Absolutely not! It can be downloaded and installed in a few clicks. You also get unlimited access to our support team should you need any help. Most research indicates that reading faster actually increases your comprehension rather than reducing it. However, this is not the same as slower reading. The people with the best comprehension read fast, and then occasionally pause when necessary. All purchases come complete with our special 12 month guarantee. Get 7 Speed Reading today and see if it meets your needs. That way, there is no risk to you. Rather, it is a professional product that has had a large sum of money invested into it. Over time, this means that honest consumers like you have to pay more as software companies increase prices to offset the cost of piracy.
When you download 7 Speed Reading your credit card is billed. However, this is not viewed by us as a permanent transaction until 12 months have passed. If you decide to cancel your purchase at any time within 12 months of the purchase, we transfer the full purchase price back to your credit card. Please note that we take our guarantee policy very seriously and always provide a full refund to anyone who returns the software during the guarantee period. The process required to get a refund takes 5 minutes and we give you simple instructions to do this. We believe that this kind of guarantee is good business practice because it reduces risk for the consumer. Further, as a credit card holder, you can easily dispute chargeback a transaction any time you like.
Even though this will never be necessary, it does provide some consumers additional peace of mind. This is a fair question. No matter how fast a person reads or scans, there is always some amount of being aware of the sounds associated with words. Even deaf people associate the mechanisms of making sounds with the sight of words. Typically a person will know when they have "missed" a word or misread something if they find that they didn't "hear" a complete sentence, that they instantly realize that somehow their cognitive models of a sentence is incomplete or corrupted. If you are finding that you are not catching problems with language or do not find yourself getting tripped up over bad writing then you are not "doing it right", and absolutely should slow down your over-eager pace.
A Tripl who tries to "read" and is going so fast that he is not catching onto problems with language and etc is not "reading", he ghan "scanning" which is decidedly something different than the "reading" of "speed reading". A remedial technique for curtailing the mouthing of words[ edit ] If you are mouthing words, or making any visible movements in the mouth, or throat, the best remedy is to keep a hand over that moving part of the face. This will allow you to become aware of the moving part and make efforts to eliminate that visible movement. This technique can also be effective when eliminating the turning of the head instead of the eyes when reading.
It is effective for normal reading and of course may also be an added benefit for those interested in testing the efficacy of speed reading. Humming a tune! OR Dumb reading - A crutch for beginners[ edit ] First off, the readers eyes move rapidly and must focus instantaneously.
Everything within the vision span must be sharply in focus. This requires: An up to date eyeglass prescription. If you are over maxjmize 35 years old, in order for your eyes to focus instantly on the printed text, you will probably need a prescription specifically for reading. Distance vision prescriptions when applied to reading generally result in a slight delay focusing your eyes with each movement of the eyes, and there can be eye strain over time. Reading lights.
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The eyes focus slowly under dim lights. They are overwhelmed by bright lights such as the sun glaring off white paper. Human eyes simply focus faster and experience higher resolution vision under this light combination as compared to incandescent or virtually any other light source possible. It is best to sit at a table or desk with the text held between 15 and 18 inches in front of the eyes. The ideal reading surface is a sloped drafter's table which aims the book at the reader's face instead of at the ceiling. Most other postures make it very awkward or difficult to use the fingers to pace with. Any kind of physical contortion provides considerable distraction often in the form of physical discomfort as the reader tries to maintain position.
Standing up or sitting in a chair without a stable surface supporting the book ultimately results in the book flopping around, using a thumb instead of a finger as a pacer while trying to hold the book with both hands, and other contortions. A moving book makes it very difficult for the eyes to rapidly focus. Eliminate distractions, noises, and anything that will compete for your attention while you do this exercise. The best material to start with is a large print non-fiction book. Small print type found in paperbacks requires longer to focus upon and longer to find one's place.
The finger, scanning beneath the text of each and every line acts as a pacer which eyes will naturally follow. Avoiding tracing the fingers all the way to the margins prevents the eyes from spending time fixating on areas where half the vision span covers no text -- which would waste time. Humming a familiar tune out loud occupies the speech centers of the brain. This part of the brain can only really do one thing at a time, so this makes it impossible to mouth words or imagine mouthing words. The end result is a very unsettling and disorienting experience for someone who learned to read by sounding out each word. The brain is forced to recognize words in the field of vision as if it has gone "deaf" and "mute".
