READING IMPROVEMENT COURSE STUDENT MANUAL

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CIA-RDP78-03362A001800170001-1
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RIPPUB
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K
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117
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December 12, 2016
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September 10, 2001
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1
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June 1, 1955
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BOOK
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Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 S Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 READING IMPROVEMENT Student Menu:1 ? June 1955 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 _ - . Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 0 Approved For Release 2001/4111 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 & 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved Fol:Mnibl01/-11/01 : CIA-RDP78-03362A001800170001-1 -245 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? ' 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 Approved For Release 2001/1173T : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/140/131 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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., Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 CHART n VOCALIZA.TION True Vocalization Mtt + Ea.+ Ei + M C Auditory Readg Ea.+ Ei M =C Visual Reading Ei -t- M = C Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB! Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 0 Approved For Release 2000/01 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ReleRPROVNISE. CIA- Approved For Release 2001/01 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 IV. elease 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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,, Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 20401/01 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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,' Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 (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 . Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 01-1 COMPREHENSION ? Approved For Release 2000/01 : CIA-RDP78-03362A001800170001-1 0 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01 ? CIA-RDP78-03362A001800170001-1 -2- Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. -3- Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 - , - - 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 -2- Approved.For Release 2001/11/01: CIA-RDP78-0362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? -3. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved Fort Release 2001/11/01: CIA-RDP78-.03362A001800170001-1 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 AigkigtacilPckciltiOtratsestOdegt$01 : CIA- DP78-03362A00180017-0001-1 - Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB I Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 2000/01 : CIA-RDP78-03362A001800170001-1 I Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 20101/01 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 1- T14 PIM +. "nrie.evn+es Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 IV. Recommendations for control of above factors V. Exercise in concentration 3 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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- 3 Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 U4c14-esr.4.,n1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? - 4 - Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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, ? Approved For Release 2001111101 C1A4RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB I Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 r ReieN9G444-firfal : CIA _ ? Approved For Release 20001/01 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ' 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1' 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? Approved For Release 2001M701 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? Approved For For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/si CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 I TAB I Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01 : CIA.P78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 . Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 (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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 - Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 20WAypikgrIAAF78-03362A001800170001-1 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 Approved For Release 2001/11/012: CIA-RDP78-03362A001800170001-1 .23, 24. Commiphora 25. connate 26, cora cockerkfproved Foc Reilesamn2001/11/01 : CIA-RDP78-03362A001800170001-1 . 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 Approved For Release 2001/11/ 1 : CIA-RDP78-03362A001800170001-1 4'7: gnaw Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved 4672: miraculous 73, monstrosity 74. murder 75. naturalization 764 niggard For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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 Approved rdtaRttetisleL 2001/11/01 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11161 CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 200,1/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 !TAB I Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 9 Approved For Release 2000/01 : CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001(11/01: CIA-RDP78-03362A001800170001-1 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. - 4 - Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01 :-CIA-RDP78-03362A001800170001-1 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, Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 TAB Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 200,/01: CIA-RDP78-03362A001800170001-1 ? Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 ? FHISICAL Vision Health Fatigue Level of Ability Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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.) Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001011WiNQ OPPOP78-03362A001800170001-1 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 Approved For Release 2001/11/01.: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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.? , Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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, Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 HOW ARE YOUR READING AND STUDY Mllia? Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 '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 Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 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. Approved for Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01 : CIA-RDF'78-03362A001800170001-1 CPYRGH CP'Y RGH CPYRGH Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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, Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 2 a. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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, Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. . Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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. Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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_ Approved For Release 2001/11/01 : CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release aIgt1/11/01 : CIA-RDP78-033W901800170001-1? au out between enterrrise (literally) take %se PREFIXES 1pprOkalibc2For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 e emi half semi-annual every half year Twins * PA Git 3 Approved -For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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 Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 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) Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1 Approved For Release 2001/11/01 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 : CIA-RDP78-03362A001800170001-1 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) Approved For Release 2001/11/01: CIA-RDP78-03362A001800170001-1