Speed reading with comprehension   

1. essential conditions

For speed reading to be successful, three things are essential:

   a. good command of the language   

   b. absence of bad reading habits  

   c. motivation to read books to enjoy, to gather information or knowledge

a. We read a book, a journal, a magazine to understand and appreciate what writers convey.

    To understand we need a good command of the language which implies that you must have

    a wide range of active vocabulary. ‘Active’ refers to frequent use of the words you know in

    speech and writing. A good command also implies a good knowledge of grammar:

          sentence structures—simple, complex and compound sentences,

          sentence patterns—subject + verb + object / complement / adverbial

b. absence of poor reading habits

    We’ve read from childhood and as such the way we read may be faulty, and we may not

    even be aware of it. We may be doing any one of or some of these things:

      · going back often to where we started before continuing to read because we’re unable to

         remember what we read earlier and so we’re unable to follow what the writer is saying

      · using a finger or a pencil to read

      · mouthing (using your lips to read) the words / or moving your lips.

These are negative habits; they obstruct your effort to understand what you read and to read with speed.

c. Reading extensively, that is, reading a variety of books will help acquire language

    naturally, that is, without being conscious of learning it. You’ll pick up collocations,

    improve your vocabulary, deepen your knowledge of constructing sentences and

    paragraphs. This in turn will help you use the language as naturally as possible both in

    speech and writing. And most important of all extensive reading will improve your speed

    reading and deriving pleasure.

2. Achieving speed reading

To be able to achieve speed reading you need to get over negative habits. How do you do this? Very simple. Think of how you read in your mother tongue or in the regional language. These three problems will definitely be absent in your reading.

2.1 solution

You’ll also realise one more important thing. We don’t read every word separately, that is, we don’t stop at every word before you proceed to the next. We also read words in small or large groups without affecting comprehension because our eyes take short and long jumps,

You need to apply this technique when you read something in English. That is, you’ll read words together in small or large groups which are known as sense groups. So read in small and big chunks.       

Reading is similar to speaking. You read a few words together and then move on to another group of words and so on.

3. Practice using single sentences

You have below a few sentences, each of which is divided with the help of slashes [/]. Read each choice for each sentence and then decide which choice helps you understand each sentence without difficulty.

Sentence 1

1. a. One/of/ the/ mistaken/ ideas/held/by/too/many/programmers/is/that/ the/           documentation/for/a/program/should/ be/written/only/after/the/program/is/           ‘finished’. (26 groups )     b. One of/the mistaken/ideas/held by/too many/programmers/is that/ the            documentation/for a/program/should be/written only/after the/program is/            ‘finished’.              (14 groups)                                                                                                             c. One of the/mistaken ideas/held by too/many programmers/is that/the            documentation/ for a program/should be written/ only after/ the program is            ‘finished’.  (10 groups)     d. One of the mistaken ideas/ held by too many programmers/ is that/ the            documentation for a program/should be written/only after the program is            ‘finished’. (6 groups)     e. One of the mistaken ideas held by too many programmers/ is that/ the         documentation for a program should be written/ only after the program is         ‘finished.’ (4 groups)

The lesser the number of groups, the better the comprehension. Understanding best what is  written happens when you read words in sense groups which can be small or large.

Improving the speed further

1.a. You read words individually and found it difficult to get the message comfortably.

1. b You read some words together and some others individually but this time it was less

       difficult to understand.

1.c. You put more words together and thus reduced the number of groups and so

       understanding the message is becoming less difficult.

1.d. You enlarged each group by reading more words together. You are comfortable now and

       understanding the message is easy.

1.e. This time you reduced the groups from six to four. This reduction helps your

       comprehension and increases your speed as well.

As you can see, it was very slow in 1.a, the speed picked up in 1.b, the speed increased along with comprehension in 1.c. When you read 1.d. and 1.e. your comfort level increases and the messages reaches the brain without difficulty.

Now we can increase the speed without affecting comprehension:

1.f.   One of the mistaken ideas held by too many programmers is that/ the

          documentation for a program should be written only after the program is

          ‘finished’. (2 groups)

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Sentence 2

2. a. A/great/deal/of/information/must/be/provided/to/enable/the/potential/user/to/            determine/whether/or/not/the/program/is/suitable.  (22 groups)     b. A great/deal/of information/must be/provided/to enable/the potential/user to/            determine/whether or/not/the program/is suitable.   (13 groups)                                                 c.  A great deal of information/must be provided/to enable/the potential/user to            determine/whether or not/the program is suitable. (7 groups)     d. A great deal of information/must be provided/to enable the potential user/to            determine whether or not/the program is suitable. (5 groups)

The lesser the number of groups, the better the comprehension. Understanding best what is  written happens when you read words in sense groups which can be small or large.

