Speed Reading Basics

by: Jonathan Mayheart

Speed reading is vital in today’s business and academic world, with the vast information that the internet offers, and the huge amounts of reading tasks an average manager or student faces, there is really no choice but to try and increase the intake of information.

In the last forty years there has a been an explosion of information, we are living the information revolution and that requires a lot of young professionals a great deal of effort in digesting this information and making good use of it.

Most of the people who attend speed reading courses and classes have some kind of problem, or believe they have some kind of problem, with their reading, here are a few of these potential problems.

Lack of concentration or partial/impaired concentration is an obvious problem for speed reading, the effects of the environment on ones reading rhythm and the general tendency of some people to be able of acceptable reading rate only in ideal situations. This problem is one of the basic speed reading problems and is usually dealt with in most courses.

Poor eye movement may cause some readers to shift their eyes to other directions and than go back to the book or paper to relocated the last point read. This problem also correlates with poor mechanical skills, which can be a real problem in speed reading.

Short attention span is a clear problem, almost everyone knows this problem, you start strong and begin to slow down as you read on. This kind of problem typically creates a situation of going back to re-read some lines over and over again, or a need to read the same sentence a couple of times for lack of understanding or loosing the line of thought altogether.

Reading by heart, when a person reads to himself (muttering the words or even reading out load) is an obvious problem since speed reading is much faster than talking, the reading out load inhibited the ability to read fast and also regulates a slow input of information into the cognitive.

Delayed reaction to information and material – This delay often comes from inattention, reading ahead or distraction. Desire to remember every word – This is loosely related to the tendency to re-read or slow down.

So what can you do to increase your reading skills? Do you really need to try speed reading you should you consider just eliminating some of these problems. The answer is most likely dependent of what you need, no matter what you problem is, you need to address the problem.

To try and read faster, here are a few tips that would get you going. Think of reading as a ‘pick and choose’ activity, where you can choose to read the words and phrases that are critical to comprehension, and skip over the connective tissue.

One major key in speed reading is filtering out all the words that has nothing to do with the subject and naturally, there a lot of them. All the connecting words, basically words that are there to connect one word with the other to make a sentence (TO make A sentence) the “and” “it’s” and “and’s” have got to go, just make yourself blind to them, go over these words and do not dwell on reading or noticing them.

Practicing time reading is also good, set up a timer and see how much you read in one minute, and in five minutes. Try and honestly estimate how much did you get from the text (make sure this is something you read for the first time), and try to beat yourself at this over and over again, until you start to feel that you have moved up one level. Experiment with different texts, and try to find books with text that has some questions about what you just read so you can apprise your understanding. Evaluate your situation every time you do this, reading faster sometimes mean that you will make more mistakes on understanding the subject, you should start making “mental notes” while reading so you will not fail answering the questions.

Train yourself to read more quickly by forced timing. If you are a runner, training for a race, you go out and run every day and you try to improve your time or your distance.

Set a timer and run a reading race every day for two to four weeks. You do not have to spend more than five minutes on this exercise. You may become frustrated, at first, by the fact that you cannot read as fast or remember as much as you would like.

Practice makes perfect, and this is the most basic thing you can do to increase your reading speed, in two weeks you should see some improvement, and you should work on the weaker aspects of your reading skills. This is the start of speed reading, and once you master the basics you will be on your way to becoming a speed reader.

About The Author Jonathan Mayheart has been writing speed reading tips and advice for internet sites in the last few years. Jonathan currently writes Speed Reading http://speedreading.zupatips.com articles for the tips and advice website ZupaTips.com.

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The Five Proven Ways to Combine Job and Studies

by: Linda Correli

On any course there is always at least one student who manages to succeed with studies, while others are doomed to fail. My friend Sally was like that. With an agenda of tasks to accomplish at work and a younger brother to look after, she always had good marks at university and even got her First-Class Degree with no troubles at all!

After my astonishment was dispelled, I started wondering how it came that Sally could successfully combine her job, studies and private life. And since I was about to start my own career being yet a university student, I kept a close eye on my friend trying to figure out her success formula. Step by step, I learned her tricks and adopted her studying methods, which were a good start in life.

1. Understand What You Need to Succeed at

The first thing Sally taught me is that getting a degree is not just about learning biology, history, English or whatever. It is all about understanding what you want to succeed – what, in fact, the university wants from you and what you will get in return.

