Lifted Magazine - Strategies for More Efficient Textbook Reading

Everyone's speed and comprehension can improve—even the most skilled reader can become better. You have perhaps tried reading some of your textbooks faster only to discover you were understanding less. Or possibly you eliminated information and realized later you were uninformed in an important area. These are time-saving strategies, but not efficient reading techniques. "A mark of efficient reading is being able to select quickly the skills you need to read a particular selection in keeping with your purpose for reading it." (1)

Evaluate your current reading habits by answering the questions in the table below. (Table 1) Refer to your answers as you apply these strategies to future reading to see if any of your reading habits that are a deterrent to efficient reading are changing. Establish a reading routine which includes the P-R-R method (Previewing, Reading, and Recalling). (2)

Use the following reading strategies to help you become an efficient reader with better comprehension.

Be a flexible reader. Proper reading speeds vary according to the type and difficulty of reading material. In order to be a flexible reader, you need to recognize your purpose for reading a given selection, preview the information, and then decide whether it will be sufficient to skim it, or if it will be necessary to read the material in-depth. (3) To "skim" is to let your eyes travel quickly over a page and grasp key words or ideas by skipping with judgment. (4)

Be an involved reader. After you decide on your purpose for reading a given selection, the next action is to preview the materials. Previewing is performed by an initial skimming of the material. This includes reading the title and subheadings, noting visual aids and paragraph format, and looking for key words. This action provides an internal outline of the information which helps to increase reading speed and ultimately improves comprehension. You become involved in the materials as you anticipate the author's emphasis and direction.

Limit re-reading. Regression is a serious obstacle to efficient reading. Some re-reading may be necessary for difficult materials, but regression can easily become a habit. (5) Previewing will help you to minimize the desire to re-read everything. Recalling mentally the main points of what you have read will help you to avoid re-reading. Ask and answer questions about the main points.

Limit vocalizing or sub-vocalizing. If you vocalize (say aloud) or subvocalize (say silently) some words as you read, that is not unusual. Some inner speech occurs in all readers, but to a lesser degree with efficient readers. (6)

Read words in clusters. Do you look at words as individual words or as part of thoughts or phrases? Read using this type of word clustering:

Do you--look at words--as individual words--or as part--of thoughts--or phrases?

These phrases or thought groups can be read as a unit and convey ideas beyond that of a single word. (7)

Use vocabulary, publisher, and author aids. Use aids such as context, word origins, publishing aids (sequences, italics or boldface type, illustrations), and signal words (furthermore, although, consequently, in conclusion). (8)

Applied routinely, these strategies can become an automatic part of your reading process. You will take charge not only of your textbooks, but also of that daily deluge of other printed materials. Efficient reading becomes more informative and enjoyable as you gain improved comprehension.

Table 1: Personal Reading Evaluation
1. Do you like to read?	Yes	No
2. Do you try to read faster but understand less?	Yes	No
3. Do you preview (skim) material before actually reading it?	Yes	No
4. Do you have a purpose when you read?	Yes	No
5. Do you adjust your reading speed based on the purpose for reading?	Yes	No
6. Do you concentrate on the material?	Yes	No
7. Do you remember what you’ve read and can state the main idea?	Yes	No
8. Do you have a slow reaction time in understanding what you’ve read, and thus re-read the material?	Yes	No
9. Do you vocalize (read words aloud)?	Yes	No
10. Do you sub-vocalize (pronounce the words internally)?	Yes	No
11. Do you read one word at a time?	Yes	No
12. Do you read in thought groups (phrases)?	Yes	No
13. Do you look for logical breaking points in the material?	Yes	No
14. Do you use the organization of the author’s paragraphs to provide an internal outline of the material?	Yes	No
15. Are you aware of the importance of building a better vocabulary to read more efficiently?	Yes	No
16. Do you use the context of a word (surrounding words) to understand the meaning?	Yes	No
17. Do you use the root word or prefixes and suffixes to understand the meaning of the word better?	Yes	No
18. Do you use a dictionary to define a word if the context or parts of the word (root, prefix, suffix) do not define the word adequately?	Yes	No
19. Do you scan graphs and tables to understand the textual material better?	Yes	No
20. Do you become involved (ask questions, look for answers)?	Yes	No
21. Do you use the author’s aids (headings, punctuation, number or letter sequences)?	Yes	No
22. Do you use the publisher’s aids (boxes, print size, typeface, format, color)?	Yes	No
23. Do you stop occasionally while reading and reflect on what you’ve read, recalling the main points?	Yes	No
24. Do you have adequate light?	Yes	No
25. Do you realize it is the combination of all of the reading strategies that will allow you to read more efficiently with greater comprehension?	Yes	No

REFERENCES

(1) Spache, George D. and Berg, Paul C. The Art of Efficient Reading. New York: MacMillan Publishing Co., 1984.

(2) "How to Read Your Textbook More Efficiently"

(3) Langan, John. Reading and Study Skills, 5th Ed. New York: McGraw-Hill, Inc.,1992.

(4) Rauch, Sidney and Weinstein, Alfred B. "A Slow Look at Speed Reading." Journal of Reading (Feb.1968): 355.

(5) Zorn, Robert L. Speed Reading. New York: Barnes and Noble, 1980.

(6) Lewis, Norman. How to Read Better and Faster<, 4th Ed. New York: Thoman Y. Crowell Publishers, 1978.

(7 & 8) Spargo, Edward. The College Student. Providence: Jamestown Publishers, 1983.

Visit the Life at Lifted Magazine Blog
Visit the On the Road with Lifted Magazine Travel Blog