Synopsis of Research into Reading Efficiency among Adults
and how it relates to the course in Fast Effective Reading
A major research study into Reading Efficiency was conducted in the late 1960’s and early 70’s. There have been other studies since then, but results serve only to support most of the original findings. Our course in Fast Effective Reading is based on the results of this research. Crucially, the evidence from all the many courses we have run in Fast Effective Reading, both in the UK and the US, indisputably bear out that improving reading efficiency is not only possible but within the capability of most adults. We have also witnessed many examples of mild dyslexics significantly improve their confidence in reading, as well as their ability.
One of the chief research programmes was conducted in Sydney and Melbourne Universities, under Dr S Rodgers. 106 students took part. Interviews were conducted in groups and by individual to establish the chief reading problems they were suffering from as university students. Problems fell into two categories, concerning
a) the physical process of reading i.e. eye movements and visual span
b) the mental process, especially concentration and comprehension.
To investigate the former, cameras were set up to photograph the eye movements of readers. It was established that the average reader regresses (skips back) 2.2. times per line of 12-word lines. Second, the number of eye fixations per line equalled the number of words per line.
The Turbo-Reading and Eye Control Tests in our programme are used to help resolve regression. The Eye Span Exercises and Groups-of-Words exercises train the reader to make 3 or 4 fixations per line, more importantly one thought unit at a time.
A study by John Hopkins School of Medicine showed that reducing these faulty eye movements can dramatically improve reading speeds.
The research also studied concentration levels. It was found that the average reader's concentration declines significantly after 17 minutes, although the type of text had a bearing on this duration, as well as purpose for reading. For many, “cognitive interference” (mind-wandering) sets in often after 3 minutes. Studies at Chicago University later confirmed this.
Our programme reflects these findings, both by verbal instruction and graphically. The YourDocs™ software automatically reminds readers of their current purpose for reading every 30 seconds or so to encourage them to remain focused.
- Previewing is another facet of our programme. This reflects the brain’s need to view new information first at the macro level, before tackling the detail typically at the micro level. When reading, many are over-analytical (left-brain thinking) and often the main thrust is overlooked (more right-brain thinking). As a result only partial comprehension is achieved. Previewing enables the reader to use both hemispheres of the brain and achieve deeper levels of comprehension. Previewing is also crucial to be able to set the purpose for reading.
- Variation in Reading Speeds. In the Australian research, optimum reading speeds were carefully measured to enable students to achieve maximum comprehension in the minimum time. Reading speeds on average can be increased by between 1.7 and 2.8 times, without affecting comprehension, but the nature of the material and the purpose for reading it must always be the deciding factor. Hence we stress the need to vary reading speeds according to purpose and degree of familiarity with the subject matter.
Tail-piece
In some respects, the chief conclusion from the research was that most people should regard reading skills as any other skill which can be developed, as can memory. The tragedy is that we are taught to read at age 5, and then left to our own devices, with a skill more undeveloped than any other in daily use throughout our lives.
Reading Transformations; London
2008