Thus, Sally explained me that if you want to save plenty of time for the things you care about rather than doing unnecessary paper work for the university, you need to have a feel for the education market and sell your inspirations. Consequently, it is important to understand what the lecturer wants from you or what the essay marketer is searching for.

In this respect, Sally saw all lecturers as customers that fall in two broad categories. The first category includes teachers who consider lecturing as an unwelcome interruption to their research work. With them, Sally simply pitched her essays so that her opinions appeared more as evidence that she had read and understood the key contributions to the debate, rather as an attempt to pull down the monuments.

However, it was completely different with other teachers, i.e. the second category of teachers who enjoy teaching and discussing new ideas. To make a favourable impression on them, Sally would present her arguments to show that she had done her reading and understood the key concepts. Moreover, she would try to add something more to the issue rather than rake over familiar ground.

Pretty soon I understood that studying is all about working out what is wanted and then delivering it. This tactic never let me down!

2. Delegate Some Job to Others

Sally was a master of shortcuts. “Why should I bother myself with dull research paper topic I’m not interested in when someone else can do 200 times better than me and for me?” That’s what she told me two days before the research paper deadline, when everyone was suffering over their research papers and Sally wasn’t even bothered to have a look at it. The very same day Sally ordered her research paper at one of online custom writing services, received it a day later, skim read it, handed it in and got the desired “pass.” I couldn’t believe it!

Surely, in the course of time I understood how unwise it is to spend so much time on a single research paper just for a tick in a register. Ever since then ordering my university papers became a usual practice for my university years. I simply ordered a research in one of the respectable and proven custom writing services and spared myself of boring and time-consuming research.

With custom writing services, I learned to get both: free time and professionally written, plagiarism-free papers that were tailored to my specific needs.

3. Seek Shortcuts

In all university years there was always a long list of humble books that were to be read. Surely, every book on the reading list was out on long loan from the university library within 5 seconds of the list being issued with no way of getting it. Sally found the way out even here.

Collections of selected readings or journal articles could work miracles; for they are excellent sources that often save the bother of reading the original texts. To get the gist of a novel, we would flick through the book, read the introduction, note any summaries, look at diagrams, skim the index and read any conclusions. This way we plucked out what was needed and made our escape.

4. Condense Your Knowledge

So as Sally’s hectic lifestyle didn’t slow down even during an examination session, she worked out the proven way to pass any exam with flying colours even when you don’t have much time on your hands.

First, Sally was revising by discarding subject areas she could not face revising. The option was to compile notes and then condense them onto one or two sheets for each subject area, so that to concentrate on them before the exam. Thus, leading up to the exam, she would concentrate on the condensed notes and rely on the memory to drag out the details behind them when the time came.

Second, no matter how serious and difficult the exam was, Sally never practised writing exams questions, although it was recommended by the teachers. She always stressed the importance of being spontaneous and open-minded. Although, it all seemed a little bit crazy, I tried it once, twice, then one more time, and once again … and to the end of my studies at university.

5. Let Your Hair Down

No matter how difficult it was Sally would never miss a party, or some do. She would always hangout with her friends and share regular shop tours. Her studies or job would never outweigh a date with her boyfriend. Sally would never miss a training session in a gym.

In other words, Sally knew how to relax, let her hair down and get filled with energy, positive thinking and never-ending optimism that would drive her further on.

To cut a long story short, my friend Sally is the example number one of how to strike the right balance between working, studying and enjoying yourself. Simply, be a happy student, take what you do seriously and do your best. And, no matter what you do, don’t forget to appreciate every day of your university studies, for it is one of the greatest periods of your life.

About The Author Linda Correli is a staff writer for http://www.go2essay.com She specializes in writing History, Literature and English essays and book reports, as well as admission essays, personal statements and letters of recommendation.

Found at http://www.ArticleCity.com/

Sleep More To Help You Study

by: Malcolm Moorhouse

For those of you that are studying, here are a few ideas to help you succeed with your studies.

Do you use your car for getting to school? You had better use your seat belt and buckle up considering many car crashes today are caused by lack of sleep. Chances are you are not getting the right amount of sleep at night. Sleep depravation doesn't just cause physical tiredness; it can affect the function of your brain too. This article looks at how lack of sleep can affect your learning potential.

Figures given by the national sleep foundation indicate that 85% of students do not get enough sleep. What constitutes as enough sleep? While definitions can vary, it seems the average is about 8.5 hours of sleep per night according to the foundation. If the calculation is correct and 85% of students are suffering from sleep loss, then you could gain an edge on them just from lying in bed, relaxing, and getting more sleep.

