READING IMPROVEMENT COURSE STUDENT MANUAL

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03362A001800170001-1
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 117
• Document Creation Date: December 12, 2016
• Document Release Date: September 10, 2001
• Sequence Number: 1
• Publication Date: June 1, 1955
• Content Type: BOOK

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READING IMPROVEMENT
Student Menu:1
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June 1955
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READING IMPROVEMENT COURSE
SUBJECT: Orientation
METHOD OF PRESENTATION: Lecture
OBJECTIVES OF INSTRUCTION:
To orient the student to the aims, techniques, and methods
of the Reading Improvement Course.
SUMMARY OF PRESENTATION:
The initial session is designed to acquaint the student with
the basic aims of the course and how the aims are achieved. The
reeding skills which will be developed are defined and discussed.
A description of the Mechanical and visual aids is given to brief
the student on some of the techniques used to increase reading
efficiency.
The need for adult reading improvement courses and the history
of the reading improvement field are presented.
REFERENCES:
Witty, Dr. Paul How To Become A Better Reader
"Chealist tcrPind Your Reading Needs", pp. 24-25
"How Do Your Eyes Behave While Reading?", ppcd. 28-37
"Table 4, Examples of Reading Purposes, Reading Materials,
and Reeding Methods% p.38
Lewis, Norman How To Read Better And Faster
"An Analysis of Your Present Reading Mits% pp028-37
"Inner Speech, Vocalization, Lip Movements, and Regressions",
PP. 204-222
alking-Webster A .College Developmental Manual
"To The Student" pp. ix - xviii
Glossary
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Orientation
READING IMPROVEMENT BRANCH
Reading Improvement Course
Outline
I? Purpose of the Course
Ao Definition
10 ,The objective of the Reading Improvement Course is
to improve job efficiency by increasing the employee's
reading ability?
B. Examples
10 Increased reading effectiveness results in greater
work productivity.
20 A well-informed person is a more effective employee,
II, Historof the eadinirarovement field and recent developments
A0 University of Chicago
10 Dro H. Buswell
B. Ohio State University
1, Dr. Samuel Renshaw
Co Air University
III. Three techniques for effective adult readiqs
A. Technical (intensive) reading
B. Extensive (informational) reading
C. Scanning
TV ql,411c, +.ft all
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& Spot aUthorgs,qualificati.ins
F. Classify ideas
O. Locate main ideas
H. Draw conclusion.
Vo Development of reading skills by mechanical and manual aids.
A. Mechanical aids
1. Reading Accelerator
2, Renshaw Tachistoscope
3. Stereomotivator
4. Harvard Films
B. Manual Aids
1. Reading exercises in the scanning, extensive, and
411 intensive areas.
20 Lectures and discussions.
3. Psychological factors of interest and motivation,
4. Achievement tests including ophthalmograph record.
VI. Orientation film qtr. Parsons and His Paper War"
VII. Individual crhthalmograph films
.2.
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READING IMPROVEMENT COURSE
ORIENTATION LECTURE OUTLINE
I. Purpose of the course
Ao The Reading Improvement Course is designed to develop
comprehension and perceptual skills so that the reader may
comprehend ideas presented in written form more quickly
and accuratelyo'.
le Reading improvement results in greater job efficiency.
a. It contributes to the knowledge of one's profes-
sional field by maintaining command of recent
developments through coverage of new ideas, and
providing a broader general background. .
b.- Reading improvement provides the employee with
more hours to deal with essential problems.
(1) Discrimination between essential and non-.
essential points is one of the skills empha-
sized in the coursee
(2) The use of many techniques of reading gives
the employee greater flexibility and effic-
iency in job performance.
2. Civic responsibilities are met with greater efficiency
as knowledge of issues is increased through reading?
II. Background developments of the reading improvement field
A. Before 1938
1. Most work in the reading field was limited to child-
ren, retarded readers, and adults with vocabulary or
similar problemso
2.- Reading courses designed to develop the skill level
of intelligent, efficient adults was still in the
experimental stage
B. After 1938
16 Dr. Busmen, University of Chicago, developed one of
the first courses for graduate students who were having
difficulty keeping up with their class worko
a. These students had poor reading habits: habitual
regressions, poor judgment of the main ideas, word -
for -word reading, a very slow pace, and poor con-
centration.
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b.. To overcome these habits Dr. Buswell developed
the Reading Accelerator.,
(1) This machine is designed to control the rate
at which the student reads, prevent regression,
and increase concentration.
(2) The Accelerator is used in most adult reading
improvement courses.
2.. Dr. Renshaw of Ohio State University, formulated a
theory that vision is both a physical process and
a learned behavior.
To increase the amount of material seen each time
the eye focuses on a stimulus, Dr. Renshaw trained
several students with an instrument called the
Tachistoscope.
(1) This is an instrument designed to expose a
word, phrase, number, or figure at a rapid
rate so that the eye takes in the visual
stimulus without time to make spontaneous
adjustments.
(2) By training the eye to accept larger and
larger stimuli, the span of perception increases.
b. Dr. Renshaw also applied this technique to reading.
(1) In reading, the eye takes in material in a
series of stops called ,,fixations6 rather
than in a sweeping motion.
(2) By increasing the amount of material seen
(the span of perception) during each fixation,
the rate of reading is increased.
3. The Air University combined the techniques of Dr.
Buawell and Dr. Renshaw to improve the reading skill
of officers.
a. This was done first during the war years.
b. The Air University still maintains its reading
improvement laboratory, and a second laboratory
for air force officers is located in the Pentagon
Building, Washington, D.C.
4. After World War II, many businesses and universities
recognized the need for reading improvement and opened
laboratories.
a. The amount of reading the average adult must do is
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bo A seventh grade level of efficiency will no
longer !Unction as the adult standard of reading
efficiency*
rII0 Three techniques for effective adult reading
A. Intensive Reading (technical)
10 Good reading is not necessarily rapid readingo
a. The rate must be adjusted to comprehension re-
quirementso
b. The rata should be the highest speed possible to
meet the needo
2. Vocabulary work is often a preliminary to correct
study of technical readingo
3. Multiple reading gives the best results in intensive
reading?
a. A quiCk scanning of the subject to find the range
and scope of the author's ideas and viewpoint,
areas in which to concentrate study, and general
tone of the article, is the best preliminary to
study:
Read the entire article extensively for organization
and thought development?
co Identifying necessary details for long-term re-
tention is the final stage in intensive readings
B. Extensive Reading (informational)
1. Extensive reading is used to explore the development
of 4 subject and general theme of an authoro
2. Long-term retention is usually not the main purpose
in the reading.
C. Scanning
lo There are four major uses for scanningo
aco Scanning for the main idea
bo Scanning for specific information
co Selective reading of certain passages and scanning
in between for continuity
d. Scanning as a preliminary to study
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IV. Skills common to all types of reading
A, The reader must define his purpose, determine the degree
of comprehension required, and establish whether the selec-
tion is being read for main ideas or details, in order to
read with greater effectiveness.
Bo The span of recognition should be as wide as possible for
all material.
10 The span of recognition is the amount of material
seen during each fixation.
2. The span should not vary appreciably regardless of the
type of material being read*
3. It is developed through tachistoscopic training.
C. Control of vocalization is essential to good reading.
1. The three levels of vocalization are:
a. Muscular vocalization in Which words are formed
or pronounced with the lips and tongue
b. Auditory reading where words are uheard6 in the
ears while reading.
c. Visual reading, in which there is a direct eye-,
to-mind relationship between the perception of the
printed word and the rental comprehension of it
without other interferences*
2. True vocalization, or pronunciation of words as they
are perceived, is useful in reading poetry, plays.,
technical material. using many similar or related terms,
and in editorial proofreading.
3. Auditory reading is most efficiently applied to ab-
stract material and semi-technical material with dif-
ficult vocabulary.
4. Visual reading is the most efficient technique for
reading novels, newspapers, and for familiar office
reading.
D. Control of regression, or =necessary checking back through
material that has already been read, is essential to good
reading.
1. It is always advisable to check back for material that
is needed, when the process is conscious and controlled,
and not merely a reflex action of the eye mechanism.
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E. Read not to contradict, not to believe, but to weigh and
consider.
F. The ideas presented should be classified into an or-
ganized whole as one reads.
le Memory is greater for facts in a logical order
than for unrelated facts.
20 Conscious organisation tends to make the reader
discriminate between essential and noweseential
ideas.
0. Locating the main idea is essential for good organisation.
H. Drawing conclusions is the final step of the reading
process and-should be based on sound judgment of the
author's qualifications, facts presented, =Clods of
presentation, validity of arguments, or style of
presentation.
Development of basic reading skills by mechanical and manual
aids,
A. Mechanical
10. The, reading accelerator is used to contra regression,
increase concentration, and develop the rate of
reading speed..
The tachistoscope is used to develop accuracy of
perception, increase the span of recognition, and
decrease fixation time.
30 The Harvard films are used to develop the reader's
proficiency in organisation, accuracy of perception,
and control of regression.
Bo Manual
19 Exercises in various types of reading give valuable
practice in flexibility of reading skills, and the
opportunity to learn new skills.
20 Lectures and discussions of reading tend to focus
attention on pertinent training problems.
30 Achievement tests show trends toward improvement,
and act as motivating devices.
.4.,
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CHART I
TECRNICUE USE
Scanning 1. Inir snecific details
2. selective samnling of material
3,, as a preliminary to study
to identify main ideas
50 for quick review
EXTINSIVII
1. for general informational reading
2. for pleasure reading
3, for familiar office =Aerial
4. in cases where the major theme
plus some substantiating detail
is needed
5, for review of study material
INTENSIVX 10 for unfamiliar textbook material
2. for books with vocabulary and
semantic problems
3, as an aid to memory
4. combined with notetaAng and
outlining
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CHART n
VOCALIZA.TION
True Vocalization
Mtt + Ea.+ Ei + M C
Auditory Readg
Ea.+ Ei M =C
Visual Reading
Ei -t- M = C
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TAB!
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READING IMPROVEMENT COURSE
SUBJECT: Reading Accelerator
METHOD OF PRESENTATION: Lecture and
Demonstration
OBJECTIVhS OF INSTRUCTION:
The purpose of this discussion is to acquaint the student with the
history purposes and operation of the Reading Accelerator.
-SUMMARY OF PRESENTATION:
This lecture provides the student with information concerning the
history and objective of the Reading Accelerator. The development of
selective reading techniques, concentration, elimination of regressive
eye movements, and regularity of reading procedures are discueeedo
REFERENCES:
SRA Manual of Operation
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illeilmAccelerator
READING IMPROVEMENT COURSE
Outline
A. The University of Chicago conducted a study to determine
the reasons for student failure?
1? One cause of failure was found to be poor reading
habits which made it necessary for the student to
leave assignments incomplete or sketdhilyread0
a0 These students were found to read slowly, with
a word-for-word approach and much regressions
resulting in poor concentration0
Ito Purpose
A, The Reading Accelerator performs three functions:
10 Encourages optimum concentration
20 Develops control of regressions
30 Develops techniques for discriminating between important
points and minor details?
1110 Operation of the accelerator
A. Demonstration
B, Practice
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ReleRPROVNISE. CIA-
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READING IMPROVEMENT COURSE
SUBJECT: Tachistoscope
METHGD OF PRESENTATION: Lecture and Demonstration
OBJECTIVFS OF INSTRUCTION:
To inform the student as to the rationale underlying the purpose
of the tachistoscope as a training aid in improving reading, and to
demonstrate the operation of the tachistoscope?
SUMMARY OF PRESENTATION:
Tachistoscopic practice aids in overcoming inefficient reading
habits by (1) Inducing the habit of seeing things as a whole, thus
increasing the span of recognition, (2) Developing optimum uses of
peripheral vision, (3) Discouraging vocalization, and (4) reducing
the tendency to regress.
