Welcome everybody.
Today we will talk about speed reading got to be QUICK Right.
So first we get to know how reading works.
So there is an I part a tongue part and the brain part.
And in order for us to reach a certain speed of reading We're going to try and act on each part of this
so we can start with the IPART for the IPART we should make the move of the eye.
Because basically your eye is making certain moves when reading actually your.
If this is if this is a text you want to read then an ideal word your eyes should be in this way.
In reality they actually go back and forth and back and forth and this not only gets them tired but
it wastes your time.
So we should try and make them go like this as smoothly as possible.
And one way to do this is to use a pacer.
Oh well what a pacer is it could just beat your finger.
So let's say you want to read this text over here.
So if it's on a page like a paper print you just put your finger on the word and you track the text
with your finger and let your eyes focus straight on your finger.
OK.
Now this is a very simple trick but it's very very helpful very effective.
And you feel like you reading has gotten more comfortable another kind of PACER is you could use a ruler
a simple ruler and ruler has some advantages over the finger in that it just it hides the text.
That is irrelevant.
So it hides the next line and you have to focus only on the line you are reading.
So you making the job easier for you I and for your brain because let's say this is your page.
Well your brain is actually processing the entire info of the of the page and it has to judge that this
is garbage and give you the information of the first word.
Then if you want to read the second word then the brain has again to tell you that this is garbage and
give you the info of the second word.
Then for the third word it has to again tell you that this is garbage.
This is costing your brain energy it is causing your eyes energy and it is costing you time.
So if you use a ruler or maybe a sheet of paper even better a sheet of paper then you are telling your
brain this is garbage.
Don't bother with this info again and it has to only to focus on the words.
And actually you can it you can combine the two.
So you put the sheet of paper to hide out the irrelevant text and you also use your finger to point
out to the word that is needed and the other word and to the other word this way you really make things
easier for your brain and your eyes will have on the follow a straight smooth movement.
Then the next tricks would be to use skim ink that is you read headings bag grams and the first sentences
you focus on this and another trick is highlighting now highlighting it does slow you down when you're
first reading a thing.
But then it speeds up your subsequent readings.
And likely if you are studying something that needs to be studied that is something that you do not
fully understand that it's likely something that you're going to have to visit several times and read
several times to review and in order for your second and third and fourth review to be more effective
you should highlight the keywords and the things that are the trickiest to you and the things that require
the most reviews and the words that if you read this word you know what the entire page is about.
Or the words that have some practical implication.
For example if you were to highlight words on this page I suggest you highlight the words basing the
word skimming and the word highlighting because these are three actions that you could do.
So next time you review this you want to look straight at these three words and these three will lead
to action and results.
So I will show you a little example now.
So here's our example.
Assume I want to study this article.
So first thing I would do is I would just read the heading and I would go to the contex contents and
it's a good idea to always read the contents whether it's an article whether it's a book you just read
the chapter headings so that you know what the book is all about and you decide what you need to study
because the way I look at it is as if I was in a restaurant and this is the menu I don't always have
to read everything and this alone saves me time.
Some stuff don't need to be read.
So I look at this table of contents and I see well this in the article about multi-sensory reading and
I see where it says overview of models that I see quite a few models model model model.
So I'd be like OK this multisensory thing is not like some very mature science Durston a lot to be discovered
because if if like it was all figured out if for example this guy David called had it all figured out
then there would be no need to for this society to come up with seven other models so I see.
There are so many models here and this is kind of looking between the lines.
Right.
The techs may not say that their science is not mature but looking at the table of contents means that
there are so many models and it gives me a hint about where this is going.
And then I see there's another chapter and I may decide to read this chapter on not to read it.
I see in the classroom so it has some applications in the classroom in case this is all I need.
I could go straight to this chapter and skip the rest.
And this will save me time.
This will per say triple my reading speed because I'm not reading guat I don't need.
Ok I see that there is criticism which confirms my idea that this part of science about multi-sensory
reading is not very mature.
There are many models and there is criticism.
So we are not talking about some science that is really reached a mature stage.
So I go by and read so I read the heading.
I also try and read the first sentence of every paragraph because they conducted the study and they
found that most information of a paragraph is located in the first and in the last sentence and actually
there is much more in the last sentence.
So here I just read David called Model.
All right.
And I read the first sentence which is quite long.
Here it ends here.
So I read this first sentence then I go to the last sentence or last paragraph here and I read it.
And chances are if I read the first and last sentence I already make make a lot sense of this paragraph.
I see this list and I always go and read lists.
The reason for this is like lists are places where information is condensate it may be if you read this
list you get from it all the info in the paragraph or maybe more.
Sometimes the lists have even more info than what's in the paragraph the previous paragraph and often
when they put a list is just their way of paraphrasing what they were saying before.
And I go here.
Second model second heading first sentence there is a list.
I read the list.
I read the conclusion i.e. the last sentence and actually try and notice.
Next time you're writing a text you'll find yourself saying more in the last sentence actually in every
text as dope or the body of the text is you reflecting.
And in the last sentence you are saying the conclusion so you say the most in your last sentence.
I don't say that if you don't read this paragraph you missed nothing.
You may miss some info inside but most of the info lies in the last.
And in the first sentence you know it's the 80:20 rule.
He must have heard about.