Improving the speed further

2.a. You read words individually and found it difficult to get the message comfortably.

2. b You read some words together and some others individually but this time it was less

       difficult to understand.

2.c. You put more words together and thus reduced the number of groups and so

       understanding the message is becoming less difficult.

2.d. You enlarged each group by reading more words together. You are comfortable now and

       understanding the message is easy.

As you can see it was very slow in 2.a, the speed picked up in 2.b, the speed increased along with comprehension in 2.c. When you read 2.d. your comfort level increases and the messages reaches the brain without difficulty.

Now we can increase the speed without affecting comprehension:

 2.e.   A great deal of information must be provided to enable the potential user/to

           determine whether or not the program is suitable.  (2 groups)

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Sentence 3

3. a. Signals,/ signs,/ symbols/ and/ gestures/ may/ be/ found/ in/ every/ known/ culture.          (12 groups)     b. Signals,/ signs,/ symbols and gestures/ may be found/ in/ every/ known culture.         (7 groups)     c. Signals,/ signs,/ symbols and gestures/ may be found/ in every/ known culture.          (6 groups)     d Signals,/ signs,/ symbols and gestures/ may be found/ in every known culture.             (5 groups)

Here the reduction in sense groups is less than what happened in the previous two sentence samples. This is because this sentence contains commas each of which indicates a pause. 

Improving the speed further

You followed here the pattern we used for sentences 1 and 2. But it won’t work because we have a series of items followed by comma and generally a comma indicates a pause or stop.

The correct reading is:

   Signals,/ signs,/ symbols and gestures/ may be found in every known culture.  (4 groups)

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Sentence 4

4. a. The/ basic/ function/ of/a/signal/is/ to impinge/ upon/ the/ environment/ in/          such/ a/ way/ that/ it /attracts/ attention,/ as,/ for/ example,/ the/ dots/          and /the/ dashes/ of/ a/ telegraph /circuit.  (31 groups)     b. The basic function/ of a signal/ is/ to impinge/ upon the environment/ in          such a way /that/ it attracts attention,/ as,/ for example,/ the dots /and the         dashes/ of a telegraph circuit.  (13 stops)                                                                                                 c. The basic function/ of a signal/ is to impinge/ upon the environment/ in         such a way  that/ it attracts attention,/ as, for example,/ the dots and the         dashes/ of a telegraph circuit. (9 stops)    d. The basic function of a signal is/ to impinge upon the environment/ in such        a way that/ it attracts attention,/ as, for example,/ the dots and the dashes/        of a telegraph circuit. (7 groups)

The lesser the number of groups, the better the comprehension. Understanding best what is  written happens when you read words in sense groups which can be small or large.

Improving the speed further

4.a. You read words individually and found it difficult to get the message comfortably.

4. b You read some words together and some others individually but this time it was less

       difficult to understand.

4.c. You put more words together and thus reduced the number of groups and so

       understanding the message is becoming less difficult.

4.d. You enlarged each group by reading more words together. You are comfortable now and

       understanding the message is easy.

As you can see it was very slow in 4.a, the speed picked up in 4.b, the speed increased along with comprehension in 4.c. When you read 4.d. your comfort level increases and the messages reaches the brain without difficulty.

Now we can increase the speed without affecting comprehension:

The basic function of a signal is to impinge upon the environment/ in such a way that it attracts attention/ as for example/ the dots and the dashes of a telegraph circuit. (4 groups)

Take a look at this example, too:

However, / it must be borne in mind that/ such large groups, / as the ones you see in the box above,/ are not frequent because/ sentences do usually contain phrases or  clauses in between them,/ in front/ or at the end./ In which case,/ pauses have to be made and/ such reading will naturally increase the sense groups and/ the reading speed will vary./

You can see that the length of sense groups will depend on the kind of sentence you are reading. The reason is these sentences contains words or phrases which require pauses. So remember the number of sense groups we make of phrases or words in sentences depends solely upon how they are constructed.

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4. Practice with paragraphs

Whatever we read, a news item, a letter, an article, an essay or a book, we read and understand the messages, ideas or thoughts in paragraphs. Paragraphs contain sentences, and when we read continuously sentences connected to each other, we’re reading paragraphs However, the technique of grouping words in sense groups or small and large chunks doesn’t change.

Now let’s read paragraphs. Below is a paragraph repeated thrice with stops or groups getting less every time. Read them now.

Exercise 1

Stop at every slash as you read, you’ll find that your reading speed is getting better.

