Module 2.1 - Reading Revolution - New Thinking

Getting Rid of Myths and Misconceptions

Learning Objectives: 

When you finish Mod 2.1 you should be able to answer the following questions:

Is reading slowly and carefully always best? 
Should I always read at a comfortable, natural pace? 
Is good comprehension possible at speeds of over 500 wpm ?
Should I ever use finger pointing while I read? 

Pre-Reading/Activating Schema/Anticipation Activity (Activity 2.1):  

Before you begin this module take a few minutes to write out your answers to the questions above. Don't worry about whether your answers are right or not, just record your current thinking. If you answer yes to a question, include reasons why you believe this is true. If no, why not? When you finish reading the module, you will be guided to revisit your thinking and reflect on any changes to schemata.

This activity is required; be sure to either email your responses or write them out and leave them in your lab folder for me to review. 

Is reading slowly and carefully always best? 

Does reading slowly and carefully always lead to better comprehension? Not always. As noted in Module 1, there are times when slow, thoughtful reading is appropriate, but reading everything at the same slow, plodding pace is a characteristic of a poor, not a power reader!

Poor readers read with:

• no clear idea of purpose
• poor reading techniques
• faulty eye movements
• no flexibility in reading mode

These are all comprehension and retention inhibitors. In this course you will learn many techniques for reading flexibility, but it is not too early to begin now to practice varying your reading speed to suit your purpose for reading.

Should I always read at a comfortable, natural pace? 

Are "normal" reading rates most natural and comfortable and, therefore, best? Again, no. In fact, in order to succeed in reading faster and understanding more, you must be willing to be uncomfortable at times as you get used to reading more actively. Changing old habits can be hard; most of us tend to resist change, but moving out of that slow, plodding reading rut will be worth the effort. You may never feel "comfortable" while reading at extremely rapid rates. Rapid reading, skimming, and scanning can be hard work, but in the long run can save you precious time. 

You must believe that you have the ability to attain your goals and that, with practice, you will. When trying new reading techniques, don't give up if something doesn't work out the first time. Keep practicing until the new skill becomes automatic. Some learning/training/self-help experts believe that it takes 21 repetitions to change a habit. Whether you believe that is true in every case or not, we all know that the old adage "practice makes perfect" often applies to learning, especially learning that requires coordination of mental and physical effort.

Is good comprehension possible at speeds of over 500 wpm ?

Yes!! Many of the same factors that influence your choice of an appropriate reading mode also affect your speed and comprehension:

• familiarity with material and vocabulary
  • The more highly developed your schema on the topic under consideration, the easier it is for you to quickly grasp the author's ideas. Steven King, in his memoir, On Writing, calls reading an act of "mental telepathy." That transference of ideas from the author's mind to yours happens quickly, easily, almost automatically, if your prior knowledge is adequate. The importance of developing background knowledge and vocabulary can not be over-stated. Remember Bill Gates' motto - read widely and read a lot.
• purpose
  • Your purpose for reading determines your definition of "good comprehension." For example, when skimming an article your desired level of comprehension is certainly much lower than it would be if study reading to prepare for a major exam. Often in this course your focus will be on improving reading rate while maintaining at least 75-80% comprehension. Use this rule of thumb when working on the rate building programs in lab and when transferring your improved reading skills to textbook reading as in the DRV reading selections charted each week for your lab assignments.
• training
  • This course provides the training you will need to achieve your reading goals. You must understand and be willing to apply the concepts, tips, and techniques presented. Understanding is often the easy part; when attempting to transfer new skills to actual textbook or pleasure reading, you may encounter difficulty at first. Attitude is paramount here. Don't become frustrated and give up after just one or two tries. You can do it! This course can work for you as it always has worked for students who stick with the program and keep working!
• practice
  • Practice everyday. Practice in the lab. Practice with your DRV text. Practice using your independent reading books. Practice using texts from other classes. 
  • Plan before your practice: Make conscious decisions concerning your purpose for reading, mode of reading, focus, concentration, reading rate and level of comprehension desired. 
  • Be metacognitively aware as you practice: Constantly monitor your reading processing and make changes as needed. (Review Metacognitive Behaviors of Good Readers)
  • Reflect after your reading practice: Honestly assess your performance. Determine if you need to continue practicing in the same way, building rate and comprehension, or if there are changes you should make in your next practice session.

Should I ever use finger pointing while I read? 

Do you still remember when your first grade reading teacher made you sit on your hands so you wouldn't point at the words on the page? She was right; pointing your finger at each word individually is a bad habit and definitely slows you down. However, you are not the same reader you were then. Then you were a beginning reader, still learning. Now you are a fluent reader attempting to increase fluency by enhancing rate, comprehension, vocabulary, concentration  - focusing on improving the specific skills you have set as your goals for this semester and beyond. Now there may very well be a place for using a pacing device to help you learn proper eye movement. You will certainly not be slowly plodding through your reading and pointing at each word, but you will be learning to use your finger, possibly your whole hand, to keep your eyes moving and to help you get rid of some bad reading habits.

In Module 2.2 we will take a look at some of those bad habits as well as some good habits to cultivate.

Post-Reading/Reflection/Reaction (Activity 2.1, concluded):

Reconsider your responses to the pre-reading/anticipation activity questions at the beginning of this learning module. If the information provided in the module supports your original answer, write a brief response explaining why you think your original response is confirmed. If the information does not support your choice, explain your rationale for changing your opinion.

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Proceed to Module 2.2

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