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Learn To Speed Read
"Kris Madden is the guy we all wish we met the first day of school. The key to speed reading is how you process the words on a page. Most of us read like we did when we were a child. Kris trains us in how to consolidate this process. Perfect your technique and you can reach speeds of up to 600 words per minute! That means you can read a book in hours, NOT days or weeks!"
356 pages, ebook
First published January 1, 2009
6 people are currently reading
54 people want to read
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Displaying 1 - 4 of 4 reviews
February 17, 2011
This book is not perfect but it's pretty good. And the best thing, it's free.
Though not everything worked for me, it has some interesting tips that did help me improve my speed and get rid of some bad habits.
Plus, it's like Inception. It has a book within a book. A good one, too. I can certainly think of worst things than to practice new skills reading Alice in Wonderland.
Though not everything worked for me, it has some interesting tips that did help me improve my speed and get rid of some bad habits.
Plus, it's like Inception. It has a book within a book. A good one, too. I can certainly think of worst things than to practice new skills reading Alice in Wonderland.
September 5, 2020
Readlax: #1 Speed Reading App. (promo)
Best book notes:
"The reader must decipher full words and phrases, rather than letters alone, because of the way that the text is presented.”
“Displacement refers to the method of replacing your habit of vocalizing the words that are printed on the page with a repetitious sound, word, or phrase. This distracts you from physically voicing the word and forces the use
of another form of sensory perception to derive meaning from the text. ”
“To continue breaking the habit of subvocalizing, readers can practice reading while doing things that nor- mally prevent them from speaking. ”
“Dishabitiuation is the process in which a person ex- periences a full-strength response to a common stimulus that has become weakened over time. In these exercises the text will be presented upside down, backwards, sideways, and slantways, and just about any other ways you can think of. The exercises will be very slow at first, but with a little work, you will be reading the text significantly faster. than before, and may read faster than your performance reading. As readers, we’ve developed the habit of seeing a printed symbol and assigning it a vocalized sound, but when we see a symbol we have the opportunity to decide how we’re going to mentally interpret the symbol into meaning. ”
“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. In order to read you’ll have to flip some characters, and not others, in your mind before being able to translate them into meaning. ”
“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. And, every other line is captilized so that you get used to reading regard- less of the cap-size. ”
“Every day we translate text into meaning, provok- ing a series of images and sounds and memories at the glance of a word. When we see the word, “McDonald’s”, many people think of the golden arches of the popular fast food chain, and yet when we see these same words in print, we feel the need to read them aloud. Habituation refers to reducing the response to a specific stimulus by means of repetition. These exercises aid in the elimination of the top five most-common words in the English language: “the”, “of”, “and”, “to”, and “a”. See, you probably read the word “and” twice, and now three times. How much faster could you read if you eliminated these common words? Much, much faster... ”
“In the exercise that follows, every other word is “the”. In order to derive meaning from the text you’re going to have to skip over “the”, to read the text. In turn, you’ll also be skipping over the “the”s that are supposed to be there. ”
“In the exercise that follows, every other word is “of”. In or- der to derive meaning from the text you’re going to have to skip over “of”, to read the text. In turn, you’ll also be skip- ping over the “of”s that are supposed to be there. ”
“In the exercise that follows, every other word is “and”. In order to derive meaning from the text you’re going to have to skip over “and”, to read the text. In turn, you’ll also be skipping over the “and”s that are supposed to be there. ”
“These exercises focus on visualizing the meaning that the text represents. Exercises in this chapter are similar to some of the teaching methods behind “whole language” reading instruction. Throughout this chapter you’ll be shown pictures and asked to describe what you see in the picture in a variety of ways. This will aid you in developing concrete visual association with text. ”
“In the exercise that follows, keep your eyes focused on the “X” and count the numbers as you find them; first in as- cending order and then descending, counting from 1 to 26. ”
“In the exercise that follows, keep your eyes focused on the “X” and say the alphabet as you find the letters; first in ascending order and then descending, listing from a to z. ”
“This exercise is analogous to Exercise #1, except the num- bers are written as words. Keep your eyes focused on the “X” and count the numbers as you find them, but instead of seeing the letters, picture the number they represent. ”
“You have made it to the end of this work book, and have gained a new set of abilities and skills to use in your everyday reading. But remember, like all skill, they weaken, the less that you practice them. ”
Bibliography
Abell, A. M. (1894). Rapid reading: Advantages and methods. Educational Review, 8, 283-286.