REFERENCES:
Lewis, Norman How To Read Better and Faster, Chapters 3,4, and 7
Renshaw, Dr. Samuel, Manual For :Tachistoscope
Witty, Dr. Paul How To Become A Better Header, Chapter 5
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Tachistoscopic Trainta for Readin Ira rovement
READING IMPROVEMENT COURSE
Outline
History of Tachistoscope in Reading Trainiu
A. Renshaw's training methods and results
B. Use for aircraft recognition training
1. Findings of Air Force laboratories
/I, Description of machine
A. Demonstration of mechanics
B. Explanation of practice procedure
III. How training improves reading
A. increases span of recognition
1. Phpiological factors
a. Description of physiology of the eye - the retina and
its connectione with the brain.
b. Definition of peripheral vision
2. Psychological factors
a. The use of peripheral vision in reading
(1) Attention and selectivity
b. Seeing things as a whole - Gestalt psychology
B. Reduces regressions
1. Development of accuracy with speed
Helps eliminate vocalization
1. The tachistoscope and **visual"' reading
a.. Eidetic imagery
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A. Daily procedure
1. When to practice on more difficult digit series
Techniques for facilitating practice
1. Distance from machine
2. Fixation cross
30 Reproduction of digits
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Int TACHISTOSCOPE
General Beckamd
The tachistoscope was developed in the late 19th century by
Dr. Wilhelm Mundt, a Gomm psychologist, as an aid in the study of
perception. It is an instrument eeuipped with a shutter designed to
expose a phrase, a group of numbers, or a figure, so quickly that the
reflex?controlled eye mechanism does not have time to move or make
spontaneous corrections while the stimulus is present.
One of the earliest applicetions of the tachistoscope to reading
was a stuay made in 1911 by Dr. R. Heller which studied the patterns
of perception of unconnected letters made by observers. It was not
until World War II that tachistoscopic study was fully explored PS a
practical training aid. Like Dr. Heller, most psychologists and
educators regarded the tachistoscope as an experimentel instrument.
,Practical Applications to Reeding
Dr. Samuel Renshaw of the Ohio Stete University wrs one of the
foremost advocates of the tachistoscope as a training instrument.
His tachistoscopic method of trrining aircraft and ship recognition
wee widely adopted by the Prmy end Navy during World Wer II, and
seemingly substantiated Dr. Renshewts hypothesis that vision is both
physical and learned behavior.
Because Dr. Renshaw felt that vision vas partially a learned
behavior and could be trrined to a higher degree of efficiency, he
felt it would be possible to trrin people to read more effectively by
developing better perceptual techniques for identifying and assimilating
word symbols.
In reading, the eye does not move in sweeping movements acrous
a page, but takes in material in a series of "stops" called "fixations"
Like a camera, the eye cannot focus while it is in motion. The amount
of material trken in during each fixation is celled the "span of
recognition", and it is this span that increases with training. The
tachistoscope flashes P certain amount of meterial for a brief period
of time until the eye and the mind learn to assimilate the stimulus
number. When the adjustment to this amount of material is made, he
size of the stimulus number is increased. The increases in the amount
of material seen dtring each fixation carrion over into the reading
process. Ps a result, more material is seen in less time with the sane
comprehension,,
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Tb. purpose purpose of the tachistoscope is twegold:
(I) to increase the amount and accuracy of material
perceived during a fixation
(2) to reduce the amount of time required per fixation
The contrast between the pattern of a good reader and that of
a poor reader is shown below:
Each single line below shows one fixation.
Each double line shows a regression.
Good reader:
The good reader takes in more material per fixation
Poor reader: 4????????1?11.10.. 4womnaulamor Imam mows arsonameaszeoes mimeo azogiosammon.
Good reader:
amulainalmminom alenianollimmr
.110?11.11111M 411IMMINNI?roliana 004.00/1111ffisat
then the poor reader, does not regress, and spends less time
poor repdert.......... elion?OM?
Good reader:
per fixation than does the poor reader.
Poorreader: "NM.. 4011?01011?1111. woMMI? ???????11111 .1=11?4011E.M...
Olill=111011111?WZROMPRIM 1011.111111MIZ, 011.119?110?11111160
Digits are preferred for training because they have little association
for the students; end unless they are seen clearly, cannot be reproduced.
Words give clues and cues from context and the student may feel that he hes
seen one clearly when this is not the case. The phrase "for special purposes"
was recorded several times by one student as "for special pepooses" before .
he realized he was not seeing it correctly. "iso, words ,-re easily memorized,
and training might reinforce the word-for-word reading habit the student is
trying to overcome. Use of nonsense syllables is sometimes satisfactory,
but often they alba form easily-identified patterns.
.All training sessions should be conducted in a well-lighted room. If
training is conducted in darkness or semi-derkness an after image is seen
which prolongs the exposure time, encourages vocalization, end reduces
training efficiency. Also, darkness is unlike the rending environment and may
he a barrier to effective transfer of training to the reading situation.
During the middle of the course it may be advisable to spend some time
working on words and phrases to overcome any boredom that may occur with
? the constant use of digits. Words and phrases also help students who have
memory difficulties or who have reached a plateau in training.
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Some students do not have the confidence to work at 1/100 of 3 second.
Flashing e kodechrome slide of P frmilirr person, paPtep 07 thing :Is unally
&nough to make successful trrnvfers of confidence iL u1Aire to the
treiniug situation.
ft few students may be unable to mPke the muscular adjustment e3
rapidly as 1/1e0n; training at 00" is then justified. Despite the
recommendation of the manual of operation that trrining should stat
at 1/50w, we have found this extra step in learning urnecessrry and
ineffective.
The student should lo-k upon tachistoscopic training as en eye-to-
mind relationship. To develop this, the following rules shoed be followed:
(1) Release the shutter with the LEFT hand and keep the
right hand with pencil ready to write.
(2) Write the digits PS rapidly PS possible. DO NOT repeat
the numbers silently before beginning to write. This
might reinforce vocalization.
(3) Do not look at the page while writing.
(4) Check the digit for accuracy immediately. Adjustments in
focal point or attention may be made, and poor habits
eliminated, as soon as recognized.
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SUBJECT: MILI_Eta_x,
METHOD OF PRESENTATION: Lecture and
--SIZREar
OBJECTIVES OF INSTRUCTION:
To explain and interpret the ophthalmograph film.
SUMMARY OF IRMENTATION:
The purpose of this session is to acquaint the student with his readin;
pattern, and to illustrate the best type of eye movements. Through the
history of remarch leading to the present day ophthalmograph, the stmdent
receives an explanation of techniques and methods used to identify and
measure eye movements during reading.
The problems of number and duration of fixations, span of recognitionv
timing, regularity of reading and regression are explained. The differencte
between the habits of good and poor readers are also emphasised,,
REFERENCES:
The Mast-.T
WAR.Pg
Tnterpretation of the ophthalmograph record in given to each student
on an individual basis,'
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Oehthalrostreeh
READING IMPROVEMENT COURSE
Outline
I. Purpose of lecture
A. To discuss the history of the ophthalmograPh.
H. To illustrate how a typical ophthalmograph film is
interpreted.
C. To relate the measures Shown on ophthaImograph to the
overall aims of the course.
111 II. History of ophthalmoGMBh.
A. 1870-1885
1. The earliest studies of eye movements involved
the after?image phenomena, but the relationship
of eye movements to reading came at a later date,
2, In 1879 Dr. L. E. Java of France identified and
named the saccadic eye movements,
3. Initielly, study was confined to observation and
laboratory techniques.
a. Refined methods of observation
(1) Mirror method
(2) Peephole method
(3) Finger method
B. 1885-1917
1. Two major developments were precipitated by the
need for a permanent objective record,
a. Mechanical means
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(1) laver systems
(2) Fambour method
(3) Rubber sleeve method
b. Photographic methods
(1) Falling plate method
C. 1917. to date
1. Further refinement of photography and its usei
resulted in the development of the ophthalmograph.
2. Mirror and Camara arrangements.
a. J. S. Iarsleki, Purdue University
III, InterPretULAIL.1012-92.111.02W112-12MLINd
A. Number of fixations
1. Quality
2, Quantity
B. Significance of regressions
C. Width of span
D. Duration of fixations
E. Rate
F. Comprehension
Iv. Ild-gthitabagradiLmmtlEatan
A. Reading consists of seeing and comprehending.
B. The ophthalmograph record is a sample of the students
characteristics wseeing" techniques,
? 2 .
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1 TAB
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01-1 COMPREHENSION
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READING IMPROVEMENT COURSE
SUBJECT: 20101=h1ALL2M
METHOD OF PRESENTATION: ;Jeciigra
tapla2=...03_121112JaARUCT
The objective of this lecture is to discuss the variation of the
comprehension requirement with the material and the purpose of reading,
and to instruct the students in techniques which are applicable to
the diverse comprehension requirements,
SUMMARY OF PRESENTATION:
Comprehension requirements are classified into three tread categories:
(1) Technical or intensive reading when the purpose is to master
new subject material. The skills required are translation, integration,
analysis and evaluation. The best Procedure is (a) rapid preliminary
survey of the material, (b) formulation of questions prior to the
reading, (c) careful reading, and (d) review and recitation of im-
portant points.
(2) ElLtensive reading with the purpose of acquiring a b7oader
frame of refermace and widening the range of Imowledge. The skills
required are integration, analysis, and evaluation. The best procedure
is rapid and thoramet reading of the material. The extensive reading
rate should be as fast as the thinking process permits.
(3) Soamnipo for (a) the main idea, (b) specific information,
and (c) a preview of the material. To read effectively the reader
must first review the material and the specific purpose for the reading,
REFERENCES:
Rosenthal, Hummel and Lichty: Effecti/p Readinz?.1$12,0ziajuglistglgi;
Houghton Mifflin Co.; 3haters 1-3
Bird, Charles and Dorothy; arninMore B Effe?tzpAtusiz; Appleton-
Century-Crofts ; Chapters 3 and 4
Witty, Di, Paul: PoecoiiieA Better Cha-ter 699910911,13917
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Comprehension Requirement and Reading Rate
READING IMPROVEMENT COURSE
Outline
I. Introductory Remarks
A. Definition of "ideals comprehension
110 Intensive or Technical Comprehension Requirements
A. Purpose: Mastery of new subject matter
B. Characteristics of material requiring technical reading
1. New and difficult vocabulary
2. Complex concepts
3. Complex organization
C. Examples of intensive reading, as&rmined by the reader,
the material, and the momentary requirement*
1. Reading of a physics textbook by a neophyte for the
purpose of takimg an examination.
2. Young bride, who cannot cook, reading directions on
how to bake a cake.
3. Drama critic reading Christopher Fry's The Lady's
Not for Burning".
D. Nature of Mechanical Skills
1. Some regressions are necessary.
2. Vocalization is sometimes necessary.
E. Recommended Procedure
1. Scan for a preview
2. Read thoroughly but rapidly
3. Review and recite (orally)
40 Scan for a review
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IIIo Extensive Compreheng122222011.021a
A. Purpose
10 To broaden general range of knowledge
2. To derive pleasure and appreciation
3. To add to basic framework of knowledge in a technical field
BO Characteristics of material
1. Familiar vocabulary
20 Information organized in terms of broad concepts
3. Clear style and organization of material
C. Examples
1. Social science textbooks
2. Novels, biographies, current affairs
3. Murder mysteries
Do Nature of Mechanical skills
1. Span of recognition includes groups of words and phrases
2. No regressions
30 Vocalization or auditory reading is used when lterary
style is being analyzed
E. Recommended Procedure
1. Read table of contents; define yolr purpose for reading?
2. Read the entire book or article rapidly and without
regressing.
3. Organize and think about the knowledge gained from the
reading.
IV. ?cjaal,ag___ ComprehensionRequirements
A. Scanning for specific information
1. Examples: Scanning telephone book
Scanning 50 page report on "The Economic
Situation in Germany" for reference to a trade
agreement between Germany and Italy.
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2. Recommendel procedure: Sweep eyes down page in a spiraling
motion
B. Scanning for the main ideas
1. Example: scanning a newspaper story to obtain general
information
2. Recommended procedure: Run eyes rapidly from left to
right
C. Scanning for a preview
1. Example: Scanning a textbook chapter for major points
before thorough reading
2. Recommended procedure: Move eyes rapidly over pages,
pausing on key words and headings.
