Speed–Reading Techniques

Many speed–reading experts conclude that sub-vocalization dramatically decreases reading fluency. Sub–vocalization is silently pronouncing each word in our minds as we read. If you have ever watched someone moving their lips while they are silently reading, they are sub–vocalizing. We all learned sub–vocalization when we were first taught to read. Sounding out each word is an important part of the learning process, but it soon becomes a habit of silently pronouncing each word, which slows down reading speeds.

Learning to read at higher speeds trains readers to unlearn the habit of sub–vocalization. Words presented at high speeds with speed–reading software, don’t allow readers to sub–vocalize. In order to keep up, they learn to read words without sub–vocalization.

In general, speed–reading software teaches speed–reading with three different techniques. Most programs refer to these techniques by different names, but they are essentially: Flashing, highlighted word groups and keyword focus.

Flashing

This technique flashes one or several words in the middle of the computer screen, like flash cards, at specific speeds. The text is displayed in a large font for easier reading. The purpose of flashing is to limit reader’s eye movements, which saves time and reduces eye fatigue. This also keeps readers from accidentally re–reading the same text.

Highlighted Word Groups

For this technique, the full text from a story, essay or other document displays on the computer screen. Groups of words are highlighted in the text and the highlight moves along much like a reader using his/her finger. The highlight moves from left to right at specific speeds, which mimics reader’s eye movements. Reading with highlighted word groups focuses readers’ attention only on words they are reading at a specific time. Readers don’t become distracted from other text around the highlight and don’t accidentally re–read the same text.

Keyword Focus

Natural speed–readers unconsciously skip words that are used in sentences for grammatical reasons. Depending on how they are used in a sentence, these words usually don’t convey specific information such as some determiners (an, a, the), prepositions (of, for, at, by) and adjectives (very, extremely, highly, etc). Keyword focus uses flashing or word grouping to train readers to ignore less important words and focus on the subject and action of the sentence. High reading speeds force readers to skip over certain words in order to keep up with a lesson or test.

By using the different techniques from speed–reading software, readers can increase their reading speeds to unlearn the habit of sub–vocalization.

References

Brockenbrough, Martha Does Speed–Reading Really Work?. Retrieved November 2, 2006, from MSN Encarta Web site: http://encarta.msn.com/encnet/departments/adultlearning/?article=DoesSpeedReadingWork

Brockenbrough, Martha What Effect Reading Has on Our Minds. Retrieved November 2, 2006, from MSN Encarta Web site: http://encarta.msn.com/encnet/departments/elementary/?article= WhatEffectReadingHasonOurMinds

Sub–vocalization. Retrieved November 2, 2006, from TurboRead Speed Reading Web site: http://www.turboread.com/sub-vocal.htm