Adams, W. R. (1982). Increasing reading speed (2nd edition). New York: Macmillan Publishing Co., Inc.
Agardy, F. I. (1981). How to read faster and better: A fireside book. New York: Simon and Schuster, Inc.
Anderson, I. H. (1937). Studies in the eye movements of good and poor readers. In Studies in the psychology of read- ing. University of Iowa Studies in Psychology. No. 21. Psychological Monographs., VoL XL VIII No.3. Princ- eton, NJ: Psychological Review Company.
Averill, L. A., & Mueller, A. D. (1928). The effect of practice on the improvement of silent reading in adults. Journal of Educational Research, 17’1 125-129.
Baddeley, A. D., Eldridge, M., & Lewis, V. (1981). The role of subvocalization in reading. Quarterly Journal of Experi- mental Psychology: Human Experimental Psychology, 33 A (4), 439-454.
Baker, R. (1992). 25000 words per minute-no less. Explore. 3 (2).
Beale, A. M. (2001). 10 Days to Faster Reading. New York: Warner Books, Inc.
Beale, A. M., & Mullan, P. (2008). The Complete Idiot’s Guide to Speed Reading. New York: Alpha Books.
Bear, R. M., & Odbert, H. S. (1940). Experimental studies of the relation between rate of reading and speed of asso- ciation. Journal of Psychology, 10, 141-147.
Beck, I. L., Perfectti, C. A. & McKeown, M. G., (1982). The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educa- tional Psychology, 74,506-521.
Berg, H. (1996). Mega speed reading workbook. Illinois: Tru- Vantage Inc.
Berg, H. S., & Conyers, M. A. (1998). Speed Reading The Easy
Way. New York: Barron’s Educational Series.
Berger, A. (1967). Speed reading: An annotated bibliography (No. 14). Newark, DE: International Reading Associa- tion.
Bewer, T. E. R. (1970). Reading by eye. In H. Levin and J. P. Williams (Eds), Basic Studies on Reading, 134-146. New York: Basic Books.
Bloomers, P., and Lindquist, E. F. (1944). Rate of comprehen- sion of reading: Its measurement and its relation to comprehension. Journal of Educational Psychology” 35 (8), 449-473.
Botel, M. (1959). How to teach reading. Chicago: Follett Pub- lishing Company.
Brown, J. 1., & McDowell, E. E., (1979). The role of self-image on reading rate and comprehension achievement. Read- ing Improvement. 16 (1), 22-27.
Buswell, G. T. (1923). Fundamental reading habits: A study of their development. Supplementary Educational Mono- graphs, 21, University of Chicago Press.
Buswell, G. T. (1939). How adults read. Supplementary Educa- tional Monographs. 45, 130-138. University of Chicago Press.
Buswell, G. T. (1947). The subvocalization factor in the im- provement of reading. Elementary School Journal. 48, 190-196.
Buswell, G. T. (1951). The relationship between rate of think- ing and rate of reading. School Review. 59,339-346.
Buzan, T. (1988). Speed reading. New York: E. P. Dutton.
Carpenter, P. A., & Just, M. A., (1986). Cognitive processes in reading. In Orasanue, J. (Ed.) Reading Comprehension: From Research to Practice. (pp. 11-29). Hillsdale, NJ: Lawrence Erlbaum Associates.
Carver, R. P. (1971). Sense and nonsense in speed reading. Sil- ver Springs, MD: Revrac Publications.
Carver, R. P. (1972). Comparisons among normal readers., speed readers, and clairvoyant readers. Yearbook of the National Reading Conference, 21, 150-155.