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COMPREHENSION
Reading comprehension is the ability to perceive, identify,
interpret, evaluate, assimilate, and retain concepts developed within
the !3ymbols of writing* It is not a simple, unchanging process, but
variee with demands for depth of understanding, content difficulty,
and tne purpose for which the material is read* Reading is thinking,
and the details and techniques of organization necessary for good
thcuOt are necessary for concise and critical reading*
The good reader must learn to use all aspects of comprehension,
and ta apply the technique most effective for the material* It
would be as wasteful to read an entire timetable to find the time
of a train arrival, as it would be to skim a report when details
are needed. The good reader is versatile* Ideal comprehension
in the preeer identification of the purpose for which the material
in 'oet,ng read, and the application of the reading rate and degree
cf ecAprehension calculated to extract maximum value for the purpose
cf 1711. reading*
Tntensive Rs!dieg
Technical reading, the moat intensive of the three major cate-
gurien of reading, requires a thorough knowledge of the main idea
so well as all substantiating details. Mastery of these aspects,
yhen the purpose is long-term retention, is not obtained by a single
leading but rather through a specific plan of multiple readinge?
Less ,:ime is required to read in an organized, planned manner than
with rt haphazard approach, when attempting to apply maximum concen-
tratian and comprehension? Concentration is essential for effective
reading*
udy plan for technical reading is presented below:
,A) Read the entire selection quickly to determine the scope
of-thci subject, the authors viewpoint, and the range of facts
presented, This broad, over-all view will assist one to organize
material?
Re-read the material critically. Be aware of source
voterial and the details used to substantiate major pointe?
dhan the main skeleton of the author's idea is known, details
ba fliled in more easily and effectively? Darwin, for example,
is roputo6
to have had one of the most remarkable memories known
tot modern-day scientists but his memory for biological details
.td prot2leded from malor_premises to minor, Hiz
1r772W, va3 a h.:Agt.;Tod.p and details mere remembered TilzAi_Itax
the eu7-(7-1;;Tat psycho ogists? rsmember
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tee ebole, and t;n.o parte will in turn be recaliee,, 711:1 es much more
than to try to make a sum of ;several eeeignefieena pieces-
i lmnediatelye Facts are forgotten most often
Iee:?eetaie efter learning Te ferestall the forgeteing pres
40Zi.,3 after learning by verba ;1 or written discussion or
eeuea eee-iewr Study any vecabelary or conceptual problems
'eeabulare and conceptual problems should not be confueed
ente eeedieeehabit problems For examples the sentence Me
eeeele genus Sehizophygopsis is characteristic of Tibetelntil
mete readee pause unless he fully enderstanes the terms '6eyprined5-6
(led eSchizophygopeisre, but this is not an indication of poor reading
hablees Slow reading because of vocabulary difficulty in a foreign
laneeage ia another example of problems not caused by poor reading ?
hebets0
The three etepes reads re-reads and review with vocabhefery
meeeys point the way to effeetive technical readinge
Ex-tone-eve Headirr
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to extensive reading the main idea is sought aAd nonessential
de iii are ignored, To clutter up onegs mind with rhetoric when
eele aasie facts are needed is wasteful in both time and energy?
IL aleo deprives the reader of a clear look at the major issues?
F.rthin reasole;., almost all reading should be approached exton-
eieeLy at first, evaluated and then studied if necessary, If
Plaee'e iTepublic'' were read first extensively instead of eeeeeachwA
aa el" every word were the Ultimate of wisdoms many more people woald
knew the fine thinking and exquisite language that make up this hook?
Nee? philosophized but he also had a sense of humors poked fun
at ehe human race and its frailties s and told a great deal about
his own elvilizatione Should we miss these facers by beeveing
tee engrossed in the details of philosophical inquiries? Enjoy it
firetp and then carry this enjoyment into study and technical
appeoachee.3
Extensive reading can be done effectively only with a high
degree of concentration; 56mind wandering" and Nwool gatherings
wcuad interfere with comprehension? If the reader has time to
wendez into thoughts of other things besides the content of the
bcoke he is not reading at his optimum rate to achieve complete
coneentration? The reading rate should be increased*
Skienlv
Te eay that comprehension rates ror skimming are lows is not
quite, aelurater The aspects of the content that IV, it looking
for ere raeogsleed cleaelye, and the rent is ignored? Skimming a
pagv?. 'Terithee''' in tee telephone book in order to find the addrese
of leeey Ellen Selt;.eh le an example; the details of theeother Smitha
ere ederegaedeee The eare technique is also helpful in searching
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for .tpecific facts. It takes practice to discipline oneself to
ase 111 of the clues, cues, and side helps to find epecific facts
withcut wasting time on unnecessary reading?
Reading is a pleasure, a source of information, and the
basis for most dscisions that are made today? /t deserves the
liveliest interest and the best techniques we can master?
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SPF,C-CFIC SOURGL,E,: DiFF'IC
, Tr-ti
The following material is bo,At t,jc 17)12E2 mt
of Ttiadinr t y Constance Mo McCul kiet-44(0, Pr oVeSsorof Eduatiorto
San Francisco ti tate l?olleges San Franr isc? al f r h ,
ci$ ?
Professor ol 1duce Lim., Teachers Go] 1 eget Columbia
Arthur E. Traxl-i,r, Associate Director, Ed cation al 3ords
Published b Mc)raw-Hill book '-ompany, ? 191t6i,
r:
_A
The remediation of conprchensioi T .Cultine? 'WA. as of
vocabulary dif'ficulties? requires s?r7,e appreciation the reez;on
for their 8ster,ce,, Be,,!-7ide, the remediation of corrpreheqtsion 7til-
ficulties depends upor their partichlar nature. We c.:**-,ntv.)t, work on
comprehe ns ion ingesieral and expect to r,,e the- 11R t ul
put our emphaFis where t needech, tietv,v t?h I GAT, aii.Et ?,4
preparet to sugg..:?:st the sources of difficulties t.orl,e main
areas of comprehension
Reasons for Comreheneion Difficulties
10 Residim, sia the Author
a. Poor writing: poor organization, no s tkt
points, unnecessarily involved expreseion iio th. ).1.ir.:iri.g; re-
motely placed modifiers
b. Difficulty of concepts involved: if Einft,$..Lrp.?,:re to %,,,r-it*
in monosyllables on the theory of rel tivi y h u1(
leave mot of us behind him,,
Unfamili.rity with the topic discussed
do Unfamiliarity with the vocabulary
e. Lack of helpful illustrations and illi, 5 to-az
f. Lack of a,-?:-ropriatel,:y- placed and worded een,
g. Lack of concrete examples
h. An overal 'ult.:dance of prepositional phi er
Too many complex, compound, and inverted s
j? The presence of many -ronour.se
2. Reedirr, in the Teacher.
4.0.00.01.01.11.11????1?4 Axis
a. Too much wc,rd drill, to the neglct of slic
understanding
b. No specific helps in reading for differert
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c. The use of reading material toll difficult for the student to
read successfally for any purpose
d. Ignorance as to the -kind of reading the students next
assignments will demand
eo Failure to discover disabilities in various types of reading;
tendency to attribute all reading difficulty to low intelligence
or lack of application
f. Failure to identify the causes of disability
g, Failure to develon in the student the ability to concentrate
for long Periods of time (inability to concentrate on long
passages will not show un in most reading tests because of
their brevity)
3,. Repidin2 in the Student
a. Tendency to ignore unknown words
b. Failure to suit reading technique to the purnose for which
he is reading
c. Inability to retain an orderly mental picture of the sequence
of events, or relationships of dominance and subordination
among ideas
d, Failure to apply active thought to matters such as pronoun
reference and facts that should induce inferential thinking
e. Tendency to skip over passages whose meanings are not clear
f. Failure to make use of headings, footnotes, index, illus?
trations, questions, and other helps to meaning
go Failure to take notes on, underline, check, discuss, repeat,
or otherwise reinforce the memory of the ideas read
h, Failure to evaluate the author's point of view or emphasis,
and to take these into account in order to fulfill the
author's purpose
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TAB I
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I
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SUBJECT: Harvard Films
METHOD OF PRESENTATION: Lecture
OBJECTIVES: OF INSTRUCTION:
To orient the student as to the purpose of the HarvardFilm-exercises
as a training aid.
Summar OF PRESENTATION:
Before films are presented the series, content and method of presentation
are described. The films accomplish two important functiona in training;
(2) They pace eye movements, preventing regressions and increasing span of
recognition, and (2) The exercises following the film help to clarify.
different areas of comprehension. The differences among these areas are
disenssed.
REFERENCES: ?
Instructor's Manual
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Harvard Films
READING IMPROVPMENT COURSE
Outline
Description of films
A. Purpose
B. Method
II. films help
A. Control of eye movements
1. Return sweep
2. Duration of fixation
3. Regressions
4. Span of recognition
B. Control of reading speed
C. Exercises clarify comprehension requirements
1. Details
2. Main ideas
3* Inference
4. Organization after reading
Notes After presentation of each film, the specific content of
the film is discussed. Students are encouraged to give
their opinions concerning the questions asked and of the
topic of the film.
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TAB
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READING IMPROVEMENT COURSE
SUBJECT: Concentration
METH-0 OF PRESENTATION: Lecture and Exercise
OBJECTIVES OF INSTRUCTION:
To discuss the importance of concentrfttion for effective reading
and methods for facilitating good concentration habits.
SUMMARY OF PRESENTATION:
The ability to concentrate is a highly individual skill and good
readers generally develop unique mettods for facilitating compre-
hension. Some factors which hinder concentration are: (1) Those
connected with the reader, including (a) lack of purpose, (b)-C7:3-
flint of purpose, TC-Tria of interest in the material, (d) failure
to schedule reading time, (e) poor reading techniques, i.e., reading
for words ralther than meaning or reading too slowly for material,
(2) Those connected with material read - obscure and uninteresting
style; aT7G-1Meconnected with readin environment - noises,
distractions, etc.
An exercise which illustrates some of the pitfalls of poor con-
centration is presented.
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Concentration
READING IMPROVEMENT CMRSE
Outline
Demonstration of divided attention
II. Concentration and reading rate
A. Role of concentration in accelerator practice
10 Concentration and eye movements
2. Concentration and selectivity
30 Control of mind wandering
III 0 Factors which hinder concentration
Ao Those connected with the reader
1. Lack of purpose
2. Conflict of purpose
3. Lack of interest
4. Failure to schedule reading time
50 Poor reading techniques
a0 reading words rather than meaning
b0 regressive habits
6. Visual or body fatigue
B. Those connected with material read
1. obscure or uninteresting style
2. Pointless writing
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IV. Recommendations for control of above factors
V. Exercise in concentration
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HOTe. TO CONCENTRATE
Have you ever had the experience of reading a paragraph
or page without having the slightest idea of what it was about?
The individual words may have been familiar, but the whole
conveyed no meaning to you. This experience is commons
Two reasons why we sometimes miss the meaning of our
reading are: (1) our attention has wandered; (2) we have
follied the habit of reading words rather than thoughts,
Tho first of these causes, inattention, is perhaps the
more common. Another name for it Is "lack of concentration,"
Ilhen our attention wanders, werds slip by us and leave no
trace of meaning. Under such conditions we cannot expect a
harvest of logical thought, le go through the motions of
study or reading, but do not get results.
We waste time that
could be used far more pleasantly and profitably.
There are a number of reasons for an apparent inability
to concentrate. Some of them are: (1) lack of nurpose (2)
inner conflict; (3) failure to schedule reading time; (4)
inefficient annroach to reading; and (5) dull, difficult, or
poorly written material?
How con we learn to give undivided, wholehearted atten-
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immediate--a question to be answered, a direction to be followed,
or a desire to learn what happens to the hero of a story.
Often the reading task is related to a larger purpose. For
example, it may be necessary to comprehend a dun assignment in
order to complete successfully a course of study which is
important to our future. When we lose sight of the goo' or end
result, we often become aimless in our reading. If our awareness
of the purpose is concrete and definite, we can direct our
attention and hold it to the printed page.
Inner conflicts may also interfere with attention. For
example, one boy could not concentrate on his college work
because he was so disturbed about his future vocational plans.
His father wanted him to enter a vocation in which he had little
interest or aptitude. It is unusual to find a person who has
no unsolved persona] problems. Such problems cannot be success-
fully solved by worrying. Thinking them through by yourself,
or, oven bettor, in the presence of an understanding person in
whom you have confidence, will help to solve them. If you can
resolve some inner conflicts, you are in n bettor position to
devote your energy to concentrating on reading. In the meantime,
by devoting yourself wholeheartedly to r worth-while task you
may gain persnective on yo,ir problems.
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the same promptness and attention with which we begin to read
these articles? Do we usually read with the same degree of
concentration that we show in this timed reading? If we set a
?
reasonable time limit for an aesigament, we either concentrate
or fail to finish the assignment.
