Speed Reading

How to Boost Productivity by Reading Faster and Increasing Comprehension: A Beginner’s Guide to Speed Reading

Table of Contents

Introduction

Chapter 1 - What is Speed Reading?

Chapter 2 - Bad Reading Habits

Chapter 3 - How to Read Fast

Chapter 4 - The Road to Productivity

Chapter 5 - Test Your Skills

Chapter 6 - Your Own Reading Program

Conclusion

Introduction

I want to thank you and congratulate you for downloading Speed Reading: How to Boost Productivity by Reading Faster and Increasing Comprehension: A Beginner’s Guide to Speed Reading.

In this book, you will understand why speed-reading is an essential skill in life, and why readers have to do away with vocalization and other old-school techniques they learned in the primary and intermediate grades. The chapters in this book are also especially organized into three main sections: 1) speed reading and studies about it; 2) various ways to increase one’s reading rate and improve his comprehension; and 3) selected texts for reading practice and questions to help you understand what you read beyond the surface.

Not only will you become a better and faster reader after learning the techniques in this book, you will also gain confidence as you see your skills improve in just a short period of time.

Thanks again for downloading this book. I hope you enjoy it!

Chapter 1 - What is Speed Reading?

Reading is a fundamental part of one’s existence. It is a skill that must be developed at a young age, lest the child grows up not knowing how to recognize symbols, how to combine the sounds of letters to form a new word, or worse, not knowing what an entire text means. Reading is not just a random activity taught in school. Rather, it helps people land a decent job, understand corporatese and legalese, and generally become respectable and more useful citizens.

Reading has several dimensions, two of which are the core lessons in this book. The first aspect is speed or the reading rate. Speed reading saves time. Imagine yourself poring over an advertisement for several minutes. You could read that in less than a minute. One’s reading rate says a lot about his comprehension, which also happens to be the second important factor in reading. If a child takes a lot of time reading, you could be sure that he is trying to make sense of the words. In the same manner, reading fast does not guarantee that one understands what he reads.

Speed and comprehension work together, and it is the purpose of this book to explore these skills. Some exercises in this book require a timer and within the period, you should have read and understood the given texts. Moreover, you should have been able to answer items pertaining to the text to check if you retained the information.

To read fast, one must scan the words from left to right, and read the entire text from top to bottom. However, some people do have the ability to read words at a glance, and not one word at a time, unless the material is not within the scope of their expertise, or the material contains too many crucial information that should be digested little by little. A fast and good reader can read more than eight words at a glance and can scan the entire text horizontally and vertically for him to get the gist of the material.

In the elementary grades, you were taught to vocalize what you read. The sound of the words made you retain and understand what you are reading. It does work, except that you could become slow readers once you get accustomed to it. The act of saying the words aloud add

to the effort you make when you read. This also involves listening to what you read aloud. One’s comprehension becomes limited if he reads word-for-word.

Slow reading also gives other readers the illusion that they are reading better. It’s because they think they are digesting a difficult material, processing it, and eventually reaching a Eureka moment where they finally realize what they had just read. Slow reading also leads to regression, where some readers review or reread a material. All people go through a “Wait, let me check that again” phase when they read something, especially if the information is unfamiliar to them.

You don’t just jump from one paragraph to another. However, doing that every single time is not good news. It is a sign that your reading rate has not increased, and your comprehension has fossilized in a certain level, regardless of your age or educational attainment.

In a remedial reading class for adults, the students were asked to read a text about five paragraphs long for three minutes. When the alarm buzzed, the teacher asked the students to close their workbooks and answer her questions based on what they remembered from the story. Ten out of 20 could not even recall the name of the lead character! Ironically, they remembered what the character did. Their recollection of events was not really great, but they managed to tell a few major events.

Why did they forget the name of the protagonist, which should actually be the first thing that they would remember? It turned out that the students concentrated on the events, as they imagined the scenes unfolding like a television show. However, they failed to concentrate on other important details like names. Given that three minutes is enough for adult readers, the class displayed poor reading skills.

Another problem that besets poor readers is the lack of sufficient vocabulary. Once a reader encounters an unfamiliar word that he couldn’t decipher through context clues, he would immediately consult the dictionary to facilitate his reading. That is alright, as long

as the process does not interfere with reading. Some readers take too much time looking for a word that they fail to make connections between the newly discovered meanings and where they fit in the text.