The brain is forced into a new way of recognizing words without taking the time to laboriously sound out each and every word, one word after another in a linear fashion. Alternatives to humming are making a constant stream of verbal noises such as: All of which make you look like a nut: After a few days the reading experience will become more natural and your speed will cease to be limited by the speed limits of spoken speech. The habit of making noises while reading must eventually be abandoned. Most readers eventually can read without the crutch of using their finger to pace under the text.
Developing the "speed" in speed reading[ edit ] Follow the exercise instructions above, and: The fingers should trace under the printed text at a speed of approximately two-thirds of a second to a second and a half per line. At this speed typically to words per minutethe reader's eyes will typically only be able to make three or four fixations along the line. This in contrast to a word per minute subvocalizing reader who typically makes 8 to 12 eye fixations per line. At each fixation the reader's eyes will "grab" words in groups of three to five words.
At first, most students will be able to make little or no sense out of the text at the elevated speed. In the beginning the goal is to train the brain to recognize groups of words. With practice, over days, weeks or sometimes months, the brain will retrain itself to link groups of words captured in this new way so that it makes sense out of the words it is looking at. To develop speed, a commonly taught exercise is to attempt to read twice as fast as the reader can make sense out of the text for a minute or so and then slow down to the speed at which one can make sense out of the text.
This is done by moving one's finger twice as fast under the text. This forces the brain to make as many adjustments as it can to the higher rate of speed. The effect is similar to driving down a road at 30 miles per hour, accelerating to 60 and slowing down to 30 miles per hour again. After slowing down, the 30 miles per hour feels very slow once the brain made adjustments to To get back to the same "feeling" it had when it was driving 30 miles per hour, the brain wants to go 40 miles per hour. This usually results in the reader reading slightly faster than he did before pushing.
Repeating this exercise often allows you to develop incrementally greater speeds every day. One of the main advantages to developing higher speed techniques such as this is that it vastly increases your working mental speed, and the reader's sense of urgency. Then when the reader slows down to a more moderate rate around to WPM, that reading rate feels very slow, and a lot more quick thinking can happen. Many people like to "warm up" by reading at speed reading rates before they read at a rate more conducive to comprehension. These people claim to "see" an entire paragraph in their mind's eye.
First, the reader searches for keywords in the text. These are somewhat randomly distributed. These randomly distributed eye fixations as the reader searches the text create a somewhat random scatter-pattern of filled "spots" in the "minds eye" of the text. Since the vision span of the eyes is essentially three to five words wide, and three to five words high, this scanning pattern fills in spots three to five words wide and high. With each fixation of the eyes, the brain begins a partial decoding process of every fragment of text in view. This partial decoding process helps to imprint the "image" of the text in the mind's eye.
Once the reader feels they have sufficiently searched the paragraph for clues to meaning, the eyes then fill in the rest of the mind's eye's image of the paragraph by directing the eyes to all the spaces in between the previous eye fixations in order to generate a complete "image" of the paragraph. This "linearization" step of already partially decoded text occurs at a pace about 10 to 20 times as fast as a reader using the finger pacing technique, but creates the illusion to the reader that the linearizable text is suddenly being read in a linear fashion by a super super fast finger pacing.
After the linearization occurs, the eyes go back over spots of the linearized text for "double takes" and to allow further scrutiny and consideration of ideas. The eyes may well linger on the paragraph, going from interesting fragment in the paragraph to interesting fragment. The pattern is: It should be noted that incomplete filling of the image of the paragraph by attempting to depend upon peripheral vision or choosing to skip words results in gaps in the linearization steps which yield nonsensical partial sentences which would cause the brain to come to a complete halt trying to decode what one is reading.
Also, sections of the paragraph "vanish" because of rapid short term memory decay, leaving "holes". In all such cases, the eyes instinctively backtrack to the unfilled area s of the paragraph in order to fill in the gaps so that the brain perceives a linearizable text. Most experienced "natural" speed readers find the notion of "words per minute" to be alien and rather nonsensical, as their speed radically alters from paragraph to paragraph. The catch phrase "words per minute" implies a linear speed maintained on linearly traversed reading material. They are likely to read one paragraph at an effective speed of words per minute, and the next at 12, when recognizing the information as useless.