The busier we are and the more pressing the demands on our
time, the more we need to schedule our time. All of us have
had the experience of doing more than we had thought possible
in a given time when we simply had to do it. not use this
aid in our daily reading?
If we approach our reading with an active mind, the book
catches ani holds our attention. Some readers have found
certain devices useful in keeping their minds on the subject.
One device is to jot down key thoughts as one reads. These
words act as a fence to confine our wandering thoughts. The
practice of underlining key ideas and making notes at the end
of each section serves the same Purpose. Other persons do not
permit notetaking of any sort to distract their attention from
the reading task itself. Once more we see that reading is a
highly individual --)rocess.
Many kinds of reading material attract and hold our attention.
Interesting characters, background, and plot catch our attention
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contemPorary events, and, at the same time, focusing our
attention on what we are reading. Ones attention does not
lapse when a book is highly charged with interest. Such books
offer the best kind of practice for developing the habit of
concentration
Cn the other hand, writing which is poorly constructed,
uninteresting, or full of long, involved sentences and unfamiliar
words makes concentration much more di,fficult. By first reading
sunplementary material written in an interesting, simple, and
apnealing style, you can build background in the field, which
will make the original material more understandable. For
example, if you are interested in aeronautics, it is a good
idea to read some of the popular magazines on flying before you
read the more difficult technical books on the subject.
To get the meaning of a passage, we must focus our attention
OA its content?on what we are reading, not on how we are reading.
Although studying the how and why of reading helps us to achieve
better form in reading, such study should be restricted to special
periods of reading instruction. In all other rending, we should
practice the best rending techniques automatically.
Perfecting your ability to concentrate will make your reading
more effective and leave more time for other activities. You
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How to Concentrate
9.2EsTiqls
A. What did the Author say?
B. Fill in the blank spaces in each of these statements:
1. We sometimes miss the moaning of what we road because
2. The effect of poorly organized reading material is to
3. 1.,1hilc reading we should focus our attention on
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How to Comcentrate
Questions
C. Circle the letter in front of the best answer in each of the
following exercises:
1. The central thought of this article is:
a. Detective stories and other highly
interesting material do not require
concentration.
b. Lack of concentration is common
among persons of all ages.
c. One can learn, various ways of
improving concentration.
d. We should. give wholehearted
attention to what we are doing.
2. Inner emotional conflicts:
a. Can be solved by worrying enough about them.
b, Consume energy that could be used in
reading.
c. Intensify concentration on reading.
4. Are raadly increasing among people
today.
3. From this article you can infer that the author believes
that:
a. Because of the conflicts and the
confusion of modern life, few persons
can learn to concentrate,
b. It is easy for everyone to learn
to concentrate while reading.
c. Most students can increase their
concentration while reading.
All mPn anP nrrnfod frac, and
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How to Concentrate
Questions
D. Mark with a "T" the true statement S; mark with an "F" the
false statements:
1. The best way to take notes is by copying
words and phra$es 40 yov, read.
2. If the reading as.d.pment is dull, it is
impossible for us to concentrate on it.
3.
All good readers use the same devices to
-4-
insure concentration.
Setting a tiveimit for reading an
assignment holpa loany OtAatnts to
concentrate,
5. Attention is sure to bc Iligh when a book
is about a hghJ.y intereating subject.
6. Popular science articles are a good
-
prelude to a science textbook.
7. Study of the resd1ng ?recess itself
should be restricted to periods of
instruction in reading.
E. Circle the letter in front of the most precise meaning of each
underlined word as it is used in this article.
1. Authentic science articles.
a. Didactic
b. Authoritative
c. Pure
d. Inaccurate
2. Keeping up with co_ntem-ooror- events.
a. Present-day
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How to Concentrate
Questions
3. Practice the best redng techniques automati.sally.
a- Faithfully And regularly
b. I'atbout thinking of them
C. Concentrating on them
d. Voluntarily
F. Do you have one subject in which the reading bores you and
your attention wanders? Which suggestions in this article
can you apply to reading in this subject?
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EXERCISE ON CONCENTRATION
Concentration is the power-toJteep your rind fOcusdd purposefully
upon one subject, to the rigid exclusion of ethers. To read well you
must concentrate. No activity except perhaps, writing or thinking makes
more rigorous demands upon the than reading. Here AO an '
exercise to test your powers of concentration. Following is a title
page of a past issue of the Readers Digest. Do exactly what you are
told to do. You should.ceme out with.4.1*t of Wormation.pleasing.to
you. Time*Youraelf. Use paie-tWo for completing the test and recording
time. The correbt answer will be given at your next period..
1, Write the 5th Word of the 7th title
2, Follow it by the last word of the
last title of an article from a 7.
magazine.
3. And the nominative case of a word 8,
that follows a colon in a title. 9.
4. Then the 2nd word of the 2nd title 10.
5. Next the 7th word of the 9th title
6. And the past tense of the 2nd word
of a title that is followed by the 11.
namd of a magazine and a 3-digit 12.
number whose 2nd digit is the aame
as the 1st and whose 3rd digit is
2i times the sum of the 1st
and 2nd.
Number from right to left
the words you have written.
Eliminate word 4.
Renumber them the same way
Eliminate the next to the
highest numbered; renumber
as before.
Capitalize word 2.
Put the words in this order
2-3-4-a.
THE READER'S DIGEST TITLE PAGE
CPYRGH
The Struggle for American Air Power WiUaia. Bradford Nate.. _1
You Can Change the World From the Book 7
The Most Overpowering Woman in Europe Life 11
The "Dynamic" men of Dallas . Fortune 16
King Ibn Saud's County Agent'. . Country Gentleman 21
God Hates a Coward. . . . ... Omaha World-Herald 25
Museums Don't Have To Be Stuffy Saturday Evening Post 27
With The Airlift Boys in Berlin Forum 31
How to Acquire the Art of teadership ..... . . . Henry C Link 37
Is Big Business Too Big? Joseph C. Mahoney 41
Who Has The Best New Submarine Harper's Magazine 46
Doctor At The End Of The World.. . . . United Nations World 51
Life In Those United States . . . ? ? ? , 55
Worker's Paradise .... . . . .. . ....... Ferec Nagy 58
What Do You Mean - DUO Animals? . . ,American Magazine 63
The Rebirth of Tony . ."Foremen Leaders Or Drivers?" 67
Hypnosis In Your Living Room ... .. . , . Architectural Forum 70
To the Rescue of Charlie Stielow . . . . . . American Weekly 73
What Price Money?. . . . . . Your Life 81
Most Unforgettable Character . . . . . . Patricia Rawlins 84
Death on Parade .. . . ? . . ? . . ? . . . Christian Herald 90
He Makes People Sig , 0 .Recreation 93
Drama:_Tommy's Big Trout William Chapman White 97
Shouldn'tDoctors Have Right? Tbo? . . . . . . From A Broadcast 101
Peter "The Great" . Edwin Miller 103
I Get My Maney(s Worth From Local Taxes Saturday Evening Post 109
The Golden Age of Honey . . . Nature 111
I Learn To Live Again Argosy 115
Do You Want To Save Money On Gas And Oil?. . . ? American Mercury 119
Vice-President In Charge Of Doing Good . . ..... Kiwanis Magazine 121
BOOK As Others See Us 131
SECTIOAPPrcefkitMr gPAY Matilir/91B..CMgelg?333r6.2nrtetatteMey137
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READING,T#APROVEMEgT LABORATORY
EXERCISE ON 'C'O.NCENTRATION
NAME
ANSWER
? TIME REQ ?
,
SUGGESTIONS TO DEVELOP YOUR ABILITY TO
?......C.O.NCENTRATE
.. . .
1. Be interested.. There is no spur to concentration
like-honest interest.
. .
,
2, Be determined. Concentration is a habit and must
be formed, Habits require, at first, a conscious
effort of the will, Force yourself to let nothing
come between your mith and? the matter on the page
before you. . ? ? ? ? ? ? ? ?
? - ? ?
3. Be conscious of tine. ? Do' not dawdle,
?
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TAB I
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' READING IMPROVEMENT COURSE
SUBJECT: Vocalization
METHOD OF PRESEUTATION: Lecture
OBJECTIVES OF INSTRUCTION:
(1) To define the terms vocalization, auditory reading or sub-
vocalization, and visual reading, (2) To identify the reading pattern
of each student, and (3) To discuss methods of improvement at each level?
SUMMARY OF PRESENTATION:
The perception and interpretation of reading may be performed at
three levels: (1) The level of vocalization in which words are pro-
nounced mechanically with the muscles of the tongue and throat, (2)
Auditory reading or sub-vocalization, in which the words are heard but
not pronounced, and (3) The most rapid means of reading, visual reading
in which concepts are comprehended without intermediate steps
During the lecture the correct use of each level is discussed, in-
cluding selection and purpose of technique, and its application to
technical, extensive, or intensive reading.
REFr.: RE ICES
Bird, Charles and Dorothy M. Learning More Effective Study pp. 69,
, and 81.
Lewis, Norman How To Read Better and Faster, Chapter VI
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Vocalization
READING IMPROVEMENT COURSE
Outline
1. Definition of terms.,
A. Vocalization
1. Involves the us i of the mouth, tongue, throat, eye, ear,
and brain in the perception process of written symbols.
2. Written as an equation: MTT + Ea +E +M a Oral Reading.
3. Use of the speech muscles limits reading speed to approxi-
mately 250 wpm.
4. Vocalization is a useful tool in gaining a pronunciation
knowledge of a foreign language, in the study of poetry
or drama, and in some cases as an aid in memorizing material.
B. Sub-Vocalization or Auditory Reading
1. Consists of hearing words without forming the words with
the tongue or throat.
2. Expressed aa an equation: Ea + El +M * Auditory Reading.
3. There is a wide range of rates in auditory reading.
40 Auditory reading is useful when reading for abstract con-
cepts, and for most intensive study material.
C. Visual reading
1. This process identifies basic concepts without using inter-
mediate processes of hearing or speech.
2. Expressed as an equation: El M * Visual Reading
3. Visual reading is the most efficient method of reading
extensive material.
a. Not all students are capable of making the transition
from auditory to visual reading.
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II. Selection of readin method
A. Technical work involving vocabulary difficulty
1. Vocalization is useful at this level, after the main
theme of the material is known.
2. Auditory reading is best to gain the main idea.
B. Poetry, playa, and verse
1. Vocalization aids in the appreciation of verbal con-
struction.
2. When theme is less important than form, vocalization
is preferred.
30 When theme and conceptual development are desired, audi-
tory reading is preferred.
40 For main idea, an introduction to the style of an author,
or major outline, visual reading is recommended?
C. Extensive reading for main idea coupled with substantiating
detail.
1. Fiction
a. Visual reading is recommended for most reading at
this level.
2. Non-fiction
a. When unfamiliar concepts are involved, auditory
reading is recommended.
b. When dealing with familiar concepts, visual reading
Is recommended?
D. Scanning for main idea, or specific detail
1. Selective reading using the visual technique is recom-
mended in all cases.
111. Control and development of vocalization, auditory, and visual reading
A. Vocalization
1. To discourage vocalization, engage the muscles of speech
In other activity?
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B. Sub-vocalization
1. To discourage sub-vocalization, establish a mental
interference so that only through the visual process
can comprehension be achieved.
C. Visual reading
1. To encourage visual reading, select a book with much
description of scenery, people, color, mood, place,
etc., and read as rapidly as possible.
a. Use the highest degree of concentration possible.
2. Use an interference to auditory reading?
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VOCALIZATION
Heading skills exist on three levels: (1) true vocalisation, in
which there is a physical process of forming the words with the lips,
throat muscles, or tongue; (2) sub-vocalization or auditory reading,
in which the words are heard mentally in the ears; and (3) visual
reading, in which there is no interference between perceiving and
interpreting words and symbols.
Diagrammatically, this maybe expressed as follows:
Vocalization
41)
Eye+ Mouth, Tongue and
Throat .f. Ear 4- Mental
Assimilation.
Auditory Reading
Eye 4- Ear + Mental
Aas4milation
Visual Reading
Eye4. Mental
Assimilation
Often students interpret this to mean that one method, visual
readings is preferred; and the other methods, true vocalization and
auditory reading, should be eliminated. This is not true. Skill
should be developed and maintained an all three levels. Control and
proper use, rather than elimination, is basic for good reading.
