Speed reading is an important skill. It allows you to skim through large amounts of verbiage with a higher velocity. However, speed reading is only efficient when it is combined with enhanced comprehension. If comprehension is compromised, speed reading becomes counterproductive, as you may miss critical details or misunderstand the context.
As Balota (2016) stated “there is probably no quick fix for circumventing the temporal demands of reading without a cost to some aspect of comprehension” (p.6). Speed reading when taken to exaggerated levels, for instance, doubling or tripling typical reading speeds (e.g., from 250 to 500–750 word per minute) usually leads to a loss of comprehension (Rayner et al, 2016).
So the kind of speed reading I advocate here especially for us in education is one that strikes a balance between speed and understanding. In other words, we want to be able to read quickly and absorb information effectively.
Speed Reading Tips
To help you develop this skill of speed reading I dug into the research literature and compiled for you this list of tips. See references at the bottom of this post for further details:
1. Minimize Subvocalization
In their paper, “So Much to Read, So Little Time”, Rayner et al. (2016) highlight the impact of subvocalization on reading efficiency. Subvocalization is the habit of silently pronouncing words while reading. This is a natural process that supports comprehension. However, it can also be an obstacle limiting reading speed to the pace at which the words are internally verbalized.
The trick is to train yourself to reduce subvocalization by focusing more on visual word recognition rather than auditory simulation. However, Rayner and colleagues caution against the complete elimination of subvocalization, particularly when dealing with complex or unfamiliar texts.
When reading dense and complex texts (e.g., academic research papers), subvocalization can play a huge role in helping us develop nuanced understandings. Bottom line learn the skill of reducing subvocalization but use it selectively.
2. Use Peripheral Vision:
Harnessing peripheral vision is another important speed reading technique that is intimately related to the concept of minimizing subvocalization. An increasing number of researchers (Zhou & Christianson; Balota, 2016) emphasize the importance of expanding the perceptual span, that is, the number of words your eyes can process during each fixation.
When you train your eyes to capture more words at a glance, you become able to minimize the frequency of saccades (eye movements between fixations) which results in significantly speeding up the reading process (see . This technique is particularly useful for skimming and scanning text as it allows you to absorb larger chunks of information without needing to focus on each individual word.
3. Practice Skimming:
We’ve all done it; skimming is a fundamental reading skill that helps us sift through large volumes of material efficiently. In their paper, “Speed Reading: You Can’t Always Get What You Want”, Balota (2016) underscores the value of skimming in developing the habit of speed reading. Skimming enables you to grasp the gist of a text without needing to process every word.
This skill is especially helpful in scenarios where you are only interested in understanding the gist of a text without delving deep into details. You can use skimming, for instance, to search for specific information, such as key themes or arguments in a lengthy document. While it may not provide the depth required for detailed analysis, it serves as a powerful tool to help you develop the skill of speed reading.
4. Train Your Eye Movements:
We touched on this earlier when discussed peripheral vision, but training your eye movements deserves a closer look. In their paper, Eye Movements During Reading in Beginning and Skilled Readers, Justino and Kolinsky (2023) explain how reducing regressions (i.e., instances of backtracking to reread text) and improving the efficiency of saccades (i.e., the quick jumps your eyes make between fixations) can significantly enhance reading speed.
To read more fluidly and process information more efficiently as you read you need to minimize the unnecessary regressions and refine the precision of your eye movements. This takes a lot of practice for sure but you can easily acquire it with time and before you know it you will be able to instinctively avoid distractions and maintain forward momentum.
Related: Reading resources
5. Adjust Speed Based on Text Complexity
When it comes to reading, not all texts are created equal; some require more cognitive effort than others. As Balota (2016) explains, effective readers tailor their speed to the complexity and familiarity of the material. When reading familiar texts or materials from a familiar genre, chances are you will be able to read quicker (with reduced subvocalization) and without sacrificing comprehension.
Reading dense and complex texts, on the other hand, can often demand a slower pace (higher rate of subvocalization) to enable you to process and understand nuanced details. You need to learn how and when to Adjust you reading speed and how to strike a balance between efficiency and comprehension.
6. Expand Vocabulary and Language Proficiency:
It’s a no-brainer: the more you read, the easier reading becomes. As Rayner et al. (2016) explain, expanding your vocabulary and improving your language proficiency are key to enhancing your reading efficiency. A broader vocabulary reduces the cognitive effort required to decode unfamiliar words which allows you to focus more on comprehension than on deciphering individual terms.
Similarly, stronger language skills improve grammar and syntax recognition which enables you to process sentences faster. This foundation naturally leads to quicker and more fluid reading.
Final thoughts
So yes speed reading is an important skill to develop and it will definitely transform the way you engage with texts. However, you need to be attentive in how and when you use it. The is to use judiciously, in ways that do not compromise your comprehension. I hope the tips I shared above provide practical strategies to improve your reading experience while maintaining depth of understanding. For further insights and details, be sure to check out the references below!
References
- Balota, D. A. (2016). Speed Reading: You Can’t Always Get What You Want, but Can You Sometimes Get What You Need? Psychological Science in the Public Interest, 17(1), 1–3. https://doi.org/10.1177/1529100615623268
- Justino, J., & Kolinsky, R. (2023). Eye movements during reading in beginning and skilled readers: Impact of reading level or physiological maturation? Acta Psychologica, 236, 103927–103927. https://doi.org/10.1016/j.actpsy.2023.103927
- Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So Much to Read, So Little Time: How Do We Read, and Can Speed Reading Help? Psychological Science in the Public Interest, 17(1), 4–34. https://doi.org/10.1177/1529100615623267
- Zhou, P., & Christianson, K. (2016). I “hear” what you’re “saying”: Auditory perceptual simulation, reading speed, and reading comprehension. Quarterly Journal of Experimental Psychology (2006), 69(5), 972–995. https://doi.org/10.1080/17470218.2015.1018282
Further readings
- Kurby, C. A., Magliano, J. P., & Rapp, D. N. (2009). Those voices in your head: Activation of auditory images during reading. Cognition, 112, 457–461.
- Levy, R., Bicknell, K., Slattery, T., & Rayner, K. (2009). Eye movement evidence that readers maintain and act on uncertainty about past linguistic input. Proceedings of the National Academy of Sciences, 106(50), 21086–21090.
- Rayner, K., Pollatsek, A., Ashby, J., & Clifton, C. E. Jr. (2012). The psychology of reading. New York: Psychology Press. ISBN: 978-1-84872-975-9.
- Slowiaczek, M. L., & Clifton, C. Jr. (1980). Subvocalization and reading for meaning. Journal of Verbal Learning and Verbal Behavior, 19(5), 573–582.
- Watson, D., & Gibson, E. (2005). Intonational phrasing and constituency in language production and comprehension. Studia Linguistica, 59(2–3), 279–300.
