This study aims to examine the effect of speed reading techniques on second-grade students' reading speed and reading comprehension levels. In today's information age, improving reading skills is vital for academic and professional success. The study was conducted using a quasi-experimental design. The experimental group (20 students) was trained in speed reading techniques for 8 weeks, while the control group (20 students) received no intervention, continuing only with regular regular curriculum activities. The reading speed and comprehension levels of both groups were evaluated with pre-tests and post-tests using t-tests to analyze the data. The findings showed that the speed reading techniques training provided a significant increase in the reading speed of the students in the experimental group. In addition, significant improvements were also noted in the reading comprehension levels of these students. No similar improvement was observed in the performance of the students in the control group. The results of the study suggest that speed reading techniques can be an effective tool for improving reading skills, especially in early childhood. In conclusion, this study provides evidence of the positive effects of speed reading techniques on second-grade students and emphasizes the need for more widespread integration of such techniques in educational systems. This study contributes to the limited body of research examining the effects of speed reading techniques on younger age groups, particularly second-grade students. Unlike previous studies focused on middle and high school levels, this research offers new insights into how speed reading techniques can be implemented in early childhood education. Future research should aim to examine in more detail the effects of speed reading techniques on other age groups and in different learning environments.