Generally speaking, the more you read, the better your reading rate and comprehension becomes. You get exposed to a lot of words, and exposure equals practice. If you are into the habit of reading every day, your speed will automatically adjust because you become more familiar with the techniques in reading a piece.

Take care, though, not to confuse speed reading with pretentious reading. When you read fast, you should become an efficient and skilled reader. You don’t just let your eyes wander aimlessly across a page, apparently lost in the swimming words and ideas. A good reader gets meaty information here and there, ties them together, does away with minor details they could live without, and identifies the central idea of a text. Skimming and scanning are two of the main skills taught in English classes. They are very useful even outside classroom situations.

There are materials that you need to prepare in speed reading. First, you have to get a really good workbook with lots of exercises. It is also important to indicate the duration for reading. It is better if you could determine the time you started, the time you finished, and the time you expect to finish reading. This method will help you see if you could beat the time. However, do not make the time the be-all and end-all of the activity. The real purpose of this exercise is for you to increase your reading rate and elevate your comprehension level. If you don’t get it right the first time, you can try again.

Second, you must have a pacer. A ruler, a bookmark, or a pencil will do. Such material is good only for starters. As your rate increases, you shouldn’t use a pacer anymore. In time, you will be able to read silently, your eyes following the right movement.

Third, you must evaluate yourself. Determine your specific weakness in reading. This way, it will be a whole lot easier for you to solve your problem. If you think that what deters you is limited vocabulary, you

will also have to take up some exercises in vocabulary building and context clues.

As you read the succeeding chapters, you will notice that the book starts with the bad reading habits you might have formed throughout the years. The explanation goes side-by-side with how you could improve yourself through good reading habits. In addition, tips for an effective reading program have been included.

Once you learn what to avoid in reading, you will learn actual speed reading techniques like skimming and scanning. There are also reading exercises for you to apply what you have just learned.

Speed reading offers many wonders, and what you have been taught in school is simply a window to what exciting things you can do as a fast and skilled reader. There are endless possibilities, plus the knowledge that you are way beyond a learning plateau. Your reading skills will never have to be fossilized again.

Chapter 2 - Bad Reading Habits

Some readers are stuck in a learning plateau. A lesson or an activity that fossilizes in learners becomes a habit, and this is what makes it difficult for them to try new things, or to leave their biases and go towards an entirely different route. Readers also have their bad reading habits, and one of them is taking too long to process an idea. It’s like staring at the window for a full five minutes before describing what the scenery is like.

In reading fiction, this is called internalization. Others would call this “activating” one’s imagination. However, if you’re reading informative and technical texts, there is no place for a five-minute imagination of events, unless you are reading a manual and you’re trying to see the instructions in your mind. In fact, this will rarely happen because manuals already have illustrations and descriptions. Perhaps what others do is rereading, or more aptly put, regression.

Average statistics say that adults generally have a reading rate of 20 words per minute (wpm), which is roughly translated as just 50% of the appropriate comprehension level. Grade school students, on the other hand, read 150 wpm, also with 50% comprehension goal. College students have a higher reading rate than adults, with 325 wpm, while high school kids have a 250-wmp reading rate; the last two groups both display 60% of comprehension.

To know your speed, you must multiply the number of words you read by 60, and then divide the product by the number of seconds you consumed while reading. Nevertheless, the average reading rate for adults is significantly lower than that of college students. Perhaps, it is because adults tend to concentrate more on work than on reading.

When Kurt started working, he also noticed that he read fewer books because he focused too much on his career. Back in college, he could read a thick paperback in two days, and finish two novels in a week. That doesn’t include newspapers and magazines. When Kurt entered adulthood, his family and friends observed that his memory deteriorated and kept forgetting names and things – he wasn’t even in his 30s! His reading rate likewise decreased.

Some years later, he devised a personal reading program to help him get back in the game. Despite Kurt’s work and other responsibilities, he now finds time to read. In a week, he should be able to finish at least one book and still remember its plot without going back to the novel.

Kurt’s example tells that reading should be a daily activity. You must be determined to be a faster and better reader. You cannot use all the techniques discussed in this book to improve your skills if you lack the motivation to increase your performance.

Keep in mind that your reading rate and comprehension goals go together. If you need to remember more details from a text, you should read slower. Similarly, if you want less pieces of information, you should read faster. Again, it is normal to reread a text, but it depends on your purpose for reading and the frequency when you do it.

