Describes an eight-day high-intensity speed reading course offered in a high school as an alternative to classroom reading instruction. (SR)

Cites the factors that influence reading rates and comprehension scores on timed speed reading tests, concluding that the reading speed achieved for any particular test or timed reading is the speed for that situation only. (RB)

Questions the validity of the Nelson-Denny Reading Test to measure growth in a rapid reading course for adults. (AEA)

Teaching skimming techniques in a college compensatory reading course helped students gain in both speed and comprehension skills. (MKM)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

Reviews materials on speed reading located in the ERIC data base. (MKM)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Reports on changes initiated to assist college students with less than adequate reading skills. (AEA)

Describes a study that compared the reading efficiency at three different reading rates of five rapid readers and two control groups. Reports that the rapid readers demonstrated superiority in rate and comprehension in free recall situations. (FL)

Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Argues that scanning a nonfiction book helps students (1) realize they can read parts of a book to obtain information; and (2) practice skimming, scanning, and library skills. Relates that students began checking out more books on topics of interest and began to realize how they can use books to learn. (RS)

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Describes a classroom activity designed to teach students how to skim and to read critically that is applicable to all content subjects. (MKM)