Carver, R. P. (1973). Understanding information, processing, and learning from prose materials. Journal of Educa- tional Psychology. 64 (1), 76-84.
Carver, R. P. {1976}. Word length, prose, difficulty, and reading rate. Journal of Reading Behavior, 8, 193-204.
Carver, R. P. (1977). Toward a theory of reading comprehen- sion and rauding. Reading Research Quarterly, 13,8-63.
Carver, R. P. (1982). Optimal rate of reading prose. Reading
Research Quarterly, 17,56-88.
Carver, R. P. (1983). Is reading rate constant or flexible? Read-
ing Research Quarterly. 19, 190-215.
Carver, R. P. (1984). Rauding theory predictions of amount comprehended under different purposes and speed read- ing conditions. Reading Research Quarterly, 19,205-218.
Carver, R. P. (1985). How good are some of the world’s best readers? Reading Research Quarterly, 20,398-419.
Carver, R. P. (1990). Reading rate: A review of research and theory. New York: Academic Press, Inc.
Cloer, C. T., Jr. (1977). Subvocalization-asset, liability, or both? Yearbook of National Reading Conference 26, 209-213.
Cole, L. (1938). The improvement of reading. New York: Farrar and Rinehart.
Cutler; W. E. (1993). Triple your reading speed. New York: Genesis Press.
Dearborn, W. F. (1906). The psychology of reading. Archives of Philosophy, Psychology, and Scientific Methods. 14 (1, No.4), 4-135.
Dearborn, W. F. & Wilking, S. V. (l941). Improving the reading of college freshmen. School Review. 49,668-678.
DiStefano, P., Noe, M., & Valencia, S. (l981). Measurement of the effects of purpose and passage difficulty of the ef- fects of purpose and passage difficulty in reading flex- ibility. Journal of Educational Psychology, 73 (4), 602- 606.
Dixon, W. R. (1951). Studies of the eye-movements in reading of university professors and graduate students. In Stud- ies in the psychology of reading. (University of Michigan Monographs in Education, No.4, 113-178). Ann Arbor: University of Michigan Press.
Dodge, R. (1896). Die motorischen wortvrstellunger. Halle. Dodge, R. (1900). Visual perception during eye movement. Psy-
chology Review, vol. VII.
Doehring, D. G. (1976). Acquisition of rapid reading responses.
Monographs of the Society for Research in Child Devel- opment. 41 (2), 1-54.
Durkin, D. (1987). Teaching young children to read. Allyn and Bacon.
Edfeldt, A. W. (1960). Silent speech and silent reading. Chicago, IL: University of Chicago Press.
Ellis, N. C., & Miles, T. R. (1978). Visual information process- ing as a determinant of reading speed. Journal of Re- search in Reading. 1 (2), 108-120.
Eurich, A. C. (1930). The relation of speed of reading to compre-
hension. School and Society. 32,404-406.
Frank, D. D., Tate, J, & Rose, M. D., (1982). Speed reading.
New York: John Wiley and Sons, Inc.
Frank, S. D. (1990). Remember everything you read. New York: Random House Inc.
Goldstein, H., & Justman, J. (1942). A classroom approach to the improvement of reading rate of college students. Journal of Educational Psychology, 33,506-516.
Goodman, K. S. (1968). The psycholinguistic nature of the read- ing process. Detroit: Wayne State University Press.
Hardyck, C. D., Petrinovicn, L. F., & Ellsworth, D. W. (1966). Science, 154, 1467-1468.
Hardyck, C. D., & Petrovich, L. F. (1970). Journal of Verbal Learning and Verbal Behavior. 9, 647-652.
Harris, A. J. (1940). How to increase reading ability: A guide to diagnostic and remedial methods. New York: Longman, Green, and Co.
Harris, A. J. (1950). How to increase reading ability: A guide to individualized and remedial reading. New York: Long- man, Green, and Co.
Harris, A. J., & Sipay, E. R. (1985). How to increase reading ability: A guide to developmental and remedial methods. New York: Longman.