Poems and technical texts need in-depth reading. In an exam where you are asked to interpret a few lines, you cannot be expected to internalize everything in just a minute. You will really have to go back to the text and ensure that your answer is correct or that you have understood the text.

In some cases, however, rereading is not necessary. Regression slows down the reading process because it interferes with the supposedly smooth flow of words on the page. Once the reader says “Wait, who is that character again?” the author loses his grip on the reader, and the reader abruptly stops that magical moment between him and the text. Ergo, his understanding of the text is interrupted. Regression affects one’s comprehension, and only a very skilled reader could reread without losing the meaning of the text.

Most readers also picked up the habit of vocalizing or reading the words aloud. It does help them understand what they read when they hear the text, but when they read, speak, and process at the same time, they couldn’t get the most out of the text. The energy that they should be reserving for reading and comprehending will be spent on three cognitive and linguistic activities.

It is also good that you know what type of reader you are. Visual readers are the fastest type, with a rate of 400 or more wpm. They read with their eyes and rarely, if not at all, vocalize. If you’re the type of reader who doesn’t have to hear what you’re reading, then you could ascend the reading ladder more quickly than the others.

A motor or kinetic reader, on the other hand, needs to move his lips when reading. This is what he is most comfortable in. However, kinetic readers have a reading rate of around 200 wpm, which makes them the slowest type.

The third type of reader is auditory, who prefers to hear the words silently in his head. These readers do not mouth the words at all, and are faster than kinetic readers with a rate of 200-400 wpm.

Regardless of the type of reader you are, your objective is to read visually. You will be trained to read words by units of meaning – by ideas or the gist – and not by single words. This method will not only make you read faster, but it will definitely increase your comprehension and productivity levels.

Chapter 3 - How to Read Fast

Readers have a primary focus as their eyes look at the words on a page. Still, readers that are more efficient could maintain a good focus, wherein they can concentrate on a text from left to right without staying too long on either side of the page. Better readers make use of both the primary focus and their peripheral vision. Maximizing one’s field focus would help you read a text by units of thought, and not by individual words. In doing so, you don’t have to move your head as you read. You simply have to adjust your eye fixations.

Efficient readers can read many words in a single eye fixation, and that is probably why most English teachers can easily scan a literary paper and know the right questions to ask. It is not magic. They just mastered the reading process and they knew when to concentrate on a text and when to skip. Most fast readers also associate units of thought with images to assimilate what they read. Consider the following paragraph from Kate Mosse’s novel, Sepulchre:

This story begins with the pantomime of a burial. A small paid notice in Le Figaro advertised the place and the date and the hour, although few have come. It is a sparse crowd, dark veils and morning coats, polished boots and extravagant umbrellas to shelter from the unreasonable March rain.

Approximately how many seconds did it take you to read the text? A fast reader would have read it in 10 to 12 seconds -- nothing more. The first sentence alone would already trigger images in your brain: what a cemetery looks like, the number of people who attended the burial, the gloomy mood and weather, and the somber tone of the author. Only a person who has never seen a burial in his life would take too long to absorb the information and the feeling the writer wants to convey. Since most readers could easily think of an image to match the text, they would just have a single eye fixation to take the words in.

Since the text was culled from a novel, the general reading rate should be 300-400 wpm since your aims are recall and general

comprehension. The words used in novels are the ones you use in conversations. However, if you are reading a contract, you should slow down a little, and aim for 300 wpm or less. Contracts and other legal texts need perusal, lest you misread or misinterpret a clause. For newspapers that are read for general interest, a reading rate of 500 words or more per minute is fine. You can just gloss over some pages, unless you are reading the articles for research.

Suppose you are reading the index of a book, or you are looking up a word in the dictionary, this activity should have the highest number of words to be read per minute, as you are simply scanning the pages to search for specific information. On the other hand, if you just want to get the central idea of a text, like a synopsis or an overview, you should skim the material in 600 wpm. You could go faster than that, too. Skimming entails selective reading, so what you are after are just the main points.

Skimming also allows you to process a text without concentrating on irrelevant items. For example, you were asked to determine how the United States gained independence from Great Britain, and the text assigned to you is Thomas Jefferson’s “Declaration of Independence”. The material is long, but the author enumerated the Americans’ reasons for declaring independence. These reasons were further explained in paragraphs. When you skim, you really don’t have to read the whole text, but you simply browse the paragraphs for important information. In Jefferson’s speech, skimming is easy to do since the first sentence of each paragraph clearly states the reasons.