Sleep depravation can damage ones ability to stay focused, abstract thinking, creative ability, communication, and more. If these symptoms seem familiar, they are also symptoms of ADHD, the attention deficit disorder many people experience. It as been shown that these symptoms lead to poor performance in the classroom.

The route people should take in order to get more sleep is to make sleeping a larger priority in there lives. Many people have a sleep schedule that has a very low priority in there busy lives. Investing in a new set of soft sheets or a better mattress and bed could give people the incentive to making sleep a greater priority in there lives. Even some sleep inducing music, such as sounds of the sea can help a person fall asleep.

Once a student finds a way of getting more sleep positive results should be instant. Grades will go up because of better quality work. There will be a large increase in energy which could be converted into more productive working time.

It has been noted that getting more sleep can have other fringe benefits besides helping you learn better. When the body gets at least eight hour sleep you wake up with more energy which will lead to a more full filling life style. Also having more sleep will contribute to feeling relaxed and happier.

About The Author Malcolm Moorhouse. Web: http://www.sleepok.com Email: info@sleepok.com Copyright Malcolm Moorhouse 2006 Found at http://www.ArticleCity.com/

Foreign Language Memory Technique

by: James Dunn

Learning a foreign language takes a lot of time and effort. Even so, most people spend countless hours memorizing vocabulary lists, when there is a better way. The Dunn memory technique is a faster, easier, and more enjoyable way to learn a foreign language.

In order to understand how the Dunn technique works, a little knowledge of memory is necessary. You have several levels of memory retention. Here are the levels of memory from worst to best.

1. You are able to relearn the material faster and more easily than new material.

2. You are able to recognize it in a group or list.

3. You are able to remember it if you are given a hint. (e.g. It starts with the letter H)

4. You can recall it without any help.

The Dunn technique makes two assumptions. One is that when you study new words, some of them will naturally fall into the deeper levels of memory than others. The other assumption is that it is more effective to have many words at a lower level of memory than to be able to perfectly recall a few words.

If you are able to recognize many words, even at a low memory level, then you are able to talk to native speakers, watch a foreign TV show, or listen to music in the language you are trying to learn. Since these activities are more enjoyable than staring at a vocabulary list for hours on end, you will probably do them more often. Every time you listen to that song or watch that movie you are actually practicing your vocabulary and moving your retention of those words to deeper levels.

Memorizing words this way is also more natural, and you will learn words in order of their importance. The importance of knowing a word is the frequency it is used in the language. Therefore the more important a word is, the more often you will hear it on TV and in music, the better you will remember it.

To learn a list of vocabulary words with the Dunn technique, you look at each word with its definition, and memorize it using whatever technique is most effective for you (e.g. form a mnemonic, picture it in your mind, repeat it a dozen times, etc). You need to memorize it well enough to have total recall for the entire list without looking at it. Once you can do that, forget about the list for a while. Review it every once and a while, but not too often. Don’t worry about forgetting a word or two. It is easier to put more new words into the lower levels of memory, than to try to forcefully pound those difficult words into the higher levels of memory.

If you keep a list with you everywhere you go, and continually review list over and over again, you are training your brain to memorize words that way. Then every time you want to learn a new word, you’ll have to go through that whole process again. It is better to memorize the word once, and let it fall back to the recognition level of memory, because then when you hear that word on a TV show or a song, your brain will realize that word was important, and it should memorize those words better.

It is also better for pronunciation to memorize a word from hearing native speakers say it than to memorize it from a list, since it’s your own voice in your head, and you have an accent. Your brain also prioritizes words more highly if you hear them in a real situation. Then your brain realizes why you needed to know that word, instead of just being another word on the list.

By focusing on quantity instead of quality, you are able to better learn from real life situations, just like you learned your first language. You will be able to learn words better, and more enjoyably by talking to native speakers and watching foreign movies than from memorizing lists. The Dunn technique doesn’t work for everyone. You have to know how good your own memory is, and adjust the method to fit your learning style. However, once you know how you memorize, you will be able to memorize words faster, more easily and more enjoyably with the Dunn memory technique.

About The Author James Dunn is the owner and operator of eLanguageSchool.net http://www.elanguageschool.net

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Long Term Benefits of Positive Reinforcement vs Negative Reinforcement

by: Sensei J. Richaard Kirkham B.Sc.