Harris, D. P. (1966). Reading improvement ex:ercises for stu- dents of English as a second language. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Harris, T. L. (1974). Reading flexibility: A neglected aspect of reading instruction. In J. E. Merritt (Ed.), New hori- zons in reading (pp. 27-35). Newark:, DE: International Reading Association.
Hill, W. R. (1964). Influence of direction upon the flexibility of advanced college readers. Yearbook of the National Col- lege Conference. 13, 119-125.
Holmes, J. A., & Singer, H. (1961). The substrata factor theory: Substrata factor differences underlying reading ability in known groups at high school level Final Report Cov- ering Contracts, 538, SAE 8176 and 538A, SAE 8660.
U. S. Office of Education, Department of Health, Educa- tion, and Welfare.
Homa, D. (1983). An assessment of two extraordinary speed readers. Bulletin of the Psychonomic Society, 21 (2), 123- 126.
Huey, E. B. (1908). The psychology and pedagogy of reading. New York: Macmillan. (Republished, Cambridge, MA: MIT Press, 1968).
Jackson, M. D., & McClellan, J. L. (1975). Sensory and cogni- tive determinants of reading speed. Journal of Verbal Learning and Verbal Behavior. 14,575-589.
Javal, E. (1879). Conditions de la Lecture facile. Harrison, No. 59, New York.
Jester, R. E., & Travers, R. M. W. (1966). Comprehension of connected meaningful discourse as a function of rate and mode of presentation. Journal of Educational Re- search. 59 (7) 297-302.
Jones, E. (1961). The life and work of Sigmund Freud. New York: Basic Books.
Judd, C. T. T. & Buswell, G. T. (1922). Silent Reading: A study of various types. Supplementary Educational Mono- graphs. No. 23, University of Chicago Press.
Judson, H. (1954). The techniques of reading: An integrated program for improved comprehension and speed. New York: Harcourt Brace, and Company.
Juola, J. F., Ward, N. J., & McNamara, T. (1982). Visual search and reading of rapid serial presentation of letter strings, words, and text. Journal of Experimental Psychology: General. 3 (2),208-227.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Re- views. 81 (4), 329-354.
Just, M. A., & Carpenter, P. A. (1987). The psychology of read- ing and language comprehension. Newton, MA: Allyn and Bacon.
Kail, R. V., Jr., & Marshall, C. V. (1978). Reading skill and memory scanning. Journal of Educational Psychology. 70, 808-814.
Kallen, A. D., & Kyser, G. (1956). Organization and evaluation of a reading improvement program. Personnel. 33 (2), 141-148.
Klapp, S. T., Anderson, W. G., & Berrian, R. W. (1973). Implicit speech in reading reconsidered. Journal of Experimental Psychology, 100 (2), 368-374.
Kleiman, G. M. (1975). Speech recoding in reading. Journal of Verbal Learning and Verbal Behavior, 14,323-339.
Tim Ferriss video about Speed Reading (promo)
Best book notes:
"The reader must decipher full words and phrases, rather than letters alone, because of the way that the text is presented.”