Skimming means you just get the keywords from the material. Going back to the excerpt from Sepulchre, some of these keywords are “burial”, “few people”, “March rain”, and “advertised on Le Figaro”. With these keywords, you could actually summarize the paragraph in one sentence: It was a rainy March afternoon when a few people attended a burial advertised on Le Figaro. Why didn’t the summary include how the people looked like? There’s no need to because prior knowledge would tell you that people do not attend burials wearing pastel-colored clothes, and certainly they are not in a jovial mood.

These pieces of information are ignored because you know them already.

The summary just includes the basics: what, when, where, and who. These four questions underscore the main idea of the paragraph. Once you have trained yourself to search for the main idea or the topic sentence, you could skip the other parts of the paragraph that do not contribute to the central thought.

Your pacer can help you skim a text. Simply move it in a zigzag movement across the page. This will make your eyes fixate on a larger scale, than on a line-by-line basis. With skimming and the zigzag movement, you will not only read faster. You will also minimize reading the words aloud.

In contrast, scanning does not require getting the overview of a text because you are after specific information. Read the paragraph below, which was taken from Alexandra Potter’s chick lit novel, “The Love Detective”:

I take the Tube to Baker Street, then walk to Marylebone High Street. Diana’s my agent and we’ve arranged to meet at a little Italian café on the corner. Before I was a writer, I thought lunch with an agent would be terribly glamorous, all fancy restaurants and big business deals, but in reality we meet in cafes and spend the whole time gossiping about men over the house white.

Now try answering the following questions very quickly: Who is the narrator’s agent? Where did the agent and narrator meet that day? How many streets were mentioned in the excerpt? What do the narrator and agent really do in cafes?

If you got the answers correctly, then you are heading to speed reading territory. How did you get the answers so fast? It’s simple. You searched for the sentence where the specific information is located. In the first question, what you’re looking for is the name of a person. Therefore, you do not have to read sentences without such detail.

However, you don’t get to comprehend the whole text because you are skipping other information. Nevertheless, you get to read faster. As your reading rate increases, you will learn how to read fast and still understand and recall the details from the text.

It will also help to acquaint yourself with various print techniques. Underlined words or those terms printed in italics or bold are important. Mentally take note of these words and remember what they mean. Headings and subheadings also give you clues as to what you are reading. The same goes with chapter titles. In this book, the second chapter is entitled “Bad Reading Habits”. If someone asks you what those bad reading habits are, you could easily look up the information in the in the indicated chapter, without bothering to thumb through other chapters.

Writers also use various techniques and paragraph developments to convey information. Learning about paragraph structure would increase your comprehension because you will know what to expect from a material. From a general perspective, you know that an essay or a paragraph includes three main parts: the introduction, the body, and the conclusion. If you are asked for details, scan the body of the text immediately. If you are after the main idea, the answer is most likely found in the introduction or in the conclusion.

Anecdotes, biographies, and memoirs usually follow a linear narrative structure. Although there would be flashbacks every now and then, the flow of the story would be simply “from beginning to end”, or for biographies “from birth and childhood to the present”.

Paragraphs that follow the division or classification method add details like the description of objects or people in a category. Take note, too, of transitional devices. These refer to signal words that tell you a sequence or a contradictory sentence. Knowing how a text is presented contributes to speed reading and comprehension because it does not disrupt your train of thought and does not interfere with the cognitive process of digesting ideas.

To be an efficient reader means you have to broaden your horizons and widen your lexicon. Your prior knowledge, or more technically

known as “schema”, is the repository of ideas that you tap, or that which is automatically called for, when you read a text. Your prior knowledge helps you understand concepts. For example, if you are reading a study about Shakepeare’s “Hamlet”, it is likely that you recall the play when you first encountered it – in school, perhaps in eighth or ninth grade.

Activating the schema lessens the amount of time you will spend on knowing who Hamlet and Ophelia are. Similarly, if you already knew Shakespeare’s language and style, you will not have a hard time understanding researches that cite his works.

To widen your vocabulary, you have to expose yourself to many materials. This is not only limited to print media, but also includes radio, television, the Internet, social media, and other available sources of information. Traveling is also another way to add to your prior knowledge and word bank, albeit the expenses.