Read through/ this passage/ very quickly/ and/ from the ideas/ expressed,/ gather/ the topic./ This process/ is known/ as skimming./ When you scan,/ you’re looking for/ specific/ pieces of information,/ for important details/ that make up/ the more important ideas./ The process/ of identifying/ these ideas/ is known/ as scanning./ [23 stops]

The above passage is now divided differently with more words in each chunk.

Read through/this passage/very quickly/and from the ideas expressed,/ gather the topic./This process is known/ as skimming./ When you scan,/ you’re looking for/ specific pieces of information,/ for important details/ that make up/ the more important ideas./ The process of identifying/ these ideas/ is known as scanning./ [16 stops]

In this attempt you’ll find the slashes[stops] further reduced.. Read.

Read through this passage very quickly/and from the ideas expressed,/ gather the topic./This process is known as skimming./ When you scan,/ you’re looking for/specific pieces of information,/ for important details/ that make up/ the more important ideas./ The process of identifying these ideas/ is known as scanning./ [12 stops]

Now you’ll find stops still less. Read.

Read through this passage very quickly and from the ideas expressed,/ gather the topic./This process is known as skimming./ When you scan, you’re looking for specific pieces of information,/ for important details that make up the more important ideas./ The process of identifying these ideas is known as scanning./ [6 stops]

Like in the sentence practice, you find that as the number of groups become less and less, comprehension becomes easier and speed increases (that is time taken to read the paragraph becomes less and less).

Exercise 2

Read this paragraph in sense groups (small and large chunks) and put slashes at the end of the groups.

There are many ways of communicating without using speech. Signals, signs, symbols and gestures may be found in every known culture. The basic function of a signal is to impinge upon the environment in such a way that it attracts attention, as, for example, the dots and the dashes of a telegraph circuit. Coded to refer to speech, the potential for communication is very great. While less adaptable to the codification of words, signs contain greater meaning in and of themselves. A stop sign or a barber pole conveys meaning quickly and conveniently. Symbols are more difficult to describe than either signals or signs because of their intricate relationship with the receiver’s cultural perceptions. In some cultures, applauding in a theatre provides performers with an auditory symbol of approval. Gestures such as waving and hand shaking communicate certain cultural messages.

Are you still reading like this one below?

There are/ many ways of communicating/ without using speech./ Signals,/ signs,/ symbols/ and gestures/ may be found/ in every known culture./ The basic function/ of a signal/ is to impinge/ upon the environment/ in such a way/ that it attracts attention,/ as, for example,/ the dots and the dashes/ of a telegraph circuit./ Coded to refer to speech,/ the potential for communication/ is very great./ While less adaptable/ to the codification of words,/ signs contain/ greater meaning/ in and of themselves./ A stop sign/ or a barber pole/ conveys meaning/ quickly and conveniently./ Symbols/ are more difficult/ to describe/ than either signals/ or signs/ because of their intricate relationship/ with the receiver’s cultural perceptions./ In some cultures,/ applauding in a theatre/ provides performers /with an auditory symbol/ of approval./ Gestures such as/ waving and hand shaking/ also communicate/ certain cultural messages./  (45 groups)

Hopefully not. Like this?

There are many ways of communicating/ without using speech./ Signals,/ signs,/ symbols and gestures/ may be found in every known culture./ The basic function of a signal/ is to impinge upon the environment/ in such a way that it attracts attention,/ as, for example,/ the dots and the dashes of a telegraph circuit./ Coded to refer to speech,/ the potential for communication is very great./ While less adaptable to the codification of words,/ signs contain greater meaning/ in and of themselves./ A stop sign or a barber pole/ conveys meaning quickly and conveniently./ Symbols are more difficult to describe/ than either signals/ or signs/ because of their intricate relationship/ with the receiver’s cultural perceptions./ In some cultures,/ applauding in a theatre provides performers /with an auditory symbol of approval./ Gestures such as waving and hand shaking/ also communicate certain cultural messages./  (28 groups)

Like this one below? If yes, you’re fine as a reader.

There are many ways of communicating without using speech./ Signals,/ signs,/ symbols and gestures/ may be found in every known culture./ The basic function of a signal is to impinge upon the environment/ in such a way that it attracts attention,/ as, for example,/ the dots and the dashes of a telegraph circuit./ Coded to refer to speech,/ the potential for communication is very great./ While less adaptable to the codification of words,/ signs contain greater meaning/ in and of themselves./ A stop sign or a barber pole conveys meaning quickly and conveniently./ Symbols are more difficult to describe than either signals or signs/ because of their intricate relationship with the receiver’s cultural perceptions./ In some cultures,/ applauding in a theatre provides performers with an auditory symbol of approval./ Gestures such as waving and hand shaking/ also communicate certain cultural messages./  (18 groups)

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Exercise 3

Read the following paragraphs; divide them for speed reading into as large sense groups as possible using slashes (/) to indicate them:

1.