The notion of "comprehension" of useless information is equally as nonsensical. The goal of reading in this manner is to seek out relevant information and be aware of but essentially gloss over the rest. This is a stark contrast to "classical" speed reading which essentially mandates a steady even rapid pace with the fingers, and a naive expectation that the cognitive functions of the brain will magically keep up. Peripheral vision[ edit ] Classic speed reading techniques say that the reader should rely upon peripheral vision. Peripheral vision is the area outside of the vision span of the eye. The eye has an area of about six degrees of arc in which the macula of the eye has sufficient density of cone cells to resolve printed text.
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The theory is that a maxlmize reader can houfs guess at what maxomize are present in the "fuzzy" area outside the macula. In practice, this does not work. Research indicates that only the words ,aximize were in focus and in the vision span lfss the eyes actually looked at could be components of answers in comprehension tests. Readers who tha to take lees too many words at a glance, or who tried to read zpeed fast using finger pacing techniques that they tried to take in words using peripheral vision ultimately could not answer questions about the resulting garbled sentences involving the words not in direct line of sight.
Attempts to "read" that allow a reader to form garbage sentences and gloss over them not going through the mental stage of being aware of the grammatical structure of sentences, convinced the "reader" has understood the text, are completely dubious and have nothing to do with "reading"; they are a very crude, extremely self-deceptive, and ineffective form of text scanning. Attempts to read using the "natural" speed reader technique are largely incompatible with attempting to rely upon peripheral vision. This is because using peripheral vision typically cause the reader to form garbage sentences. When using the "natural" method, the reader is acutely aware of the grammatical structure of sentences, which is a primary focus of the conscious concentration.
The result of perceiving a garbled sentence due to an attempt at peripheral perception is that the brain becomes confused by gaps or by "nonsense", and the eyes are compelled to backtrack and fixate directly upon the areas previously captured only in peripheral vision in order to resolve the garbage into the actual message intended by the author. Retracing as in the "natural" method is in sharp contrast to classical speed reading methods that dictate that the reader should make one single linear pass through the text material - a method of reading that is very full of problems such as depending upon peripheral vision.
Confabulation[ edit ] Sometimes referred to as "false memory syndrome", the human mind has a pathological tendency to fill in gaps of memory with vivid creativity that has nothing to do with the original events. A speed reading person takes in a lot of information very quickly. When he tries to recall it, the brain invents its own version of the original message. Most speed readers feel that they are acutely and vividly aware of the information in the material they are reading as they read it.
The brain, when attempting to recall it, recalls the feelings of being aware. It recalls the feelings or what it thinks are memories of the feelings, but often not the original information. To be consistent with the ni of the feeling, it creates memories that feel the same as the feelings he believes he is recalling from when he was andd reading the original passage. The brain unconsciously fills in gaps with ideas it creates on the spot, or ideas that it recreates from yur it read elsewhere that have the same feeling and general context as the material that was being read. Because of this scrambling of old memories, random thoughts, and actual reading material, speed reading is often described as "putting the person's memories into a blender".
Because of this memory scrambling tendency kn speed reading, it requires a speed reader to realize les unreliable his memory is likely to be, and make allowances for it. SQ3R[ spedd ] Many college reading classes stress that reading is made much more efficient by following the SQ3R system. This means: Survey - Look over the text to see what anx is about and how it is structured Question - Form questions in your mind that you want answered by looking at this text Read - Read over the text, keeping your questions hhours mind. Recite - Take time out from your reading to answer your own questions in your own words.
Some more fortunate readers can form the answers to their questions at high speeds without taking the time to Trippe the answers. Review - Survey the text again and review your maximizf, questions and answers. Common sense reading techniques such as this are not antithetical to speed reading. Speed reading is not about blasting through text as fast as humanly possible in one pass a misplaced myth about speed reading In most cases overall speed reading speed is actually increased by first surveying the rearing and forming questions about it. If you have a lot of active, pertinent questions to answer when you read something, your brain shifts from passive mode, hoping that information will stick, to a more active state in which it classifies information with specific "needs" for information.