You may also determine meanings of new words through context clues. For instance, the word misogynist is defined through context clues in this sentence: Because of his wife’s treachery, the sultan became a misogynist and ordered his new wives to be beheaded right after their wedding. Through context, you would know that misogynist means a woman-hater. However, relying too much on context clues might lead you to misconstrued definitions. It is best that you have a dictionary in hand.

A thorough knowledge of root words and affixes could also widen your vocabulary. You also have to read beyond your preferred topics. This will introduce you to technical terms and jargon. The online urban dictionary is also a good source of new words and slang.

Chapter 4 - The Road to Productivity

Speed reading is not merely for classroom purposes. In fact, reading is a lifelong skill that will help you perform your other tasks. When you read fast, you could do a lot more in a given period. Students who read 300 wpm can proceed to their other assignments. They can also finish reading more books as compared to slow readers who struggle in accomplishing their homework. College students are often bombarded with required readings, and professors usually assign four to five chapters a week. This does not include their other courses.

Lawyers and other professionals who read documents at work also need to read fast to cater to all of their clients. Despite the pile of paperwork they have, they can meet their deadlines because of speed reading.

Comprehension also increases one’s productivity. The time spent on reading is not wasted on checking your dictionary or asking people for clarifications. However, speed reading is a process in itself; it does not happen overnight.

What you can to boost your productivity level is to start reading short paragraphs first. Using the formula for computing the reading rate, measure the time you spent reading each paragraph. As you become used to this method, read longer paragraphs.

When you read, train yourself to get the main idea of the paragraph. You can do a similar exercise by grouping words according to their concepts. For example, the words “lions, cats, tigers, panthers” can easily be summarized as “they are all members of the cat family”. Another example would be “tea, Queen Victoria, omnibus, Big Ben”, which are categorized as “everything British”. This activity will train your eyes to look at words in one glance and immediately see connections between ideas. Comprehension also plays a vital role in this exercise because you have to analyze what the words have in common.

To test yourself how fast you are at summarizing and synthesizing ideas, categorize the following groups of words in five seconds. Don’t forget to use a timer for this activity: 1) girls, ladies, women, hens; 2) sneakers, sandals, stilettos, boots; 3) Brazil, Argentina, Peru, Venezuela; 4) baseball, swimming, golf, archery; 5) gelato, chocolate mousse; cake; tarts.

Another way of increasing your productivity level through speed reading is to find information from chapter titles. Consider the following titles from a book on world history: Chapter 1 – The History of America; Chapter 2 – The Rise of Great Britain; Chapter 3 -- Africa and Marginalization; Chapter 4 – Chinese Dynasties; Chapter 5 – Russia and the Soviet Union. If you were asked to find the chapter where you will see Stalin’s name, you would definitely say it’s in the last chapter, because Stalin was a political figure in Russia. If you want to know about Chiang Kai Shek, the Chinese revolutionary leader, you would browse Chapter 4. This activity saves you the effort

of scanning all the chapters; instead, you will just find the keywords and scan a single chapter.

These exercises made use of skimming and scanning, although long texts were not provided. The goal is for you to assimilate ideas quickly. The faster you processed the words, the better. Moreover, you performed faster because you activated your prior knowledge. The facts that you recalled were consolidated with the words you read. You also synthesized and summarized ideas without fussing so much about the bulk of words.

The power of reading extends far beyond comprehension; it makes you capable of doing many things in a short span of time. You can do more because you instantly understand a text. This is very useful especially if you are browsing catalogues, reading letters, scanning the menu in a restaurant, or studying a chart. Students and professionals alike benefit from speed reading techniques and better comprehension because they make reading less of a chore.

Chapter 5 - Test your Skills

This chapter is designed for you to apply what you have learned. The excerpts come from various sources, and may include new terms. Use whatever reading technique is necessary, as suggested in the questions that follow.

For the first part, you should be able to read the text in 30 seconds or less. Good luck!

Good incentive systems comprise both intent and reward. An example: In ancient Rome, engineers were made to stand underneath the construction at their bridges’ opening ceremonies. Poor incentive systems, on the other hand, overlook and sometimes even pervert the underlying aim For example, censoring a book makes its contents more famous, and rewarding bank employees for each loan sold leads to a miserable credit portfolio... (Source: The Art of Thinking Clearly, Rolf Dobelli)

1. What makes an incentive system good?

2. How are poor incentive systems described in this paragraph?

3. What city was mentioned in the excerpt?

If you were able to answer correctly in a very short time, you have employed both skimming and scanning. The next exercise, however, is meant for you to use context clues.