The listening process starts the moment your ears receive noises from around you or sound combinations (known as language) from a speaker. These get passed on to the brain which perceives meaning from them. In other words, the physical ear receives a particular type of ‘code’ (that is used to pass on messages) and the brain decodes it (that is, it understands the meanings and messages represented by the code).

2.

A week ago I had lived and breathed that mission. Now I barely remembered it. I put the paper down and tried to look ahead. Tried to remember where I was supposed to be going, and what I was supposed to be doing when I got there. I had no real recollection. No sense of what was going to happen. If I had, I would have stayed in Paris.

3.

Why do you have to insist on Raju joining the medical course? It seems to me you’re thrusting your dreams on to your son. Is that fair? Also, Raju is entitled to his dreams about his future, wouldn’t you agree? Normally you would, I know. But in your eagerness to provide a safe future, you’re brushing aside his objections.

4.

Any speech to an audience needs to be planned. Because you want your audience to

listen to you, think about what you say, and probably act. To be able to do this, you

should be able to have an attractive introduction, solid middle and a provoking

conclusion, to sequence your thoughts appropriately, to clothe them in appropriate

lexis and structure, to provide clarity in thought and expression.

5.

Learning to understand technical vocabulary becomes all the more important if you

happened to have done your schooling in a medium other than English. Because you

can’t follow lectures delivered using technical vocabulary and you can’t comprehend

prescribed books that use again technical vocabulary, you’re very likely to take the

quicker route of learning the technical content of your Courses by heart and will

probably succeed in getting more than average grades. But because you memorise

without understanding, you are more than likely to fail the written test, and if you do

somehow manage to squeeze through the test, you’re not likely to succeed in the

personal interview and thus getting a job.

So, the first duty to yourself, as a student of engineering, is to understand the technical

concepts expressed by ‘technical vocabulary.’

Key to 1—5

1.

The listening process starts the moment your ears receive noises from around you/ or sound combinations (known as language)/ from a speaker./ These get passed on to the brain/ which perceives meaning from them./ In other words,/ the physical ear receives a particular type of ‘code’/ (that is used to pass on messages)/ and the brain decodes it/ (that is,/ it understands the meanings and messages represented by the code).

2.

A week ago/ I had lived and breathed that mission./ Now I barely remembered it./ I put the paper down and tried to look ahead./ Tried to remember where I was supposed to be going,/ and what I was supposed to be doing when I got there/. I had no real recollection./ No sense of what was going to happen./ If I had,/ I would have stayed in Paris./

3.

Why do you have to insist on Raju joining the medical course? /It seems to me you’re thrusting your dreams on to your son./ Is that fair?/ Also,/ Raju is entitled to his dreams about his future, wouldn’t you agree?/ Normally you would, I know./ But in your eagerness to provide a safe future,/ you’re brushing aside his objections./

4.

Any speech to an audience needs to be planned./ Because you want your audience to

listen to you, /think about what you say,/ and probably act./ To be able to do this,/ you

should be able to have an attractive introduction, /solid middle and a provoking

conclusion,/ to sequence your thoughts appropriately,/ to clothe them in appropriate

lexis and structure, /to provide clarity in thought and expression./

5.

Learning to understand technical vocabulary becomes all the more important /if you

happened to have done your schooling in a medium other than English./ Because you

can’t follow lectures delivered/ using technical vocabulary/ and you can’t comprehend

prescribed books/ that use again technical vocabulary,/ you’re very likely to take the

quicker route of learning the technical content of your Courses/ by heart/ and will

probably succeed in getting more than average grades./ But because you memorise

without understanding,/ you are more than likely to fail the written test,/ and if you do

somehow manage to squeeze through the test,/ you’re not likely to succeed in the

personal interview/ and thus getting a job./

So,/ the first duty to yourself, as a student of engineering, is/ to understand the technical

concepts expressed by ‘technical vocabulary.’/

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I hope I’ve been able to help you with the concept of speed reading with comprehension. I equally hope the practice exercises have enabled you to see the need to read in small and large groups so that messages reach your brain faster and your comprehension becomes comfortable.

If you can read any book like you’ve done here, you’ve learnt the art of speed reading. Enjoy reading articles, essays, journals, magazines and books this way.

Practice makes perfect, they say. This is true in the case of speed reading with comprehension, too. So practise, practise, practise. Until you can divide sentences into minimum sense groups without losing comprehension.