“Displacement refers to the method of replacing your habit of vocalizing the words that are printed on the page with a repetitious sound, word, or phrase. This distracts you from physically voicing the word and forces the use
of another form of sensory perception to derive meaning from the text. ”
“To continue breaking the habit of subvocalizing, readers can practice reading while doing things that nor- mally prevent them from speaking. ”
“Dishabitiuation is the process in which a person ex- periences a full-strength response to a common stimulus that has become weakened over time. In these exercises the text will be presented upside down, backwards, sideways, and slantways, and just about any other ways you can think of. The exercises will be very slow at first, but with a little work, you will be reading the text significantly faster. than before, and may read faster than your performance reading. As readers, we’ve developed the habit of seeing a printed symbol and assigning it a vocalized sound, but when we see a symbol we have the opportunity to decide how we’re going to mentally interpret the symbol into meaning. ”
“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. In order to read you’ll have to flip some characters, and not others, in your mind before being able to translate them into meaning. ”
“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. And, every other line is captilized so that you get used to reading regard- less of the cap-size. ”
“Every day we translate text into meaning, provok- ing a series of images and sounds and memories at the glance of a word. When we see the word, “McDonald’s”, many people think of the golden arches of the popular fast food chain, and yet when we see these same words in print, we feel the need to read them aloud. Habituation refers to reducing the response to a specific stimulus by means of repetition. These exercises aid in the elimination of the top five most-common words in the English language: “the”, “of”, “and”, “to”, and “a”. See, you probably read the word “and” twice, and now three times. How much faster could you read if you eliminated these common words? Much, much faster... ”
“In the exercise that follows, every other word is “the”. In order to derive meaning from the text you’re going to have to skip over “the”, to read the text. In turn, you’ll also be skipping over the “the”s that are supposed to be there. ”
“In the exercise that follows, every other word is “of”. In or- der to derive meaning from the text you’re going to have to skip over “of”, to read the text. In turn, you’ll also be skip- ping over the “of”s that are supposed to be there. ”
“In the exercise that follows, every other word is “and”. In order to derive meaning from the text you’re going to have to skip over “and”, to read the text. In turn, you’ll also be skipping over the “and”s that are supposed to be there. ”
“These exercises focus on visualizing the meaning that the text represents. Exercises in this chapter are similar to some of the teaching methods behind “whole language” reading instruction. Throughout this chapter you’ll be shown pictures and asked to describe what you see in the picture in a variety of ways. This will aid you in developing concrete visual association with text. ”
“In the exercise that follows, keep your eyes focused on the “X” and count the numbers as you find them; first in as- cending order and then descending, counting from 1 to 26. ”
“In the exercise that follows, keep your eyes focused on the “X” and say the alphabet as you find the letters; first in ascending order and then descending, listing from a to z. ”
“This exercise is analogous to Exercise #1, except the num- bers are written as words. Keep your eyes focused on the “X” and count the numbers as you find them, but instead of seeing the letters, picture the number they represent. ”
“You have made it to the end of this work book, and have gained a new set of abilities and skills to use in your everyday reading. But remember, like all skill, they weaken, the less that you practice them. ”
Bibliography
Abell, A. M. (1894). Rapid reading: Advantages and methods. Educational Review, 8, 283-286.
Adams, W. R. (1982). Increasing reading speed (2nd edition). New York: Macmillan Publishing Co., Inc.
Agardy, F. I. (1981). How to read faster and better: A fireside book. New York: Simon and Schuster, Inc.
Anderson, I. H. (1937). Studies in the eye movements of good and poor readers. In Studies in the psychology of read- ing. University of Iowa Studies in Psychology. No. 21. Psychological Monographs., VoL XL VIII No.3. Princ- eton, NJ: Psychological Review Company.
Averill, L. A., & Mueller, A. D. (1928). The effect of practice on the improvement of silent reading in adults. Journal of Educational Research, 17’1 125-129.
Baddeley, A. D., Eldridge, M., & Lewis, V. (1981). The role of subvocalization in reading. Quarterly Journal of Experi- mental Psychology: Human Experimental Psychology, 33 A (4), 439-454.
Baker, R. (1992). 25000 words per minute-no less. Explore. 3 (2).
Beale, A. M. (2001). 10 Days to Faster Reading. New York: Warner Books, Inc.
Beale, A. M., & Mullan, P. (2008). The Complete Idiot’s Guide to Speed Reading. New York: Alpha Books.
Bear, R. M., & Odbert, H. S. (1940). Experimental studies of the relation between rate of reading and speed of asso- ciation. Journal of Psychology, 10, 141-147.
Beck, I. L., Perfectti, C. A. & McKeown, M. G., (1982). The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educa- tional Psychology, 74,506-521.
Berg, H. (1996). Mega speed reading workbook. Illinois: Tru- Vantage Inc.
Berg, H. S., & Conyers, M. A. (1998). Speed Reading The Easy
Way. New York: Barron’s Educational Series.
Berger, A. (1967). Speed reading: An annotated bibliography (No. 14). Newark, DE: International Reading Associa- tion.