... Particularly abusive are government and non-profit monopolistic bureaucracies such as public utilities. Institutions like these are complex, multitentacled monsters with endless forms, departments, red tape, and employees who don’t give a damn – or if they do, are as powerless as those they’re trying to serve. (Source: Pulling your Own Strings, Dr. Wayne W. Dyer)

Notice the usage of the term “multitentacled monsters”. Does this evoke an image of an octopus? You’re right, although the term was not used to depict an image of a sea creature. You will have to go past the literal sense in this example. The mention of endless forms, departments, and red tape signify that these politicians get hold of

coffers or public funds. Congratulations! You have just applied the association of images through schema and context clues.

A professional writer may work for any of the following publications or organizations: newspapers, magazines, broadcast media, trade and professional publications, consumer publications, advertising agencies, government agencies, colleges and universities, not-for-profits, and businesses. Some writers are self-employed; their career is based on freelance writing jobs or assignments with one or more publishers... (Source: What Can You Do with a Major in English, Shelley O’Hara)

You should have read the preceding text in 20 seconds. You shouldn’t spend a lot of time reading that excerpt since the text contains general information. Now answer the questions below:

1. How different is a professional writer from a creative writer?

2. In which specific workplaces can a professional writer belong to?

The information needed in the questions is not stated explicitly in the excerpt. Aside from reading quickly, you will have to read between the lines. Moreover, the examples of workplaces for a professional writer have a common denominator. These industries are publication and advertising, only branched out into specific mediums.

For the next and last exercise, you will have to set your timer. You are expected to finish reading the paragraph in a minute or less. Record the time you started reading and the time you finished reading. Compare the expected time and the actual time you finished.

As a house, Barton Cottage, though small, was comfortable and compact; but as a cottage it was defective, for the building was regular, the roof was tiled, the window shutters were not painted green nor were the walls covered with honeysuckles. A narrow passage led directly through the house into the garden behind. On each side of the entrance was a sitting room about sixteen feet square, and beyond them were the offices and the stairs. Four bedrooms and two garrets formed the rest of the house. It had not been built many years and was in good repair. In comparison of

Norland, it was poor and small indeed! (Source: Sense and Sensibility, Jane Austen)

1. How many bedrooms were there in Barton Cottage?

2. What makes the cottage defective?

3. How small was the sitting room?

4. To which was Barton Cottage compared?

5. From which novel was the text extracted?

How did you fare in the last exercise? Did you go back to the text to check the details? It’s normal, because some of the questions contained measurements, and the brain does not retain units of measurement that much, especially when they are written with other equally pertinent information, such as the description of the cottage’s interiors.

Chapter 6 - Your Own Reading Program

The exercises in the preceding chapter are just the icing on the cake. There are other materials to browse or peruse, although designing your own reading program might help. What this chapter contains is a personal reading program. Nevertheless, it could help you come up with your own. You just have to modify the program according to your pace and preference.

When Mike decided to go back to reading regularly, he promised to read a new material each week. For the first week, it’s fiction; for the second week, it’s non-fiction. Mike initially gave himself a week to get back on track and finish a book. Every time he read, he used a timer and gave himself at least an hour to finish five chapters (It depends how long the chapters were. If you’re reading Lee Child or James Patterson, the chapters of their novels are really short).

Afterwards, Mike got his journal or laptop and started writing about what he had read. At first, it was just random writing – purely about his impressions on the character, the narrative, or the author’s style. When he got the hang of it and read faster than he did before, he also took his writing to the next level, and began writing reviews and feature articles about other books – all without going back to the text.

Should you work on the same activity, set a timer to see how far you could go without re-reading. If you could jot down the information you could recall from the book for an hour, and still haven’t cheated by going back to a chapter, then your reading rate AND comprehension are improving. Make sure that you do this exercise on a daily basis. You only need to allot a certain timeframe in your day. A daily exercise keeps your reading skills from getting rusty.

Conclusion

Thank you again for downloading this book!

I am sure that your next step is to create your own reading program and start going towards developing your reading rate, your skills, and your comprehension. This early, I would like to congratulate you for saying goodbye to vocalization and regression!

If you enjoyed this book, please take the time to share your thoughts and post a review on Amazon. It’d be greatly appreciated!

Thank you and good luck!