Long Term Benefits of Positive Reinforcement vs Negative Reinforcement by J. Richard Kirkham

Over the years of tutoring students with behavior challenges, I've noticed a pattern of negative reinforcement by both parents and teachers in an attempt to diminish or stop such behaviors.

Let's review some basic behavioral reactions from all human beings. This includes both adults and children since these are basic behaviors.

Children and adults avoid negative stimuli.

This includes but is not inclusive to spankings, getting yelled at by the boss, or even disapproving looks.

Children and adults attempt to receive positive stimuli

This includes but is not inclusive to hugs, getting complemented by the boss, or even approving looks.

In the absence of any stimuli children and adults will attempt to create situation wherein responses by authority figures or peers is motivated.

In most cases I've witnessed in both children and adults the activity to promote this stimuli tends to be in the form of a negative behavior issue. Again, this applies to both children and adults from throwing paper airplanes to antics at the water cooler at the office.

Why are these behaviors primarily negative?

Let's consider the way we were raised.

I've actually had successful, intelligent parents tell me and I quote one person

"My wife and I don't believe in rewarding expected behavior."

What do you believe my former student will do when he/she feels a need for attention? Do well on a test? No, that's expected. As is behaving in class, in public and basically acting in an appropriate manner in all situations.

I've seen the same attitude in over 75% of the parents who hired me to consult with them over email or tutor their child and it's not the parents fault. Most parents don't have a background in teaching, counseling or psychology They raise their children, in most cases, the way they were raised. Getting the occasional tip from another parent or television. If the technique the parent uses even temporarily hinders a behavior. They feel successful.

For the most part, if the child has no extreme behaviors, the parents techniques raise a socially acceptable child with average goals in life, but at what loss of potential?

Let's look inside the mind of a child through adulthood.

Let's presume he/she has average self-trained parents who understand the benefits of positive reinforcement, but are, for the most part unsure how to execute it and therefore is sporadic at best.

Here's a scenario;

John gets an A on his test. Parents praise him.

The next class John tries hard though he gets a D. Parents admonish him.

John gets another D in the same class. Parents ground him

John gets yet another D parents take away his hand held gamer

John stops trying in the class

John resorts to acting out for attention in that class

As his peers grow accustom to his behaviors John escalates them in order to receive the same amount of attention.

The parents finally have a meeting with the teacher of that class to find out why John gets into trouble in that class.

This can escalate further but generally doesn't. Do you now understand, however, why we act out in a negative manner in order to get attention. We keep the traits in us which are reinforced whether this reinforcement consists of negative or positive stimuli.

Let's now examine some parents who, through classes study or perhaps even buying my book (were they the one's) understand the importance of consistent positive reinforcement.

John gets a D on his test

A compliment is followed by constructive questions

John changes his study habits

John still gets a D

The parents hit a heavy bag, power-walk and release their stress in constructive ways.

A compliment is followed by constructive questions

The parents have a meeting with John's teacher for the class.

The teacher works with John.

John probably does better on the next test.

Regardless of the results John still has his support group and is not alone. Which means I probably won't get the “you're my last hope” call.

Let's carry both these scenarios into adulthood

Primarily Negative Stimuli

John graduated high school with B's and C's He's working at a grocery store. He bags groceries and is a hard worker. He does what he's told at work because he doesn't want to get into trouble. He shows up to work regularly and has had a few raises.

Scenario with primarily positive reinforcement

John graduated high school with A's and B's. He started out bagging groceries. John knew he could do better than that. He worked hard utilizing the same positive reinforcement techniques his parents had utilized with him to improve his self-confidence. The customers, coworkers, and management appreciated his positive attitude and hard work. John asked questions and was not afraid to try or suggest new ways of performing daily tasks at work.

He's now the manager of the grocery store with a very busy schedule as he is taking college courses in the evening.

Conclusion

Though John's character is fictional, the results are not. Self-confidence and a lack of fear to attempt to achieve tasks without negative reprisals due to temporary lack of achievement is a must for the building blocks for both leadership and innovation. Without consistent positive reinforcement the child's chances of realizing this self-confidence to perserveer and to develop and initiate new ideas and methodology is greatly restricted.

Let me conclude with a quote from my book

“Do you want your child to want to do the right thing or be afraid to do the wrong thing?