True vocalization is useful in learning the pronunciation of a
foreign language. It helps one get the feel of a language in a way
not possible by reading for meaning alone. It should alma be
remeMbered? however, that a word-for-word approach should be applied
purposefully; not because it is the only way a student can read.
Vocalization should be alternated with auditory and visual reading
for full utilization of skills.
In reading a play, pronouncing the words can sometimes aid in
understanding tones of voice, changes in emphasis, and the effect of
such changes in the interpretation an actor might give a role.
Forming words may help in memorizing. Poetry maybe read to advantage
an this level; also material with unfamiliar technical terminology,
after it has been scanned for the main idea.
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True vocelization has certain disadvantages that should be kept
in mind. For example, the rate of reading is reduced to the rate
of nronuncietion, approximately 250 words per minute, and the slower
speed may hinder insirht into the main idea of the selection.
Auditory reading is the method of reeding used most often. The
reader hears the words mentally, and can reed up to approximately
750 words per minute. Again, the reading rate Is limited by an
Auxiliary factor, the rate of herring speech.
In auditory reeding, mein idees are readily identified and de-
tails Pre not lost. It is a good over-ell technique for familiar
office materiel, semi-technical materiel when there is some neces-
sity for attention to vocabulary, end cerVin novels requiring criticel
judgment. In ruditory re ding there are wide ranges in rate;
for instrnce, office materiel may be read et 300 words per minute, And
a novel twice As fest. In genera], it is the utilitarian form of
reeding, and satisfactory for reading most informational materiel.
Visual rerding is the most rapid form of rerdinp. There are
no intermediate processes between perception end interpretation of
the written symbols. Attention to words end format is reduced to
a minimum; the visual reedits. "sees" it mentally and goes immediately
to the hePrt of the matter. It is the most vivid form of reeding, and
is applied when the erterial is in narrative form end there is much
description. Most pleasure reading should be on this level. Not all
readers ere capable of experiencing visual reeding, but for those
who can, it is in effect a "third dimension".
Definition of the purpose, and use of the technical? most ef-
fective for the purpose, is the cornerstone of good reading. In-
tensive study material, unfamiliar technical publications, end
materiel with semantic problems should be approached cautiously,
while informational and less'complex materiel should be approached
on an auditory or visual level. For light materiel it is problably
best to start reading At the highest level possible, end then reduce
rate and technieve as comprehension requires. Most fiction, for ex-
ample, should be approached on a visual level; familiar office mrterial
on a hiph auditory level; end poetry and drama on a lower auditory or
true vocalization level.
During training, students are often unable to control a tendency
to read word-for-word, And certain procedures are recommended to
develop control. TO discourage unwanted vocalization, engage the speech
muscles in other activities, such as holding a pencil between the ?
teeth, or chewing gum or candy. To encourrge visual reeding,
select material that lends itself to visualization, such as a travel
or adventure story, or a descriptive novel. Establish mental inter-
ference to auditory reading by repeating e nonsense syllable, or by
counting. With practice, visual reading will probably be experienced.
TO summarize, true vocalization rids in the apprecietion of verbal
construction. When theme is less important than form, vocalization
is preferred. When theme end conceptual development are desired,
auditory reading is preferred; but for main idea, major outline, or
en introduction to the style of an author, visual reeding is recommended.
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SUBJECT: latlalaz
READING ItPROVETENT CoURSE
METHOD OF 'a:SENTATION: Lecture an rcise
OBJECTIVES OF INSTRUCTION:
To determine the level of the studentls vocabulary and present
methods of vocabulary developy.ent.
SUMMARY OF PRESENTATION:
The purpose of this session is to discuss (1) the speaking vocabulary,
(2) the writing vocabulary, and (3) the reading or recognition vocabulary.
The Cooperative C-2 test is used to estimate the studentgs vocabulary.
. REFERENCES:
1. 'TheAtir to Vocabulary Power and Culture by Dr. Wilfred Funk
2. yo Dav to A More Pc4,677777Vortf77-7y Dr. Wilfred Funk
3. atm
Words Effectively by arkhurst and Blais
4. E-Eggiraxtlmaag Reading Manual by Wilking and Webster
REMARKS:
The Reading Improvement Course does not include concentrated study
in vocabulary development because the level of vocabulary demonstrated
by agency personnel has been above average, as judged by appropriate
norms?
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Vocabulary
READING IMPROVEMENT COURSE
Outline
Ie The Nature of Vocabulary
A, The speaking vocabulary
le It is characteristically narrower in quality and
and quantity than other categories of vocabularY0
B, The writing vocabulary
le Includes the words outlined above, plus words for which
the user must use reference sources to verify definition?
Ce The reading vocabulary
le Includes both the speaking and writing vocabularies,
plus a large number of words which the reader
recognizes through context but does not otherwise
us,!;?
A, The technical vocabulary
le As a specialized usage of words, or new words, it
will be developed only as the need arises.
2, To be effective, the words must be known with all
their meanings and connotations,
II, )jsubsugulLziaambajaz Immomumia.
A, Casual Improvement
le The dictionary method
2e The notebook method
3 Reading-range method
B, Organized Vocabulary Attack .
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(2) Prefixes
(3) Suffixes
(4) Synonyms
(5) Antonyms
(6) foreign ado-,tions
(7) Roots
(6) Spelling
III, Vocabulaxv Evaluation
A. Cooperative C-2 Test
1. Range of vocabulary
2. Classification of vocabulary effectiveness
3. Quality of vocabulary
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Vocabul.m. Lecture
L The
nature of vocabulary
A. Vocabulary is divided into three parts
le The
speaking vocabulary
a. This is made up of terms and words
feels confident of meaning, usage,
13. The speaking vocabulary is usually
three in quantity and quality?
c. New words are usually used last in
20 The writing vocabulary
a, This part of the vocabulary is larger than the speaking
vocabulary, and in addition to the words of the speaking
vocabulary, contains terms and words for which the user
knows meaning and usage, but not pronunciation?
bo Frequently the need for greater range of vocabulary is
felt in this area because the user has time to think of
the appropriate word and is unable to do soo
co Roget's Thesaurus is a valuable aid for building the
writing vocabulary?
of which the user
and pronunciationo
the narrowest of the
the speaking vocabulary?
3c The reading vocabulary
ao This is usually the largest in scope?
b. Words are often understood in context which would not
be when isolated
Co Dictionary reference helps develop the reading vocabulary,
Bo Knowledge of technical or specialized terms is a separate aspect
of vocabulary?
1, Technical vocabulary development depends on the need for
the words?
a. Technical words should be checked in both a standard
dictionary and a technical dictionary to develop both
the common meaning and specialized meanings of the wordo
2. Technical vocabulary is improved only with constant usage
and development, It will deteriorate if unused?
IL Vocabulary improvement as related to reading improvement
A. Vocabulary limitations are not the usual cause of basic adult
problems of slow reading and poor reading habits?
B, When vocabulary improvement is desired the method outlined in
the College Reading Manual is an effective miles of development?
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The area for study must first be outlined.
a. Technical words to be studied must be learned both in
and out of context,,
b. Learning technical terms is often a rote memory procesec
2. A :::etni knoiCedge of parts of words is a helpful vocabulary
builder
a. Prefixes
b. Suffixes
Co Antonyms.
d. Synonyms
e. Root words
3. A wide range of gene,alreading is a
enr1 ohmen b.
III. The first step in vocabulary improvement is
of vocabulary now possessed.
A, Cooperative C-2 Test
good source of vocabulary
evaluating the range
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DIRECTIONS
Funk
Voc.
*FIRST: With a sheet of paper, cover up all the words on the right hand
side, except the numbered list of key words running down the extreme left-
hand. side.
SECOND: Now begin with the first word "achromatic." Are you fairly sure
that you have seen or known the word before? If so, take your pencil and
make a check rark in front of it, If, to the best of your knowledge,. it
is a complete stranger to you, don't check it. Simply pass it by. The
word is not part of your vocabulary. Don't waste time trying to figure it
out. You have either seen the word before or you haven't, and you will
find in 98 per cent of the cases where yeu are in doubt that you still won't
know the word when you remove the sheet of paper and read the rest of the
test. If, however, there is a reasonable doubt in your mind, give yourself
the benefit of the doubt and put a check mark in front of the word.
Follow this method with each of the words to the end of the test, always
covering up all the words on each page except the left-hand list,
Don't worry, as you go along, if many of the words are completely unknown
to you, Some of them would puzzle scholars and would be wholly useless to
you. Several will not appear in your abridged dictionary, but in order to
take a total vocabulary test, it is necessary to sample the entire unabridged
dictionary,
When you have finished checking all the words that you recognize, you are
ready for the next step.
TaI.R.D: Now go back to the beginning of the list and run down the left-hand
list until you come to the first word that you have checked, To the right
of it you will find four numbered words or phrases. One of these is nearer
in meaning to the key word than the other three. Underline the word or
phrase that you believe is nearest in meaning to the key word on the left.
Move through your test with reasonable rapidity. Taking time for study will
probably not add 2 per cent to your score.
Occasionally you will check a simple word in the key list and then you may
discover that there is no word or phrase following it that seems to be near
to it in meaning. Therefore, if any word has a meaning with which you are
not familiar, don't count it. You are simply not familiar with that
particular meaning of the word.
Pay no attention to the words you haven't checked, They are net part of
your test.
Please don't guess, Be fair to yourself and don't be overconscientious,
but leave pure guesswork out as this would render your results valueless.
This is a scientific test and not a game. If at the end of your test you
find that more than 3 per cent of your answers are wrong, it should raise
a strong suspicion in your mind that you have been guessing.
- 1 -
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achromatic
2, affection
3. aldose
4. ambulacrum
Anhalonium
? 6. apishamore
7. Argidae
8. assurance
9. auxiliary
0100 baluster
11. battle
12. b-shvcw
13. blind
L. border
15, .Bridgnorth
16. Burnet
1?, Callista
card
19, Catostomi
20. chap
21. chloral
22 claim
a, a musical scale b. containing chromic acid
c. colorless d. relating to time measurement
a, the act of influencing b, the consideration of
disease c, a pledge d. an assertion
Funk
Voce
a. sugar b, salt co a prescription d, a certain amount
a, a sacred vessel b. part of a wing c, sucker of a
parasite d, an echo
a, a mans name b, a town in Sicily c, a genus of plants
d, a genus of snakes
a, an Indian squaw b, a. saddle blanket c, a song
d, a silly trick
a, South American fish
d, a family of mites
a, a pledge b, a bait
b, herbs c. Greek islands
c, timidity d, rancor
a, exaggeration b, a bone
ca helper d, deceiver
a. a tiny star be a small pillar
Cc, a bright light
c, a great noise
a. concord b, combat c, tangerine d, a fort
a, consecrate b, curse
a, to admire
of sight
be beseech
a0 a tool ba an edge
dance
a, a prison
England
b, a title
c, scatter d, honor
c, to announce d, to deprive
ca a person who boards d, a rustic
c, a palace d, a borough in
n, a jewel b. a Scotch minister
Iian
a? a composer b, shrubs
a. a coal
cardboard
a, apples
a, a metal
a. a song
bird
c, a canal d, an
c, a novel d, an opera
b, a rifle c, a blue monkey d, a piece of
ba fishes c, love?birds d, catkins
plate b, a chapel c. a fellow d, a feud
b, a cloak ca an oily compound d, a green
a, demand ba clog ca clap d, deny
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.23,
24. Commiphora
25. connate
26, cora
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. g cork . a conceited person c: a feather
a rosette
27. courtesy
28, crossed
29. cyclinc
30. decentralization
31. depressor
:!2. die
33. dispensatory
34. Douglas
35. dye
36. eland
Tun4
Voc.
d.
a, bandits b4 a town c, a group of shrubs d. a comedy
wicked b. dissipated c. knowiPg
d. inborn
a. a duplicate b. an antelope c. a subtraction d.
a laze
a, graciousness b, fantasy c
famine (1, hatred
a. mounted b, marked crosswise c, waked d. waited
a. mystic b, of recent date c, of recurring periods
d. corrosive
a, solution b, distribution
c, contribution d. abolition
a. an impostor b, a stimulant c. a plaster d. an
oppressor
a. a jingle b. a cooper
$trument
a, of' receh.ing b,
d. of recovering
a cube d. a musical in?
