How to Read Better
  • How to Read
  • The End(s) of Reading
    • Reading Failure Modes
  • We've Got Reading All Wrong: Relearning How to Read
    • How Most People Read
    • Reading Is a Useless Word: The Many Kinds of Reading
    • On Non-Linear Reading
      • Reading As Iteration
      • Non-Linear Reading: Case Studies
    • Speed Reading is Dead
      • 80/20 Scan
    • Books as Networks
      • Networking / Associative Reading
      • Conversation vs Indoctrination
  • Reading Deeply: Going From Passive to Active
    • The Death & Rebirth of Highlighting
    • Feynman Method
    • Brain Dump: Active Reading Techniques
    • Brain Dump #2
  • Remembering What You Read: Beyond the Book
    • Forgetting Curves & Spaced Repetition
  • Choosing Reading Material
  • Applying What You Read
  • Reading More
    • Positive Feedback & The Boredom Filter
      • Establish the Process First
    • What Is Possible?
    • Finding Time to Read
    • Create Positive Affordances
  • On Implementation
  • Resources
  • Untitled
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  1. We've Got Reading All Wrong: Relearning How to Read

Speed Reading is Dead

Bye-bye speed reading. Hello tempo reading.

PreviousNon-Linear Reading: Case StudiesNext80/20 Scan

Last updated 7 years ago

In the previous section, we looked at non-linear reading. This is the idea that you don't read a book from left to right.

You also don't read all of a book at the same speed. This—along with many other reasons—is why speed-reading is BS.

Here's a quote from illustrating why advanced readers adjust their reading speed to suit different purposes:

Students facing enormous amounts of reading must learn to distinguish between different purposes (for reading) and make the adjustments to their reading speed, based on knowing these purposes. The reading polarity--between "getting the gist" and "close scrutiny." And this may vary within a single text. Good readers read for the gist of things, then at times for main ideas, and at other times for detail and then again at times for inference and application--developing critical thinking skills. Poor readers do not discriminate. They read at the same speed all the time. John Bean writes, "The lesson here is that we need [to know] when to read fast and when to read slowly."

Reading Difficult Ideas