Bewer, T. E. R. (1970). Reading by eye. In H. Levin and J. P. Williams (Eds), Basic Studies on Reading, 134-146. New York: Basic Books.
Bloomers, P., and Lindquist, E. F. (1944). Rate of comprehen- sion of reading: Its measurement and its relation to comprehension. Journal of Educational Psychology” 35 (8), 449-473.
Botel, M. (1959). How to teach reading. Chicago: Follett Pub- lishing Company.
Brown, J. 1., & McDowell, E. E., (1979). The role of self-image on reading rate and comprehension achievement. Read- ing Improvement. 16 (1), 22-27.
Buswell, G. T. (1923). Fundamental reading habits: A study of their development. Supplementary Educational Mono- graphs, 21, University of Chicago Press.
Buswell, G. T. (1939). How adults read. Supplementary Educa- tional Monographs. 45, 130-138. University of Chicago Press.
Buswell, G. T. (1947). The subvocalization factor in the im- provement of reading. Elementary School Journal. 48, 190-196.
Buswell, G. T. (1951). The relationship between rate of think- ing and rate of reading. School Review. 59,339-346.
Buzan, T. (1988). Speed reading. New York: E. P. Dutton.
Carpenter, P. A., & Just, M. A., (1986). Cognitive processes in reading. In Orasanue, J. (Ed.) Reading Comprehension: From Research to Practice. (pp. 11-29). Hillsdale, NJ: Lawrence Erlbaum Associates.
Carver, R. P. (1971). Sense and nonsense in speed reading. Sil- ver Springs, MD: Revrac Publications.
Carver, R. P. (1972). Comparisons among normal readers., speed readers, and clairvoyant readers. Yearbook of the National Reading Conference, 21, 150-155.
Carver, R. P. (1973). Understanding information, processing, and learning from prose materials. Journal of Educa- tional Psychology. 64 (1), 76-84.
Carver, R. P. {1976}. Word length, prose, difficulty, and reading rate. Journal of Reading Behavior, 8, 193-204.
Carver, R. P. (1977). Toward a theory of reading comprehen- sion and rauding. Reading Research Quarterly, 13,8-63.
Carver, R. P. (1982). Optimal rate of reading prose. Reading
Research Quarterly, 17,56-88.
Carver, R. P. (1983). Is reading rate constant or flexible? Read-
ing Research Quarterly. 19, 190-215.
Carver, R. P. (1984). Rauding theory predictions of amount comprehended under different purposes and speed read- ing conditions. Reading Research Quarterly, 19,205-218.
Carver, R. P. (1985). How good are some of the world’s best readers? Reading Research Quarterly, 20,398-419.
Carver, R. P. (1990). Reading rate: A review of research and theory. New York: Academic Press, Inc.
Cloer, C. T., Jr. (1977). Subvocalization-asset, liability, or both? Yearbook of National Reading Conference 26, 209-213.
Cole, L. (1938). The improvement of reading. New York: Farrar and Rinehart.
Cutler; W. E. (1993). Triple your reading speed. New York: Genesis Press.
Dearborn, W. F. (1906). The psychology of reading. Archives of Philosophy, Psychology, and Scientific Methods. 14 (1, No.4), 4-135.
Dearborn, W. F. & Wilking, S. V. (l941). Improving the reading of college freshmen. School Review. 49,668-678.
DiStefano, P., Noe, M., & Valencia, S. (l981). Measurement of the effects of purpose and passage difficulty of the ef- fects of purpose and passage difficulty in reading flex- ibility. Journal of Educational Psychology, 73 (4), 602- 606.
Dixon, W. R. (1951). Studies of the eye-movements in reading of university professors and graduate students. In Stud- ies in the psychology of reading. (University of Michigan Monographs in Education, No.4, 113-178). Ann Arbor: University of Michigan Press.
Dodge, R. (1896). Die motorischen wortvrstellunger. Halle. Dodge, R. (1900). Visual perception during eye movement. Psy-
chology Review, vol. VII.