of 0,ea1inr out c. of forgiving
a. an opera b. a Scottish warrior
York State d. an Irish critic
a. an explosive
d. a support
a, an antelope
37. cndotheliolysin a. a restorative
poison
38. erd
39. eventuation
40. Ezzolied
41. felicitate
42. Firenze
4.3. fly
Ilk. Fox River
gablock
. reochemical
a county in New
b. victuals c, coloring?matter
b. a chick?beetle c. an isle d. a kite.
b, a sedative c, an antitoxin d, a
a . a mistake b. earth c, gloom d. an ant
a. calmness b. issue
c. dislike d, a contest
a. an 7,pera b. a war song c. a dirge a life of Christ
a. to disgust b, to agitate c. to congratulate d. to urge
a. an opera b. a girl's name
al violinist
c? a province of Italy
a, decide b, move in the air c. torture
a. a glacier b. a river
d, a magician
magic b. a hook c
d. dawdle
in Wisconsin c. a hunter
a buttress d a symbol
a. of knees b, of humor c, of styles d. of geology
and chorus try
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4'7: gnaw
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a, grow angry b, to drink c. to bite persistently
d, to gnash
48. graphite
49. guide
50. hand
51. heaven
Funk
Voc.
a. a grain b, a spear c. a carbon d. an anchor
a4 h surmise bi a conductor c a cure d, a reward
a. a wish b0 an insect c, a mouse d. a part of a limb
a. somethnt; hoisted b, tightness c. supreme happiness
d, weight
52, hextetrahedron a. of six atoms b, a crystal form c. a radical a. a
tetrarch
53. homotaxis a, namesakes b, the same category c. small taxis d. not
taxable
a, baste b, applause c, a growl d. a nook
a. substantially b. organically c. perfectly d. actually
.),*. hurry
55. ideally
56. Inca
41157.
ingress
a. a war-chief b. a Japanese measure c. an Arab tribe
d, a corporation
a, access b, exit
c. discourtesy d. attention
58. interruption a, persistence b. decay e. a breaking in d. a bursting
forth
59. itzli a. a bulb b, a 14exican peasant c. goats d. volcanic rock
60, journal
a. a cape b, an idol c. a curtsy d, a diary
61,
62.
kettle
kriyasakti
a, a trunpet b. a vessel c. a fish-bowl d. a cap
a. minerals b, a Hindu god c. a stork a, creative power
63,
lapideon
a. a musical instrument b, a lapel c. a stone-cutter
d. lava
64,
legion
a, a plait b, an army force c, a barge d, a myth
65,
light-year
a. a depression b. a unit c. a science d, intellect
66.
Loco-foco
a. a writer b. a political party c. a Roman senator
d, a town
67.
luster
a, the sundcw b, juiciness c. furze d. gloss
Er. malacon
a.a gem b, a Parsec c. a:petite d. softness
69.
Mars
a. a god of war b, a month
c. an. Indian d. a river
70,
meet
a. abound b.
come together
c. pat d. heat
714
meteorological
a, of meteors
b.. of records
c. of dates d. of weather
changes
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Approved
4672: miraculous
73, monstrosity
74. murder
75. naturalization
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a. desirous b supernatural c4 lucid d, latent
a. a monster b. uniformity c1 ;ravity d. civility
a4 gloom .64 C. silence d. grumbling
a4 gluttony b, death d. admission to citizenship
d; a haunCh
a. nestled b. nerbid c4 ue,ly d. Stingy
77, nunmulite a. a coin b, a count c. an organism d. malcoshift
78. old
794 organic
80. ox
81, paposite
82. patent
83. pentosan
pharmacopoeia
85. pill
86. playable
87. political
88. postmaster
89. pressman
90. prompt
91. pudency
92. quartet
93. rape
94, reflex
95. responsory
96. righteously
4,7. roulette
98. sage
99. Sault Sainte Marie
Funk
Voc4
a. recent b. aged c. sc:4nty d. frequent
a. vital b. visal c. venial d. vestal
a. a gas b. an aniial c. an introduction d. n prickle
a, salt b. a ppooso c, an orangutan d. a priest
a. a sufferer b. a disease c. a sole ri ht O. a monk
a. a compound b, a traitor c. a trough d. a roof
a. a beck of drugs b. a nia c. a cheist d. a theory
a. a vagrant b. a shaft c. a tiny ball d. a spear
a. quick b. that may be played
c? peaceful d. idle
a. of exhibits b. farcical c. daily d. of public affairs
a.a stamp b. a carrier c a newsman a. a public official
a. a nerve o. one who prints c. a whirlwind d. a speed
a. puny b, prolonged c, Prone d. punctual
a. modesty b. mischief
a, an altar b. a prey
c. disttmper d. virginity
jonquil d.a composition
a. a twig b, gro-.e juice c. a rib d. a seam
a reformation b, refreshment c. regiment
100, screw
d. reflection
a. a psalm b. an absorbent c. a balm d, a sound
a. rudely b. rightly
a.
c. restlessly d. ruefully
a game b. a quail c. a degenerate
a scoop
a. an eil b. a myth c. a plant d. an officer
a. a church
b. two towns c, a mountain d. a cape
a. an harangue b, n. grooved cylinder c. a rake fr... P
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c. to begin d. to receive
401: send a. to help b to dispatch
102. shears
103. sierra
104. slaughter
105. solar
106. speech
107. squeeze
108! stethoscope
109. strive
110. sunflower
111. sycophant
112. Tannhauser
4013. testamentary
114! Thunbergia
115. tongue
116. trappoid
117. tryst
118. umbilical
119. Ustilaginales
120. ver sacrum
121. vulgar
122. weave
123. will
124. Wrangel
zooid
a. sheep b. an instrument c. shad d. shells
a. a short nap b4 a province c. a yellow color d. a
mountain ehain
a. to massacre ba to flap ci to dabble d. to salute
a of the sky b. alone c. of the sun d. of the soil
a. reason b. rascal c. dumbness d. utterance
a. to compress b. to defPat c. to comply d. to delegate
a. a muscle b. an apparatus c. a spasm d. an atom
a. to endeavor b. to vibrate c. to lament d. to inject
a. an aperture b. a crate c. a stout herb d. a ray
a. to derive b. to cringe c. to multiply d. to swoon
a. a river b. A crusader c, 1 poem d. a castle
a. variegated b. bequeathed by e outside d. of a loan
a. a queen b. climbing plants c. sea fish d. a state
a. a secret society b. a fleshy oran c. a junk d. a
light coat
a. of a. rock b. of a harness a. of a trail d. of a snare
a. a commotion b. a meeting-place c. a sail d. a pore
a. central b. yellow c. clustered d, shadowy
a. mosses b. acids c. hawks d. fungi
a. a dedication b. free verso c. a lobe d. a contraction
a. solemn b. chaste c. coarse d, injurious
a. to entwine b. to shirk c. to measure d. to clothe
a. a. device b. stupidity c. a ruse d, self-determination
a. a phantom b. an explorer c, a county d. a college
a. a polecat b. an organism c. a carving d. a frieze
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TAB
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READING IMPROVEMENT COURSE
SUBSFOT: Retention
MET3OD OF PRESENTATION: Lecture
OWECTIVES OF INSTRUCTION:
To advise the student concerning the practices and methods applied
to reading in order to maintain the skills developed in the course.
SMOOT OF PRESENTATION:
Research conducted by the Reading Laboratory has indicated that
the 6 to 8-week period immediately following the course is crucial in
determining whether the student retains the new skills or lapses back
to old habits.
Techniques which have been stressed in the course are summarized
and discussed -- (2) Reading with a purpose, (2) Adjusting reading rate
to purpose and material, (3) Concentration, and (4) Mechanical factors.
REFERENCES:
Effective Reedleg? Chapter VI, Belles Lettresw, Re 406-510.
Good Reeding (A Mentor Book)
The _Wonderful World of Bodice (A Mentor BOW
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Retention of Reading Skills
READING IMPROVEMENT COURSE
Outline
I0 Row much retention of the skills learned may be expected?
A, Findings of this laboratory and other schools concerning
1, Degree of skill retained after course,
2, Comparison of figures from this laboratory with those
from other laboratories,
Review of the course.
A, Definition of comprehension requirements
Etc, Vocalisation -. auditory reading and visual reading
C. Mechanical Skills
1. Span of recognition
2. Regressions
3. Duration of fixation
14 Vocabulary
E, Concentration
6
stion f
II ;
in s and =tin
; ? O.
A, Plan an eclectic reeding program
1, Recommended guides to pleasant and profitable reading
20 Discuss the books you, read with other people
3, Read with a purpose
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RETENTION
I. How much retention cf improved reading skills may be expected after
the course is completed?
A. Retention tests are administered six to eight weeks after the
course has ended, and again one year later.
B. Results of these tests are compared with scores at the end of
the course.
C. Students are interviewed to establish their pattern of reading
after the course is over.
1. If a loss of skill occurs, it is lost immediately after
the course.
2. The average retention of gain of all students is approximately
84%.
3. Students who do not read or who spend a large percentage of
their time working with details (editorial proofreading or.
accounting, etc.) experience the greatest amount of loss.
4, Students who read a great deal either on their jobs or for
pleasure, are apt to continue making gains after the course
is over and retention scores may be higher than final scores.
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!TAB I
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PREFACE
This glossaryoonsists of selected terms pertaining to the
subject of reading.. The list provides terminology which will
aid the student in acquiring a comprehensive understanding of the
various phases of reading and related factors. Through 6Otaining
a better understanding and speaking knowledge of the terminology
associated with reading, the student should be able to analyze
his own reading practices more readily and determine the necessary
corrective action.
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GLOSSARY OP TERMS
***********************************************************************
ability, reading: skill in recognizing directly and interpreting
accurately printed or written units of language with eye movements
normally characterized by long sweeps that do not overreach their
span of recognition,
ability, silent reading: relative efficiency in reading without
audible pronunciation; regarded generally as a complex skill made
up of subordinate skills, all of which function in an integrated
manner to produce efficient reading.
accommodation binocular: (2) the act of adjusting the two eyes on a
central point in such a manner as to produce a clear image;
(2) the focusing of both eyes for maximum interpretation,
talk: clarity of discrimination; perception of minute differences
in sensory stimuli. (see acuity, visual)
acuity, visual: clearness or keenness of vision, quantitatively
expressed interms of Snellen chart and other measurements,
adjustment, binocular: (2) the act of directing the two eyes so
that they work harmoniously in producing clear images upon the
retina which are interpreted as a single clear, sharp image;
(2) the state in which the two eyes work together to produce
clear, sharp vision.
afterimage, visual: the continuation of a visual sensation after the
stimulus is removed, as commonly experienced upon closing the
eyes after staring at a bright light,
apperception: (2) the process of focusing the perception, of being
actively aware rather than passively sentient; (2) the process
of relating new material to onels background of experience, and
evaluating it in the light of that experience,
attention span: (1) the extent or limit of the ability of a person
to attend to or concentrate on something; (2) the length of time
during which a reader can concentrate on what he is reading
without thinking of anything else; varies with age, physical,
mental, and emotional condition, and the nature of the material
read,
clue, context: suggestions as to the meaning of a word gained from
the words immediately adjacent in a phrase, clause, or other
context or found in the same general setting. such as a sentence
or paragraph.
1
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comprehension: the act of understanding the meaning of printed or
spoken language as contrasted with the ability to perceive and
pronounce words without reference to their meaning,
co-ordination. eye: (2) the functioning of the two eyes in attain.
ing a single image in reading or other visual activities; (2)
the oo-operation of the two eyes in seeing; (3) the positioning
of thetvo eyes in an orbit to maintain macular fusion.
discrimination" perceptua1: (1) the act of discerning the differences
among objects or symbols and of distinguishing one from another;
in reading, the seeing of differences; (2) the power of identifying
differences.
extraneous movement: in reading, a movement of the eye, head, lips,
or any muscles ofthe body in a manner not essential or helpful
to the reading process as such0
eze movement: the left-to-right progression of the eyes along a
line of print (including fixations and the movement between
fixations) and the return sweep to the beginning of the next line.
eye s the amount of material grasped during one fixation pause
of the eyes, measured in terms of either letters or letter spaces.
fixation: the postural position of the eyes that maintains the visual
axes on the object of regard.
fixation. binocular: (1) the act of focusing both eyes on the same
point in space; (2) the normal pause of both eyes, as in reading,
for the purpose of perception.
fixation frequency: (1) the number of steps made by the eyes in
reading a line of print or writing; (2) the number of pauses per
minute made by the eyes in reading.
fixation pause: a cessation of movement of the eyes, as in reading,
for the purpose of perception. Synonyms fixation.
fixation time: (2) the time consumed in reading by pausing to fix
the eye upon the unit of recognition, commonly a word part, a
word or a word group; (2) the duration of the fixation in reading*
measured in seconds or fraction of seconds.
fusion: (1) a method of combining units of subject matter to bring
into relief their interrelationships; (2) the combining of the
images from the two eyes into a single impression.