So the 80:20 rule says that 20 percent of your actions are responsible for 80 percent of the results
you get.
So some very very little part of the actions you do is responsible of the majority of the consequences
in your life.
And when it comes to reading Well 80 percent of the information lies in the first and last sentence
as well as in the lists that are there.
Something also that has a lot of info is tables whenever you see a table in a text.
Go and look at a table.
Also diagrams if there was any diagram you look at the diagram because you know what they say a picture
is worth 1000 words.
So if there are diagrams by all means study them carefully and there we go.
Here is our text.
I could continue reading the first the headings and the first sentence and last sentence of every chapter.
Also something Eric signs if I see other methods and I see whatever this paragraph is very slow.
It means that there is not much to say about other methods.
It's not important chapter.
The next thing I have to do is I have to make my subsequent readings quick
because if you are reading something worth reading like you're reading on it or something technical
something important then likely you will have to read it several times.
It's rare to have something technical or important and that you can just read and master first time
you read it.
So what you must do is you must make sure that the second time you read it it takes you a half the time
it took you first time or maybe less than half the time and the third time we read it must take you
even less.
And this is how you read quickly.
So if you make an average of the speed of reading and three times you read then you find yourself are
reading incredible speeds like 600 words per minute or something.
While your first reading might have been a slow reading of 200 words per minute or even slower than
that.
So you must make sure that's true your second and third reading is quick.
Now how do you do this.
Well you know what they say a picture is worth a thousand words.
So let's say you're reading this chapter and what you do is you get to write and draw a little diagram
next to it at an O or what diagram would be but a little diagram that just summarizes whatever is in
the paragraph
let me delete this over here.
So for example if you read this paragraph it says that various researchers attempted to hypothesize
ways in which learning string theory can be used in the classroom to such Gault's callers are.
There's a girl this guy who build upon learning modalities approach so I could just draw two people
because there aren't these two persons right on Kenneth.
And next time I look at it I know that there are two scholars who tried mentally I just have to read
their names.
I don't want to be to write their names again.
I mean I've highlighted that I have drawn a circle over it so I just have to look.
But every time I see the two faces I think of the two people and remember that the second time I read
it I may remember their names.
So just looking at the face I say yeah that's return cabinet.
Or I could just add an R and a K as hints for me.
Ok then I read the rest of the paragraph sorry it says although learning styles will inevitably differ
among students.
Done it done and done say that teachers.
Yeah they both named Dunn say that teachers try to make changes in their classroom that were beneficial
to every learning style.
OK so they say change so I could just write the word change here.
Or think of something that symbolizes change.
So you must change stuff to adapt to learning styles.
According to this paragraph this is what this paragraph is trying to say.
And then as I keep reading I see that they talk about redesigning the classroom so that there are there
is in the classroom one compartment for visual learners and another one for auditory learners and so
on.
So I could just draw a classroom from a top view and I divide it into three and this means that they
talk about dividing the room so that Dun's contract activity packages and so on.
So they have packages.
I think that just these two drawings are enough for me to remember the entire context of content of
the paragraph of the three paragraphs actually.
So there are these two callers Rita and Kennet and they advised that you divide your classroom into
three.
That said and then so my first reading I was reading at 200 words per minute very slowly but my second
reading I just looked at the diagrams and get going so I get the meaning of the paragraph in three seconds.
If you do the math that would be something like an all or something crazy like 2000 words per minute
or something even crazier.
I think it's crazier than that.
So if you make the average 2000 words per minute plus 200 words per minute for my first reading and
you draw your average will be 1100 words per minute.
That is crazy.
Another way that I used to make my subsequent readings faster is through highlighting but not just any
way of highlighting here is how I do it.
Let me go to another paragraph.
OK.
So let's just say this is the paragraph that I want to highlight so I highlight whatever I find important
in that paragraph.
So let's go for some crazy highlighting here and I only highlight the words have some pragmatic results
like words that could lead to some action on my part or words that when you read it you understand the
entire sentence or the entire paragraph.
So let's say first time I read I made these highlights
second time I read I'll be that much quicker because I will only have to read a few words that I have
highlighted to be a lot lot quicker.
But it doesn't stop here
because the second time I read I may realize that for example I know this piece of info by heart and
I don't need to review it again.
So I will maybe realize that this part actually needs to be reviewed a third time so I highlight whatever
needs to be reviewed a third time maybe I realized that this part over here does not need to be reviewed
that this does not need to be reviewed it is acquired that this needs to be reviewed that this needs
to be reviewed.
The third time this doesn't need this doesn't need.
This needs to be reviewed.
So I have less stuff highlighted.
So the third time I will have even fewer words to read and my speed will still increase.
And then third time I read I also highlight what ever needs to be reviewed a fourth time so I would
like to decide that this is the only thing that needs to be reviewed.
A fourth time.
So my fourth reading I will only have to read one word to get the entire paragraph.
That is crazy.
And actually in real life the first time you read whatever it is that you have highlighted.
Well my friend it's high time for go and Google like because if you need to review it that much must
be that is something that you haven't understood.
So it's a good time to go google it.
And then once you have Googled it maybe it was the last thing that was holding you down from knowing
the entire chapter by heart.
So the fifth time you will not even have to read this.
It's all acquired.
And you don't need it any more.
And this would conclude our first video about speed reading We're just getting started.
So see you in the next video.