Doehring, D. G. (1976). Acquisition of rapid reading responses.
Monographs of the Society for Research in Child Devel- opment. 41 (2), 1-54.
Durkin, D. (1987). Teaching young children to read. Allyn and Bacon.
Edfeldt, A. W. (1960). Silent speech and silent reading. Chicago, IL: University of Chicago Press.
Ellis, N. C., & Miles, T. R. (1978). Visual information process- ing as a determinant of reading speed. Journal of Re- search in Reading. 1 (2), 108-120.
Eurich, A. C. (1930). The relation of speed of reading to compre-
hension. School and Society. 32,404-406.
Frank, D. D., Tate, J, & Rose, M. D., (1982). Speed reading.
New York: John Wiley and Sons, Inc.
Frank, S. D. (1990). Remember everything you read. New York: Random House Inc.
Goldstein, H., & Justman, J. (1942). A classroom approach to the improvement of reading rate of college students. Journal of Educational Psychology, 33,506-516.
Goodman, K. S. (1968). The psycholinguistic nature of the read- ing process. Detroit: Wayne State University Press.
Hardyck, C. D., Petrinovicn, L. F., & Ellsworth, D. W. (1966). Science, 154, 1467-1468.
Hardyck, C. D., & Petrovich, L. F. (1970). Journal of Verbal Learning and Verbal Behavior. 9, 647-652.
Harris, A. J. (1940). How to increase reading ability: A guide to diagnostic and remedial methods. New York: Longman, Green, and Co.
Harris, A. J. (1950). How to increase reading ability: A guide to individualized and remedial reading. New York: Long- man, Green, and Co.
Harris, A. J., & Sipay, E. R. (1985). How to increase reading ability: A guide to developmental and remedial methods. New York: Longman.
Harris, D. P. (1966). Reading improvement ex:ercises for stu- dents of English as a second language. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Harris, T. L. (1974). Reading flexibility: A neglected aspect of reading instruction. In J. E. Merritt (Ed.), New hori- zons in reading (pp. 27-35). Newark:, DE: International Reading Association.
Hill, W. R. (1964). Influence of direction upon the flexibility of advanced college readers. Yearbook of the National Col- lege Conference. 13, 119-125.
Holmes, J. A., & Singer, H. (1961). The substrata factor theory: Substrata factor differences underlying reading ability in known groups at high school level Final Report Cov- ering Contracts, 538, SAE 8176 and 538A, SAE 8660.
U. S. Office of Education, Department of Health, Educa- tion, and Welfare.
Homa, D. (1983). An assessment of two extraordinary speed readers. Bulletin of the Psychonomic Society, 21 (2), 123- 126.
Huey, E. B. (1908). The psychology and pedagogy of reading. New York: Macmillan. (Republished, Cambridge, MA: MIT Press, 1968).
Jackson, M. D., & McClellan, J. L. (1975). Sensory and cogni- tive determinants of reading speed. Journal of Verbal Learning and Verbal Behavior. 14,575-589.
Javal, E. (1879). Conditions de la Lecture facile. Harrison, No. 59, New York.
Jester, R. E., & Travers, R. M. W. (1966). Comprehension of connected meaningful discourse as a function of rate and mode of presentation. Journal of Educational Re- search. 59 (7) 297-302.
Jones, E. (1961). The life and work of Sigmund Freud. New York: Basic Books.
Judd, C. T. T. & Buswell, G. T. (1922). Silent Reading: A study of various types. Supplementary Educational Mono- graphs. No. 23, University of Chicago Press.
Judson, H. (1954). The techniques of reading: An integrated program for improved comprehension and speed. New York: Harcourt Brace, and Company.
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Tim Ferriss video about Speed Reading (promo)
February 15, 2016
Didn't finish... maybe because I dislike Alice in Wonderland - which is the chosen reading for all (?) most (!) the exercises... or maybe I lack consistency... It's a skill worth having though... will attempt again soon...
Currently reading
October 7, 2011I need to read this book more often. Not catching up with other material. :)
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