2
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learpjj plateaus a period during which there is no evidence of
progress in learning.
memory, immediate: the recall of learned materials with the minimum
lapse of time after learning,
ophthaimou anh: a portable instrument for photographing the movements
of both eyes during reading.
perception: (1) in its most limited sense, awareness of external
objects, conditions, relationships, etc., as a result of sensory
stimulation; (2) more broadly, awareness of whatever sort, however
brought about.
perception, word: (I) the act of seeing or perceiving words, as
contrasted with perception of other objects in nature; (2) the
seeing And identifying of words as wholes, as contrasted with
letter perception or the perception of parts of words or small
word groups0
perceptual span: (1) the horizontal extent of interpretation with
the eye (monocular) or eyes (binocular) fixed on one point;
(2) the number of words, figures, or other items that can be
interpreted in a single fixation. Synonyms span of recognition0
r.....k...4.1ms...al..2mcetulatt: the maximum number of words (or letters)
that the individual can perceive during a very short exposure of
the tachistoscope or fall chronometer; exceeds the actual span
used in reading.
.ceuarA_.1jLma_relativexs the number of words or letters that are
seen during each pause or fixation as one reads, which constitutes
the span actually used in ordinary reading; sometimes less than
half the absolute perceptual span.
readability: the quality of a piece of reading matter that makes it
interesting and understandable to those for whom it is written,
at whatever level of educational experience.
reader context: (1) a reader who depends on the context, or setting,
of words as a means of recognizing their form, rather than on
visual or phonetic analysis; (2) a rapid reader, somewhat careless
of details who concentrates on meaning rather than form0
male& assimilative: a type of reading in which the reader con.
centrates on grasping the literal meantng without evaluation of or
reflection on the significance of the ideas.
? 3 ?
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read associationals reading involving higher mental prooesses
end 1inging past experience to bear on the vicarious experience
provided by reading0
reading. extensive: (2) wide reading, covering much material; (2)
rapid reading for main thought rather than for detail or mechanics
of expression6
reading intensive: (1) reading confined to a limited amount of
material; (2) careful reading with attention to details of gram-
mar, meaning, mechanics of expression, etc.
readisg. phrases reading that consists in recognizing and pronouncing
word groups rather than complete sentences; a type of drill exercise,
zeldIaga_Edlective: (1) thoughtful reading in which the reader
seeks to grasp not only the literal meaning but the ideas suggested
by the writer's words; (2) reading undertaken for the purpose of
solving a problem or difficulty,
reading word-b,.vordg an ineffective type of oral reading character.
ized by pauses between words.
readi dial:20v (2) a specific lank of skill that prevents the
student from reading effectively; (2) the degree of difficulty
with which a selection or book is read by a given trainee or
group; determined by consideration of various factors such as the
vocabulary? sentence structure, figurative language, sentence
length, etc., of the material in relation to the ego and intent..
gence of the proposed reader or readers.
EvAt..ng.slat.mans the distance froA the eyes to the point at which
the eyes converge in reading; commonly found to be between 14
and 16 inches among adults and V) to 13 inches among children.
reading rate; speed of reading: usually measured in terms of the
number of words or letters recognized and comprehended per minute
or per second,
reading span: the number of words in a line of reading material
perceived in a single fixation.
Emlatlea: a movement of the eyes backward from right to left along
the line of type being read; distinguished from return sweep; an
error in silent or oral reading in which the reader retraces or
goes back over what he has been reading.
Eggagamme movements right to left return of one or both eyes
during reading.
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return sweeRs the movement of the eyes from the end of one line of
print or writing to the beginning of the next line0
saccadic movement: the rapid movement of the eyes in changing from
one fixation point to another,
skill reading: an ability that is essential to successful performance
in reading, such as word recognition, comprehension, organization,
or remembrance.
!canning: (1) a method of reading in which the reader looks for certain
items but does not read the complete text; (2) a method of reading in
which the reader attempts to get the general meaning without attention
to detailsc,
t.A9Laist_as.mos an apparatus for the exposure of words, numbers, pictures,
or other visual stimuli for very brief intervals of controlled duration:
used in the investigation and improvement of reading, spelling, and
visual perception in general.
Atio.na.zial: (1) vision resulting from images falling on the
outer portions of the retina (Wien the eyes are directed straight
ahead, peripheral vision is perception on the extreme edges of the
visual field); (2) mental interpretation of light stimuli falling on
the retina outside of the 10 degrees surrounding the macula,
visual memo sianz (1) the extent of an individual's memory for
visual syMbols? such as letters, words, or other objects; (2) the
number of items seen that can be recalled after a single presentation.
NOTE
The terms used in this Glossary were taken from the "Dictionary
of Education," Edited by CARTER V. GOOD, Copyright 1945,
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TAB
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READING IMPROVEMENT COURSE
10 What ill reading?
2. What factors differentiate a skilled reader from a poor
reader?
3o why read?
4. Why donot adults read as well as they could?
5. What kinds of reading techniques do you need?
6. What skills are common to all kinds of reading?
7. How can these skills be developed?
8; How will skills be measured?
Training Aids Used In The Reading Improvement Courses
1. Reading Rate Accelerator
2. Renshaw Tachistoscope
30 Ophthalmograph
4, Harvard Films
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?
FHISICAL
Vision
Health
Fatigue
Level of Ability
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WHAT IS THE READING PROCESS?
PSYCHOLOG/CAL
Thinking Process
Reasoning
Ability to relate new material
to badkground information.
Ability to compere, contrast,
describe, and evaluate a
subject as aCwhole.
Ability to relate, review,
outline, and enumerate in
proper perspective the
necessary details.
Understanding of Word meanings
in context and iniselationQ
Emotional Process
Need for information
Motivation in a, reading task
Attitude toward a. reading task
Interest in the subject
Habit strength
PERCEPTUAL
Span of Perception
Span of Recognition
Number of Fixations
Duration of Fixation
Habitual Regression
Regularity and controlled
irregularity of procedure
Vcoaliaation ?
Concentration (this also has
physical and psychological
overtones.)
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I. Office Reading
1. How many hours per day do you spend reading in the office,
approximately?
2. Please identify the type of reading that you do in the office.
A. Scanning for
a, details
b, main idea
c. a combination of both main idea and details
d. organization
e, specific information
H. Extensive Reading for
a. main idea
b, careful retention of details leading to subordinate
concepts, plus main idea.
c. other (describe)
O. Intensive - technical, in the field.
a. main idea
b. details
c. a combination of both
Which one of the following terms best describes most of your reading?
1. Administrative or technical review of the work of others
2. Editorial and grammatical corrections
3. Expository reading for general information
4. Searching for specific information
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2. Are you currently reading a book? If so, give the title
and author.
3. List five books you have enjoyed reading most.
4. List the magazines, professional journals, and newspapers
that you habitually read.
/II. Foreign Language Background
1. List the foreign languages you have studied and give the
extent of proficiency In each:
Native tongue
I
I
I
I
I
1
I
I
I
I
Academic
Environmental
__
Re ? knowled
: knowl "
Currently enrolled
in reading training
.
Currently enrolled
speaking training
Some vocabulary
difficul q
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IPEI)RECIIIE FOR GOOD RADING
10 Good Readit (oocketbook)9 1952 Edition -tor
Work on two r three fields that interest you.C. Rpa6 at least
one book per wnek,
Wicc a week Cor more often), tine your?roadfric of '4,m
trpra the dzi4 paper:, Choose one artiale on a autjo3,e4, y)d
arm fnirly familivr9 and the other on a a:abject you VIWV Utx)Uto
Try satel amcet,eding exercise, to increase the 41r417.244 the
two mtes, P',,T) get, a reading rate in words per minute: r.;:.:alaki;n, first?
an average of the noo of words per line by mounting tbe noo of wrds
on 10 lines nod averaging, Then count the no, of lines ind multiAno
Before you read the major news story of the day ,;;Ol'a dam all you
knov shout; the topic? Then read (or scan) to is speelfie questons
you vant ensvered,
Reerencess
ResrlitlaI9 iitravol and Lelchty? Effect
Cambrieige?
1asso9 1944,
3tmpson9 Elizabeth 3RA Better Reading Book 2. Scienet3
A2soelates9 Ine? 57 Wo Grand Avenue, Chicago 10, Ill.
0,Tht &4sbatpr A Coilege Developmental Reading garratfL N.Y08
1943
The Ri7erside Pmss,
tAxas Effettive2,7, Serie,e ;1.? ,
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nnd
ide
You can =we efZectivo
,
RwLa. -t,Fz? ,
Get Information Propsre for a Test
Research has produced a sound method. Here is how it valets
gallaaLlattad
SCAN
Quick]; scan the introductory paragraph, subtitles,
key sentences, key words, summary, Decide on the
author's plan.
2, QUESTION Turn the title or key sentences into questions,
30 ANTICIPATE Before reading, ,try to answer these questions mente1ly0
Read eutd Blurb
49 READ
Think It Ovar
BRUTE
Read the entire selection and look for the author's
Ideas to answer your questions,
Close the book or magazine, Tell yourself in your own
words what you hem learned. Write notes on material
that must bo remembered.
6, REVIEV /eters to make your knoWledge stick :review the gist
of the artic/e? or Chapter, again imp= own words,
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HOW ARE YOUR READING AND STUDY Mllia?
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4?Check each item,
Nearly
Always Seldom Num
Rate
I believe that I know when to read in first gear.
when to read in second; when to read in third:
..... .......
I usually ask myself before I start just why I
am reading and what I am looking foro
agialialIMMD 11110111?111?11110 V/M/IMIN/110
I adjust my rate to the purpose for whirl I am
reading,
..... ..... .....
I adjust my rate to the subject matter of what
I an reading.
4?MORealielb ONINMWisio ????11
Concentration
I try to think ahead of the author.
I usually study In the atmosphere most conducive
to good work.
I try to vary my study jobs; first something
hard, then something easy.
I try to avoid studying when I am excessively
tired or worried.
?J try to involve my attention by aiking myself
lip questions before reading.
,xrehension
I can survey my assignment beforehand so that I
have some idea of where the writer is going.
/ follow the author's organization by:
Looking for signals like first, second, more-
over, numbered points, italicized words
Waaing for important words and sentences
Finding the author's pattern - such as time
sequence, cause-effect, opinion.reasons,
problem-solution
Recognizing main ideas
I can condense ideas into working notes.
I can write a clear summary..
In an article containing opinion, I weigh the
evidence,
I hold s' self responsible for getting ideas
rapia,.
I say the Main ideas to myself (or write them)
immediately after deatudY readims
I operate on the prima taavseverai-short
reviews are better one. long cramming
Ilktry to associate new ideas with what I
period,
already know,
ellislamipINI CWINMIIIIIMIIII ?IIIIIIIIIIIIIIMY
ellearemmillie 4111M1101111.1?? emistsIONM/0
dinulliMilliall INNIMINIMIND INIIIIIIIIIIIIII
401111.11011.010
faamarinalli1 0.111101.1MINO
ONOINOIMINSIM ..111.1101M?Mi
??????????Neora elimilM111110.1.
ammimumw epaimemm IWINI,WINS
nallicaliaillia iliti?IMMOINIOND ?011....
,MIIIMINaireIn? Oplawf~WWI wooMoNoWari
11,1?10MMIMMIal 01?00.1milIMUNO danqi1.11=1
tramiameii arammotamos ormiairailms
1111114111011111.1111
00118111.11111111111111D 61111111101M11111.
emaimamilD atainmalignme osavalatiapf/11
011111111.11MIMM ?????11111111110
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'TOW TO READ A BOOK"
Based on the article "Rapid Reading With A Purpose" by B.A.
Dolch? School Review, September, 1951
What is the best way to understand the contents of a book
rapidly?
First, read the preface0 Oren the author tells here why
he wrote the book, what field he tried to cover, what points
he tried to make, and how he felt about it.
