introduction
Chapter
1	Reading as a Holistic Experience
2	Amazing Readers
3	Memory is Reading’s Best Friend
4	Reading Exercises Methodology
5	Reading Exercises Framework
6	Reading Exercises Tools

 

 

Module 2. Multi-Dimensional Reading Techniques

This module covers the essential techniques to increase speeds while reading.

o  Basic linear reading; line by line in a ‘forward’ eye movement. A forward eye movement in reading English text is left to right along horizontal textual lines. Other languages, such as Arabic and Hebrew, have a forward eye movement from right to left. This module is recommended before trying any of the intermediate or advanced reading techniques involving backward, diagonal and vertical eye movements.

o  Intermediate techniques to increase speeds while reading a group of lines in a ‘forward’ eye movement followed by a group of lines in a ‘backward’ eye movement. A backward eye movement in reading English text is right to left along horizontal textual lines. Other languages, such as Arabic and Hebrew, have a backward eye movement from left to right.

o  Advanced techniques to increase speeds while reading a group of lines in a ‘forward diagonal’ eye movement followed by a group of lines in a ‘backward diagonal’ eye movement. The movements can be paragraph or page oriented.

 

Module 2	Multi-Dimensional Reading
Chapter
7	Eyes, Hands & Brains
8	Reading Backwards Naturally
9	Double Vision Going Forward
10	Turns and Slides
11	Gliders, Broomsticks & Binoculars
12	Advancing Your Techniques

 

Module 3. Comprehension, Retention and Recall

This module covers the essential techniques to increase your comprehension, retention and recall abilities while reading at high speeds. This module is recommended after completing the Introduction and the uni- (or bi-) directional reading techniques.

Module3	Comprehension, Retention & Recall
Chapter
13	Comprehension in the Fast Lane
14	Paragraphs Are Reading’s Currency

 

Module 4. Workouts

This module covers the essential workouts (groups of exercises) for practicing high-speed reading, comprehension and recall techniques. This module is highly recommended after completing the corresponding chapters to ensure proper practice routines are established. Effective speed-reading must become a habit, a combination of knowledge, skill and desire, to ensure long-term benefits. Otherwise, you are more likely to revert to your ‘old’ reading habit and gradually lose your speed-reading advantage.

 

Module 4	Workouts	Pre-Requisite Chapters
Chapter
15	Workout 1	7
16	Workout 2	8+9
17	Workout 3	10+11

 

 

So, what to do now?

 

Eager readers who want to get on with it as quickly as possible and start practicing should go immediately to Chapter 7. This is OK, as you can always reference particular sections of chapters 2 to 6 later.

 

Systematic readers would benefit from continuing to read Chapters 2 to 6 before ‘jumping’ into the practical aspects of the programme. However, this could prove time-consuming as some parts of these chapters is quite elaborate, others complex and detailed. Hence, if you feel that way at any point, skip the chapters/sections you are not particularly interested in while reading, as you can always go back to them when needed in the practical chapters starting from Chapter 7.

 

STOP READING NOW!

If Eager, jump to Chapter 7 now and enjoy the journey.

If Systematic, flip the page to Chapter 2 and read on then jump to Chapter 7 anytime.