About The Author J. Richard Kirkham is a dual certified teacher and martial arts instructor. He has expertise in alternative teaching methods and positive reinforcement methodology. He's written several books in the printable electronic format and has made downloadable videos and DVDs. One of his books he put his heart and soul into is “Tutoring and Positive Reinforcement Techniques and Methodology for all Parents and Teachers” formerly titled “Raising Your Child to be More Positive and More Confident” Feel free to visit Mr. Kirkham's website at http://KirkhamsEbooks.com or you may email him at help@kirkhamsebooks.com

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Speed Learning With SQR3

by: Michael Tony Jones

SQ3R is a reading/study system preferred by many educators.

It can add 10 to 15% more time to a study session. However, it can produce a 70% improvement in retention according to some researchers.

The SQ3R acronym stands for:

S = Survey
Q = Question
R = Read
R = Recite
R = Review

SURVEY:

Take five minutes to get an overview of the material paying special attention to organization and content.

Look out for diagrams, maps, pictures, charts. Take note of headings, boldface type, italicized words.

QUESTION:

Create interest in the material by asking the leading questions - What, Who, Where, When, How.

Keeping the mind focused on these questions as we read maintains interest in the material.

Ask yourself, "What is likely to be the most challenging part of this material for me to understand or remember?"

READ:

Look for answers to your questions from the previous stage. This means active reading. Summarize the main points in your own words, perhaps putting notes in the margin.

Read the whole paragraph first, then go back and underline key words or phrases.

Caution on underlining: Don't overdo it or nothing will stand out.

RECITE:

Without looking at your material recite the main points. Answer the questions you raised in step 2 (Question) in your own words.

If you can't explain it in your own words, you don't understand it - even if you think you do!

Verify your answer by checking the text.

REVIEW:

After applying the previous four stages to your material section by section, review the whole lesson at the end.

Note the parts that did not come to mind so easily and check the material again.

Re-read your margin notes and underlined words and phrases. Verbalize the sequence of main points.

Do this frequently within a two day period.

That's SQ3R in a nutshell. Sounds like hard work? Yes. But apply yourself and see your retention ability skyrocket!

About The Author Michael Tony Jones is a writer and webmaster with over 10 years experience. Learn the ‘new definition’ of speed reading on Michael’s goal setting site: http://www.about-goal-setting.com/speed-reading.html Top of Form Bottom of Form

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Speed Learning Using The Pimsleur Method

by: Michael Tony Jones

The late Dr. Paul Pimsleur was one of the world's leading experts on language teaching. Dr. Pimsleur was a Fulbright lecturer at the University of Heidelberg and a founding member of the ACTFL - America Council on the Teaching of Foreign Languages.

During his career he was associated with many educational centers including Colombia University, Ohio State University, State University of New York.

His years of experience and research revolutionized theories of language learning and teaching. He introduced many principles which made language learning much faster.

Two of the key principles are:

1. Anticipation

2. Graduated Interval Recall

Anticipation:

Rather than having information drummed into us through constant repetition, the principle of anticipation gets us to interact in the learning process.

After anticipating the answer from memory, the answer is then confirmed in the lesson. In other words, you receive information, then you recall it from memory and then use it.

Questions demand answers. Questions kick start the brain into thinking. Question and answer sessions therefore are extremely productive in the learning process.

How can Dr. Pimsleur's technique be applied in everyday learning situations?

For students or career individuals preparing for examinations, pick a "Learning Buddy", an associate who will assist you. You sit together in a 15 minute learning session.

Your "Learning Buddy" raises a question on the assigned material and gives you 5 to 10 seconds to give an answer. Whether you give the answer or not, they verbally repeat the answer.

Hearing the correct answer right after anticipation greatly increases your retention. The information is confirmed in your mind, once through anticipation and memory recall, second, from your "Learning Buddy".

Graduated Interval Recall:

This is an expression Dr. Pimsleur used to describe effective memory management.

He discovered that efficiency in remembering information was strongly connected to the intervals that elapsed before the information was recalled.

He then worked out a schedule to maximize the natural retention ability of the human brain and capitalize on peak retention intervals.

Lesson applied:

Label each learning session by giving it a name and make a list of the key points.

Then with your diary or computer planner open, write in the name of the learning session 1 day later, 1 week later, 1 month later. (Depending on the purpose or nature of the exercise, also 6 months later for long term memory).

Then simply review the key points when that session label appears in your diary or planner.

As the length of time between recalls increases, the strength of memory increases.

About The Author Michael Tony Jones is a writer and webmaster with over 10 years experience. Learn the ‘new definition’ of speed reading on Michael’s goal setting site: http://www.about-goal-setting.com/speed-reading.html

Found at http://www.ArticleCity.com/