Points out the physiological impossibility of reading 50,000 words per minute and argues that speed reading is an inefficient, if not disastrous, technique to use in studying. Bibliography. (RW)

Describes some of the detrimental effects of speed reading. (DD)

The author discounts the effects of currently promoted speed reading programs as resulting in short-term effectiveness and disregarding a consideration of what constitutes good reading at any speed. He claims that the types and levels of transformations and interpretations, verbal and nonverbal, that must go into good reading are not susceptible…

Topics and practices related to college reading instruction are discussed. Reading is seen as a skill which permeates the entire process of study. Speed reading techniques such as increasing eye span, ceasing vocalizations, and reading vertically down the page are criticized as hampering rather than facilitating the comprehension process. The most…

Describes the present emphasis on improvement of reading rates and discusses seven controversial issues in speed reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

A special program at Quaker Oats with results, retention, and financial motivation. (Journal/EB)

Describes how to adapt a film study technique (Richard Lacey's image sound skim) to literary study (the image or scene skim) to develop students' skill in perceptive reading. (DD)

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

In this study, we describe the development of rapid reading measures, sentences presented to students in a nearly subliminal manner, with a literal comprehension question asked following their removal. After administering alternate forms of these measures to students, we present the results from three statistical analyses to ascertain their…

This study compared first and second language (L1/L2) reading rate and task performance on five tasks (scanning, skimming, normal reading, learning, memorizing) in two groups of Mandarin speakers (Canada group, China group). A repeated measures ANOVA design was used with one between-subject factor (Group), two within-subject factors (Language,…

Reviews "Atari Speed Reading" course materials (which include eight units on four cassettes, 200-page workbook, and cassette with pacer/timer program). Indicates that the course is successful in meeting its goal to help average readers double their reading speed and comprehension. (JN)

As students move through the grades, the demands of comprehending increasingly complex text increase, and some students begin to struggle. What are the differences between skilled and struggling readers? How can educators teach students to become more proficient readers? This Teaching Tip describes research into middle-level students' reading…

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)