Next, study the table of contents. This will tell what
topics are covered, and from the paging at the right, an es-
timate of where emphasis is placed.
Men sample the book. Random reading at various points
in the book will give an estimate of the author's style and
approach.
questions as you read:
hodgs-podge of assorted information unless you ask yourself
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The items given above will accumulate for you only a
book, or particular club group, or was it intended for
manes opinine? Could the ideas discussed be used in
drawn? What parte of the book are outstanding? How does
wide readership?
differ or agree with others in the field? Where do such
dinate to the characters? Are the characters clearly
For whom is the book written? Was it intended for a
he have any motive for wishing to change your opinion?
other situations? How do they apply to your situation?
it compare with other contemporary literature? The classics?
Does the author intend to influence the reader, or does
agreements or disagreements occur? Is the book sketchy
or complete? Does he emphasise any topic out of pro-
portion to its importance? Does he neglect any aspect
of the subject?
In the case of fiction, is the plot of the book subor-
specific, narrow readership, such as a high school texts.
Is the book close to reality? Does it show only "one
Is he adding new facts to a field? Does his viewpoint
Topic Sentences are signposts to watch for, as are ,chapter
summaries and chapter headinis.
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RAPID READING WITH A PURPOSE
by
E. W. Dolch
rram - School Review Sept. 1951
HOW TO PREPARE A BOOK REVIEW
1. A reviewer is always limited for space. He is told to write his
review in Just so many words. In this case, the review is to be about
five hundred words. The first belt of the review is to be a summary; the
second half, comment.
2. How does a reviewer "read', a book?
a, He reads the preface; for often the author tells
here why he wrote the book, what field he tried
to cover, what points he tried to make, and so on.
b, The reviewer studies the table of contents. The
table of contents tells what topics are covered in,
the book and, fmmn the paging at the right, the
reViever oen tell how much space has been given to
each topic,
c. The'revieWer samples.the:bodk, reading a little
here and there. Every reader has often sampled
books in book stores or librariee by opening them at
random and reading a little to find out whether or
not. he wants to buy the book or to take it home.
d. The reviewer reads the first or last chapter or
other parts that seem to summarize the book. If
the place where the author gives his whale
message in a short passage can be found, the re-
viewer *met much time.
3- Mum that 1.0Ar4emeebeges-te-we44eT-he-te11e-ft,.? , ,t the kek;.k
is about. me does not repeat the table of contents. 'Instead, he tells
(e). What field or area the book covers and (b) what the chief emphasis
of the book is, In other voids what is most of the book about? Which
are the longest chapters?. To which topic is most space given?
4. The reviewer comments on the book. In practice, reviewers may
.mix their summary and their comments, but for the present purpose be puts
all the summary (250 words) first and all the comment (250 words) lest.
The comment is the most important part because it tells the reader of the
reveivwhether or not he Wants to buy and read the book himself, In the
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CPYRGH
CP'Y
RGH
CPYRGH
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comment section of the review, the reviewer answers the following
questions and adds still other observations:
a. Is the book interesting? The reviewer can tell this
by reading parts of the book here and there. If
he wants to readmore, it is interesting; If he does
not, it is not interesting,
b. For whom is the book written? The author had some
audience in mind.. Nho was it? Teachers, professors,
parents, laymen, who? The reviewer can tell this
from the preface or through sampling the book.
47. Is the book easy to read? Sampling quickly tells the
reviewer whether the book is easy or bard to read.
d. Is the book technical? Is it fel of technical
language, figures, graphs, tables, etc,?
e.. Is the book practical? As the reviewer samples it,
does it sound as If it were about real people?
Could the book's suggestions be followed?. IN4 kt close
? to reality?
f. Is the book skOdhy or complete? How completely and
fully does it cover its subject? The reviewer can
get this from the table or contents and from sampling..
g. Are there any parts of the bodk the* the reviewer
particularly likes? He should look at the 'tale of
contents to find e.chapter that appeals to him, He
should then read Ow of it and tell how and why he _
likes. it. ?
Howebtld the book be improved? . Most reviewers state
at the end of their reveiws that something :tight have
been done better. They do this to show What good
reviewers they are. The present reviewer should make
some eueh comment fer this book,
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2 a.
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EFFECTIVE READING - SEMI-TECHNICAL MATERIAL
Semi-technical material which is to be read only once must be organized
mentally as one reads or else the content is forgotten, Written material often
assumes a format which, as one searches, develops a readily identifiable pattern,..
Using the pattern as a key, certain major points are emphasized mentally and the
whole is more easily remembered, The major patterns most commonly used are:
Problem - Solution
Opinion - Reasons
Time Sequence
Logical Order
In the development of the major patterns, the substantiEting detail most
often falls into the following categories:
Cause - Effect
Comparison - Contrast
Illustration
Question -.Answer
In reading semi-technical material as the pattern is identified, a pause for
thought at the end of each contributing part of the pattern is helpful, As the
411pattern is identified and built up during the reading process there is less chance
of forgetting (1) the main idea, (2) the substantiating data, or (3) minor details,
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AIDS TO READING FOR A PURPOSE
l0 Have definite questions which you wish answered through reading
a given selection?
2. Before beginning to read, stop to think over What you Already
know About the subject.
30 While reading, make a mental note of the main points in the
paragraph or article.
4. From time to time stop to think over the material just read in a
preceding section?
50 Notice the illustrations and examples that are used? .
6. See if you can determine the ending of a story before you finish
reading it.
70 Develop the habit of criticizing what you read. .
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AIDS TO RAPID READING
1. Make a determined effort to increase your speed of reading.
Attempt to read more than one word at a glance.
3. Make a determined effort to grasp main ideas.
4. Reduce lip reading and inner speech to the least possible minimum.
5. Set a goal and keep a record of your speed of reading.
6. Make certain that you understand the difference between rapid
reading and scanning.
Always adapt your rate of reading to the difficulty of the material.
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AIDS FOR IVDEPEND
L Try to read one good
book a month,
2, Each month re. several stoie3 artielee1t _pod mcigazer,
Make use of book lists found in your textbook- ur&e
material for independent reading:,
4 When reading literature, try to relate the r1 tt your
classes in other subjects.
5., Develop the habit of reading at times when yr-o. ,,,N41,4 not be
doing anything else as worth while,
6, Keep a rcord of your independent reading_
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A BASIC TABLE OF PREFIXES
FitgrIX
MELDING
a, an
abe a? abs
ado ate ace age
al, ane as
ambe amphi
snag, an
ante
antic, ant
aloe sPh
ben(e)
bie bis
cats e cath
cone co, coge
cole come cor
without, not
away from
to (the various
consonants with the
vowel Nist are
similar to the first
consonant of the
word to which it is
attached
around
UN Up0U0 again
before
against? opposite
off, away, from
well
two, twice
downward, in
accordance with
with, or together
(see "ad" etc, above
for explanation of
various forms)
contra, countere contra againat
de
dia
die, die dif
?0
enter
down, from, off
through, across
apart, not
EXAMPLE
amoral
abnormal
allocate
TRAVSLATION
without morals
away from normal
to give to, ass/4p
amphitheatre theatre with so ts
around the stage
analogical founded on logic
antecede to go before
anti-labor against labor
antagonist One who oppooes
apostasy standing away from
faith, abandonment
benefaction a good deed
bimonthly every two months
catalogue "down the list"
(literally)
coherence sticking together
collaborate to work with or
together
counter-eapionage spying against
controveray turning aeainst
(literally)
descend
diameter
disintegrate
come down
to measure througl
not integrated
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au out
between
enterrrise (literally) take
%se
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PREFIX
MEANING
epl, .ph (before
aspirated word eph)
extra
hemi
hyper
in, il? Imo ix
inter, intro
juxta
mal
mis
multi
non
ob? 000 of, op
;era, par
per
Y017
post
pre
pro
pro
EXAMPLE TRANSLATION
on, beside, among,
over, upon
beyond
half
over, excessive
not
between
near
bad
wrong, ill
many
not
against, toward
by the side of, near
throughout in space
or time
many
after
before
before
for, forth, forward
epicenter place above earth.
quake center
extracurricular beyond the
curriculum
hemisphere half a sphere
hyperactive overactive
inadequate not adequate
irreverent not reverent
interpose place between
Juxtaposed placed near to
malefactor one who does bad
misdeed a bad deed
multimillionaire one with many
millions
nonnegotiable not to be
negotiated
obstruct to hinder, go agains
parody near a song
perennial through a year (or
years)
polygamous having many wives
post bell= after the war
predispose dispose before
prologue spoken before
protagonist one who is for
something
re back, again re-enter enter again
regress go back
retro backward retroact to act in a
backward fashion
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e emi half semi-annual every half year
Twins * PA Git 3
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PREFIX
TAMING
EXAMITZ
^ibe suco sagp
safe supo sur
supero sur
Ono. *Pao IBA
trans? tram,
ultra
1331
under
over
submerge
supersede
along 'with, together symphony
across
beyond, exceedingly
sato negative
TRANSLATION
translucent
ultramarine
unnatural
dip under
to sit over
a sounding together
shin ,t 14: through
or across
from beyond the
sea (literally
not natural
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LAM pRzat oved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1
a, ab--away from; absent
ad?toward; advance
ante?Wore; antecedent
circum?around; circumscribe
come, con, co, col?together with;
companion
contras contre-,egainst; contredict
de--down from; descend
die), di-i,-apart; disgust
es em--out of; expel
in?intOs not; inSerts insecure
inter-betWeen; Interrupt
intra, intro?inside; intramural
per?through, thoroughly; permit
post--after; postscript
pro?before;' pre-war
pro?in front of; proceed
re?againtreVelve
sub?undervaubscribe
super--00o; superfluous
trans?across; transgress
IATIN SUFFIXES
?
GREEK PREFIXES
amphi?arotando on both sides; both
anti?against; anti-war
die?through, apart; diameter
ec-out of; ecstasy
epi?upon; epitaph
eu?wells eulogy
meta?beyond; metaphysics
pars ?against; parasol
peri?above; periscope.
ayn-rtogeth r; synchronize
--al, -4c7;,.-relating to? like; hypocritical, Homeric
-1!abletoible--thet may be; curable, comprehensible
-!!ce (noUn) perseverance)
--ion(noun).,-.condempation)
--ty (noun) Certainty )
State, condition, quality
ROOTS - (over)
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yOOTSJIWLIVIN.DERIUTWE
aqua?water; aquatic
audio?to hear; audience
bene?well; benediction
oar, cOrdisheart; cordial
corpus, corporis?body; corporal
credo-to believe; credit
dens?God; deity
dominus-i-lOrd; dominate
ego?I? myeelf; egotist
racio, fitotOP?to do or act; fact
.fraterbrOther; fraternal
ignis?fire; ignition
jurigo, junetUM?join; lunatim
locus?plece; lociet*k
loquor? lodutue?speak; loquacious
mitto?send; remit
more, mortis?death; mortal
multus?much? many; mUltiply
omnis?all, entirevomnipotent
Pater?father; paternal
pas, pedisfootvoentipede
pono? posittm---toplace; poeition
potior?to be able or strong; potential
porto?to *carry; portable
primus?firat; priMe-
pugno--to riAht; pugnacious
scribo? scriptum-7to write; script
socius?friend; social
Bolus?along; solo
totue?entire; total
utilis?Cseful; utility
verto? vertiUm-.-to turn; invert
via?way; viaduct
video, Visum-to see; visible
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ROOTS !c.L R DERIVATICU
aer?air; airplane
arche --beginning, chief; archbishop
autos?one's self; automatic
blos?life; biography
chronos?tipe; chronological
cratos?rule, strength, autocrat
ge?earth; geology
grapho?to write; phonograph
heteros?other; heterodox
bei?six; hexagon
homos?alike; homogeneous
hydor,*water; hydraulic
logos?speech, science; prologue 00k
matron?measure; thermometer
micro?small; microscope
?etc?sight; octopus
orthos?correct; orthodox
pathos?suffering, pathetic
pen?all, whole; pan-American
pants--five; pentameter
philos?friend? lover; philosopher
phobos?fear; phobia
phone--sound; telephone
polls?city; Minneapolis-
poly?much, many; polygamy
pseudos?false; pseudonym
psyche?souloudnd; psychology
sophos?mise; philosopher
tele?far off; telegraph
theos?Cod; theology
PLEFIXNS and SUFFIXES - (over)
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