Overall speed reading speed can often be dramatically increased if you are reading solely looking for answers to a specific set of questions and are comfortable dismissing or ignoring everything else. At any time ohurs notice confusion about the material in a segment that you feel you need to understand or might need to understand, mark it with a highlighter or even better flag the passage by sticking a color post-it note at that section of the page. Come back to that section later when you have read more of the author's ideas and have more context with which to evaluate whatever it was that confused you. It takes about a second away from your reading to grab and attach a sticky flag, and during that second you are taking some time out to let your confusion settle in.
Many people find speed reading skills to be useful for the Survey phase of this. Using it to review can be somewhat deceptive. Imagine debating the author[ edit ] Some material is so biased that it is ripe for someone to debate it. Actively try to imagine what a debater would counter the ideas in the text with. The more aggressively you come up with counter-arguments, the more emotional you are going to be about the information in the text, and thus the more prone to remember it. Some types of arguments are so obvious that you don't need to take any time out to think them up.
Others require a little more intensive thought which slows reading down to a crawl. The more practice you get at "debating" authors of such material, the faster you can recognize and think up debatable counter points, and the faster you can read using this technique. A comprehension technique[ edit ] One of the biggest misconceptions of speed reading is comprehension. Many people claim there is no comprehension when speed reading, but these people themselves admit they have only practiced speed reading a short time or have not practiced at all. Comprehension is learned over time. When children first learn to read they have no comprehension. After reading for years they develop comprehension.
When someone learns speed reading techniques, they must first learn the mechanics and speed, then they develop comprehension. This is no different than a child learning to read the first time. They learn to pronounce words, the mechanics, then when their brain can process this automatically, they learn comprehension. Imagine giving a PowerPoint presentation to a board of directors about the contents of the material. In a PowerPoint presentation, information is organized on cards in a manner that simplifies and organizes the information according to the manner in which the reader interprets it. Only a few items of information can fit on a PowerPoint card.
Limiting the amount of information on a card keeps the quantity of information being organized at any one moment in time within the limits of human cognitive faculties. To get an appreciation of the reason for limiting the amount of information in a card, try pulling out a credit card from your pocket and repeat 6 random digits from it. Odds are you can do it. Then try repeating back 9 digits. Odds are that you will suddenly forget the digits, maybe remembering two of them. The brain has an information overload point somewhere between 6 and 9 elements of information it is attempting to juggle. Any attempts to juggle more than your threshold point are doomed to failure.
Now, the reader can organize information in his mental PowerPoint cards one of two basic ways. The first way is the traditional outline form that you see in typical PowerPoint presentations. This is appropriate for some types of information, but generally is less effective than a technique called mindmapping taught by Tony Buzan. Mind-Mapping is a graphical technique that uses bright colors and diagrams to show the interrelationships in information. Mindmapping works particularly well in this context because it creates visual representations of information using the high speed image processing centers of the brain.
Somewhat obviously, mind-maps in this context cannot be as complex as a traditional mind-map because the traditional mind-map grows theoretically infinitely. The individual "cards" have to contain less than 7 elements or they will overload the short term cognitive faculties of the brain just like trying to repeat back 8 or 9 digits will. The reader makes two or three passes through the material, spending no more than 10 minutes on each pass. The reason for limiting to 10 minutes is because most people have an effective short term memory limitation of 20 minutes for retaining new information using this technique, and the idea is to retain new information by being able to repeatedly expose yourself to information that becomes more familiar to you as to make each pass through the material.
In the first pass, the goal is to create a crude outline of the presentation. The reader gleans his first exposure to the information and in the process mentally configures PowerPoint cards. The goal of reading during the first pass is to prepare a crude rough outline and crude set of cards for the "presentation".
In the second pass through the material, the original text becomes a visual cheat sheet and mnemonic aid for the delivery of the material - a first rehearsal and fumbling presentation. This presentation is not given by subvocalizingbut rather by mentally framing exactly what should be said, as if preparing to speak. The instant each "frame" has been created in the cognitive faculties, the reader moves to the next one without subvocalizing anything. In this second pass, the original "cards" created in the imagination during the first pass come to mind immediately because of their associations with the sight of the original printed text.
A third pass, if so desired, is a more polished delivery with the goal of extracting information from the reading material being completely secondary to the active mental act of giving an imagined, polished presentation. The third pass is supposed to be a slick, practiced delivery. Virtually every study system ever invented stresses the need to paraphrase what the reader has read in order to both reinforce and test his or her understanding. This card system performs much the same function. However it uses the visual centers of the brain which are literally hundreds of times faster than the audio processing centers of the brain.
