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How to Read Faster and Recall More

How to Read Faster and Recall More

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Published by Tkk Praneeth

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Published by: Tkk Praneeth on Oct 07, 2009
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10/20/2011

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CONTINUATION AND FOLLOW-UP / 105

The structure of the programme.

Your starting point for the programme.

How to complete the first of the five stages of the programme.

How to set objectives.

How to mark them on the progress graphs.

It is desirable to have additional aims and objectives.

The difference between an aim and an objective.

The need for self-competition and self-pacing.

The need to try to read faster.

It is important to persevere with the programme.

The need to continue using techniques already in place.

The value of time limits or deadlines for reading tasks.

The role of motivation in training skills.

The need to develop confidence in using the techniques.

The desirability of having regular eye tests.

The nature of the reading process.

The 14 major differences between inefficient or slow readers and efficient or

faster readers.

How to avoid regressions when reading.

How to use more of your available eye span.

How to try tachistoscopic practice or 'flashing'.

What to do about subvocalisation.

That reading speed and comprehension are not two separate elements but two

parts of the same process, reading comprehension.

106 / HOW TO READ FASTER AND RECALL MORE . . .

How to calculate the Effective Reading Rate and what it means.

The nature of comprehension and the factors which affect it.

How to improve quantity and quality of comprehension.

The need to read for meaning, both denotative and connotative.

How to use self-recitation and mind mapping.

How to read critically and evaluate what you read.

The problem is often not retention but recall.

The storage and retention of information can be improved.

For better retention, information needs to possess or be given qualities of

meaningfulness, organisation, association, visualisation, attention, interest, and

feedback.

Information needs to be reinforced by repetition, discussion, writing things

down, using the information and testing.

The need to build in triggers for recall into the storage process.

The role of questions in recall as well as storage.

The role of mnemonics and how to use the techniques.

How to use alliteration, acronyms, acrostics and rhymes for simple recall.

How to use the loci, link, peg and phonetic systems for more complex recall

tasks.

Flexibility is the key to efficiency in reading.

Questions to ask to promote flexibility.

The reading gears or techniques available to you.

How to use your gears.

How to develop systematic approaches to reading by using flexible reading

strategies.

Other techniques to raise the maximum speed available in reading.

CONTINUATION AND FOLLOW-UP / 107

You need to take risks, but only when practising, to further increase speed.

The concept of the minimum speed.

What skimming is and how it can be used.

How it can be combined with other techniques.

How to use a skimming strategy which consists of the following steps:

1. identify key words/questions

2. see how material is organised

3. organise key words/questions in the way the material is organised

4. use headings/beginnings of paragraphs to find the most likely places for the

information required

5. go looking in the most likely places first

6. go for main points and structure before any details required

7. repeat the process for any omissions, though this should not be necessary if

all goes well.

How to deal with problems with particular kinds of materials, such as:

newspapers

correspondence

journals and magazines

reports

legislation

handwritten material

e-mail, etc.

scientific papers

committee papers

specifications

financial papers

contracts

leisure reading.

108/ HOW TO READ FASTER AND RECALL MORE . . .

How to deal with other problems in reading like:

vocabulary deficits

relaxation

anticipation

concentration

retention

purpose

motivation.

Always keep the idea of improving your reading skills in mind.

Do not allow yourself to think that your results at the end of this programme

represent a final assessment. In many respects, you have only just begun to

tackle the problems of improvement.

Record Keeping

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