Speed Reading: How to read quickly and effectively Public Class

Tuesday, November 22 2011 | 1:00 PM (EST)

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40 minutes
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About the Class

Learn a few techniques on how to read quickly and efficiently.The class will provide students with an opportunity to test, learn, practice, and improve their reading comprehension skills. Take a 4-week workshop on how to read quickly and effectively starting March 1, 2012. Click here to join Speed Reading . The tuition for the 4-week workshop is $20.

Read the following article and be ready to answer questions on it:

Reading is becoming more and more important in the new knowledge economy and remains the most effective human activity for transforming information into knowledge.

If top readers read at speeds of above 1000 words per minute (wpm) with near 85% comprehension, they only represent 1% of readers. Average readers are the majority and only reach around 200 wpm with a typical comprehension of 60%. This seems surprising since most readers, actively reading work documents, newspapers, magazines, books or the contents of a computer display are practicing daily for at least one hour. With such an intense training everyone should be close to top performances.

Unfortunately, this is far from the real situation. The average reader is five times slower than the good reader. Things are even worse if we consider reading efficiency as well as speed. Reading efficiency is reading speed weighted by comprehension rate and it amounts to 200 x 60% or 120 efficient words per minute (ewpm) for the average reader and to 1000 x 85% or 850 ewpm for top readers. Thus, an efficiency ratio of seven divides these two categories.

Compare the results of the average reader to other areas. We may imagine a sprinter practicing every day for several years on the running track and then just calmly walking for a race. We can also picture a racing driver never exceeding 30 mph or a pianist playing every day of the week for 20 years and only able to play music like a beginner. Unfortunately, since the age of 12, most readers do not substantially improve their efficiency and never reach their full capacity.

Every computer-user who is also a slow typist is aware of the benefits he could obtain with a typing course, but nearly no one suspects the much higher profits he could reach by improving his reading comprehension and speed. The rapid improvement of voice recognition may gradually make typing virtuosity obsolete since a good typist performs well under the speed of speech. On the other hand, human or computer speaking, with an average speed of 150 wpm, will always remain many times slower than a good reader, without any consideration of the skimming and skipping possibilities.

There are three possible ways to improve reading. The fastest is probably a speed reading seminar based upon good materials and animated by a dynamic instructor. It is quite usual for a slow reader to double and even triple his reading efficiency during a two-day class offering a positive atmosphere, carefully selected texts and comprehension tests. However, as this rapid and encouraging improvement is not sufficiently anchored, it often fades with time.

A book about speed reading is the second possibility. Such a book usually provides speed and comprehension tests as well as techniques to improve reading. It often includes more general information about concentration, interest stimulation, skimming techniques and ways to approach a text. Some methods may include audio or videocassettes. A book-based method requires a good deal of time as well as a strong commitment from the reader.

Finally, a speed reading computer program is probably the most efficient way to achieve top reading levels. Computers offer unique exercises to boost reading efficiency through interactivity, text animation and pacing. Higher reading skills obtained with a computer screen are totally transferable to reading from paper. Unfortunately the inverse way does not work so well. Speed reading software delivers enjoyable and fast paced training, thus giving the consistent practice necessary to break lifelong slow reading habits. This is the task that seminars and speed reading books usually leave up to the reader.

Language of instruction: English

Feedback
pirahmed
By: pirahmed
187 days 13 hours 25 minutes ago

thanks Mam for the teaching.

Mrs. NirmalaParameswaran
By: Mrs. NirmalaParameswaran
187 days 13 hours 24 minutes ago

That was good class Nellie, and thank you for the same..have a wonderful week..God bless.

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About Dr. Nellie Deutsch
(Teacher)

  • Dr. Nellie Deutsch
    Dr. Nellie Deutsch
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Profile Summary

Dr. Nellie Deutsch has been teaching English to speakers of other languages since the mid 70s. She has been integrating technology into her classes since the mid 90s. Nellie earned her doctorate in education and educational leadership with a specialization in curriculum and instruction from the University of Phoenix from the School of Advanced Studies in 2010. Her dissertation research (available on ProQuest,Amazon) focused on instructor experiences with integrating technology in blended learning contexts in higher education around the world. Nellie is the founder of Integrating Technology for Active Lifelong Learning (IT4ALL), an online informal network of volunteers that provides professional development workshops for groups around the world, generally in conjunction with different projects and initiatives. Dr. Deutsch is also founder and current coordinator of the annual Connecting Online for Instruction and Learning and Moodlemoot free online conferences, hosted online by IT4ALL and supported by WiZiQ online learning platform. Dr. Deutsch has provided consultation on how to integrate Moodle, WizIQ, and Elluminate learning environments for distance education at Open University of Israel and worked as a consultant for WikiEducator.org, supported by the Commonwealth of Learning (COL), Otago Polytechnic (New Zealand), and Athabasca Open University (Canada) in developing online courses and facilitation.

Nellie mentors educators on the use of technology to enhance student learning via Moodle,WebQuests,Professional Electronic Portfolios (Mahara), web 2.0 tools, social networks, and wikis. In addition, she is an accredited PAIRS (Practical Application of Intimate Relationship Skills), conflict resolution, and Reiki practitioner. She practices Mindfulness Meditation and the Alexander Technique.

Dr. Deutsch has written chapters in books on the use of technology and research (Cases in Online Interviews and Education for a Digital World 2.0: Innovations in Education (edition 2) published by the BC Ministry of Education and OpenSchool BC in July 2011) and has peer-reviewed articles, proposals for conferences, and books on technology enhanced learning. She also edits books on Moodle. Nellie reviews proposals for the International Leadership Association (ILA), TESOL conferences and other organizations.

Finally, Dr. Deutsch has presented on technology enhanced learning and educational leadership at conferences in the United States and virtually around the world. Nellie organized andchaired a panel discussion on the merits and challenges of integrating technology into the classroom at the International Leadership Association (ILA) in London, in 2011. She also participated in a panel discussion on culture in the English classroom and how Moodle can be used for intercultural projects at TESOL 2012. Nellie also co-facilitated Moodle for Teachers (M4T) workshops with Dr. Ludmila Smirnova at the TESOL 2011 in New Orleans and at TESOL 2012 in Philadelphia. Nellie will be giving two presentations at the EdMedia world conference on educational media and technology in Denver in June 2012. Nellie is an invited guest at the upcoming leadership convention in Atlantic University in the fall of 2012. She will present conduct a workshop on authenticity and leadership.

Publications
Deutsch, N. (2012). Critique and analysis of Dowlings's "Online asynchronous and face-to-face interviewing: Comparing methods for exploring women's experiences of breastfeeding long term". n J. Salmons (Ed)., Cases in online interview research (pp. 297-299). Los Angeles: Sage Publications.

Deutsch, N. (2012). Implementing technology in blended learning courses. In J. Salmons (Ed)., Cases in online interview research (pp. 261-269). Los Angeles: Sage Publications.

Deutsch, N. (2010). Instructor experiences with implementing technology in blended learning courses in higher education. Seattle: Createspace.

Deutsch, N., & Smirnova, L. (2011). Using Moodle for professional development workshops. In Sandy Hirtz and Kevin Kelly (Eds)., Education for a digital world 2.0: Innovations in education (2011) 2nd Edition (pp. 67-90). Victoria: Open Schools BC.

Taylor, V., Lavin, R. S., & Deutsch, N. (2011). Learning objects and personal learning environments. In Sandy Hirtz and Kevin Kelly (Eds)., Education for a digital world 2.0: Innovations in education (2011) 2nd Edition (pp. 511-536). Victoria: Open Schools BC.

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