Typically the reader puts together one or two "cards" per paragraph of reading material. At words per minute, the reader is typically generating one new card every two seconds. With each pass through the material, his mind generates successively finer ideas about what he is going to say about each topic on the card. Often by the third pass, the person has had the chance to integrate the entire text and can pull in ideas from other parts of the text into his associations with each of the "cards".
His familiarity with the text by this third pass makes it quite natural for his existing knowledge to figure into the picture. This system is best mixed with the "natural" speed reading pattern described above, because this pattern allows enormous freedom of eye movements and attention. This freedom is generally necessary because gaps in understanding at high speeds are very common. These gaps are best filled by having the freedom to hunt and search the text. Trying to put together PowerPoint cards and make sure that the reader is putting all the information that is relevant onto them is quite unworkable if one is trying to follow a steadily paced finger.
The brain has to jump around because the PowerPoint presentation cards can only very rarely be organized in the same manner as the text being read has been organized. Generally speaking, if a reader is trying to organize his mental PowerPoint cards to follow the organization of the text he is reading, he doesn't understand the material and is trying to be a mindless parrot - which simply does not work. As described in the introduction, reading using this system is an example of "active" reading. This creates an essentially instinctive pattern of re-reading, skimming, scanning, and other strategies to compliment the parts of the text were initially partially understood.
Whereas a typical speed reader would be attempting to make one pass through a section of reading material, the person following this pattern might make as many as a dozen to insure that he understands what he is looking at. Some parts go by fast and simple at full sprinting speed with simple cards that fly up in a quarter of a second, some parts require more careful paraphrasing. Some parts might be very step by step and technical, material that does not lend itself at all to the mental processes of speed reading but rather requires WPM or less plodding.
If the reader is reading against an unrealistic deadline, he may well Tripls decide that material that demands a slow careful reading is too much to handle maxijize high speeds and skip it altogether flagging the ldss with a physical post it note, for example leess, not kidding himself that he has any chance of understanding it because he can't even put the reaving ideas up on a "card". Most people who read using this method report that it seems to induce a bizarre kind of trance that leaves the mind running at an extremely high speed with a feeling of euphoria.
This indicates the very high speed reading, words per minute or more, that requires truly deep concentration and focus. Varying speed[ edit ] Reading should be an extremely active mental process. Mental activity ranges in speed from slow and ponderous to instantaneous. Reading speed should necessarily reflect the speeds of the inner mental processes. Experienced visually oriented readers who read for understanding typically vary their speed through text. Good speed reading systems do not teach a fixed reading pace and instead encourage readers to vary their reading speed to fit the material.
Some material requires more comprehension and thought, while most material can be read at higher speeds. Bad speed reading systems try to force readers to read at their maximum speed no matter what the material is.
Regression[ edit ] Regression is going back and re-reading a section of text that you feel compelled to for whatever reason. In practice, avoiding regression is only advisable while you are doing exercises to develop your skills, not for actual material that you need to understand. Common sense tells you that if you are reading to understand something and there is something that you didn't understand, there is merit in going back and reading something again. The eye movement patterns of "natural" 10, WPM speed readers usually appear to be completely random as they look over a page. Their eyes move both forwards and backwards in order to "fill in the blanks" that they did not "capture" or "understand".
They can often be seen flipping pages backwards to look back at a previous page they already read. Developing a habit of becoming aware of something you did not completely understand and going back to read it with scrutiny is a critical habit to develop for comprehension rather than pushing ever forward in the pursuit of speed. On the other hand, keep in mind that repeatedly re-reading a text can slow you down. Quite a bit. Typically you stall for a moment of confusion deciding what to do about your moment of confusion, and then make a decision as to whether to go back and re-read or to continue on forward.
If you are reading material that has been half-way decently prepared, your point of confusion that leads to the impulse for regressing has been predicted by the author and will be explained in a subsequent sentence or paragraph. As a general rule, WAIT and keep reading forward before regressing. If you still find yourself to be confused, then go back. Long Term Memory[ edit ] Speed reading in all forms is essentially incompatible with long term memory. You cannot speed read your textbooks and expect the information to stick no matter how well you understand the material in short term memory or how aggressive your comprehension techniques are.
Quality speed reading systems will explain this.