Scholars believe speed reading to be a revolutionary skill, including myself (as evidenced by my journal publication in 2018¹). This post is dedicated to answer such quetions "Is speed reading truly a revolutionary skill?" or "is it merely a myth that was hyped when it was first introduced?"

The concept of speed reading isn't new. It dates back to the 1950s, when educator Evelyn Nielsen Wood introduced the technique of "Reading Dynamics", which promoted the idea of skimming large portions of text while still understanding the content. The foundation of her method was to train readers to process text in chunks, rather than focusing on individual words. Over time, speed reading techniques evolved, with various methods focusing on eye movement, reducing subvocalization (the inner voice that pronounces words in your head), and using tools like pointers to guide the eyes across the text faster.

The promises made by speed reading programs are tantalizing: students can consume textbooks in record time, professionals can breeze through reports, and anyone can finish hundreds of books a year. The dream of absorbing vast amounts of knowledge quickly is, no doubt, appealing. But what happens to comprehension when reading is done at warp speed?

Hystorically, the concept of speed reading began when Wood studying the habits of naturally fast readers after witnessing a professor rapidly skim through her master’s thesis and then ask questions that demonstrated complete understanding. Over the following two years, she observed individuals who, by her evaluation, were capable of reading thousands of words per minute. Wood herself claimed that she could read at a remarkable speed of 2,700 words per minute. In reaching that, she utilized techniques such as reading vertically down the page instead of left to right, processing groups of words or entire ideas rather than focusing on individual words, and avoiding the automatic rereading of content. She applied these methods across a wide range of materials, believing that faster readers were also more efficient and effective readers. This belief led her to begin developing her speed reading programs, ultimately establishing a methodology that involved using a finger or pointer to guide the eyes across the text while suppressing subvocalization (the internal habit of silently pronouncing words in one's head).

Wood's interest in speed reading was sparked during a significant moment in her academic journey. While defending her master’s thesis, she observed a professor who quickly flipped through her work at an astonishing pace, yet asked detailed questions that demonstrated flawless comprehension. This experience prompted Wood to initiate her own study of the habits of naturally fast readers. Over the next two years, she dedicated herself to observing individuals who, according to her assessments, could read thousands of words per minute. Fascinated by their reading behaviors, she identified key techniques that she later incorporated into her speed reading methodology.

In 1959, Wood, together with her husband Doug and a small group of partners, formalized their findings by launching a speed reading business. This venture sought to teach others how to increase their reading speed using the strategies Wood had developed, such as tracing text with a pointer and reducing subvocalization. The business marked the birth of Wood’s structured approach to speed reading, a method that would soon gain widespread popularity and influence.

Saccades and Eye Fixation

To understand the feasibility of speed reading, we need to first examine the mechanics of how we read. Reading is a cognitive process that involves recognizing words, assigning them meaning, understanding their context, and comprehending the overall message. Our eyes move in small jumps called saccades, during which the brain processes visual information. After each saccade, there is a brief pause, known as fixation, where the eyes momentarily stop to take in and process the words in focus.

The speed at which we read is determined by the number and length of these fixations. On average, a reader may fixate on 80% of the words in a text, skipping over predictable or less important words (like "the," "and," etc.). The brain actively works to extract meaning during these brief pauses, so naturally, the longer and more complex the material, the more time is needed to process it.

Proponents of speed reading techniques argue that by reducing the number of fixations and eliminating subvocalization, one can increase reading speed without sacrificing comprehension. They claim that the eyes and brain can take in larger chunks of text at once, allowing the reader to process entire phrases or sentences rather than individual words.

Speed Reading Techniques: A Closer Look

Several techniques claim to enhance reading speed, but how do they actually work?

1. Chunking (Grouping Words Together)

The most popular speed reading technique is chunking, where readers train their eyes to process multiple words at once, rather than one word at a time. The logic behind this method is that, since our brains can recognize familiar words more easily in context, processing groups of words together can increase reading speed.

However, critics argue that chunking is limited by our visual span—the number of words our eyes can comfortably take in at once. While it is possible to increase this visual span to a degree, there are limits to how much information can be absorbed in a single glance. Additionally, reading comprehension tends to diminish when readers try to skip through large amounts of text without focusing on individual words.

2. Reducing Subvocalization

Subvocalization is the internal voice we hear when reading silently, which helps us to process the meaning of words. Speed reading techniques often emphasize reducing subvocalization or eliminating it entirely, claiming that it slows down reading. The goal is to make reading more visual than auditory.

While reducing subvocalization can increase speed, there’s a trade-off. Subvocalization plays a crucial role in comprehension, especially for complex or unfamiliar material. Without it, readers may lose the deeper understanding of what they’re reading, especially when dealing with intricate ideas or unfamiliar terminology. Subvocalization aids in understanding not just individual words but also their relationships in a sentence.

Can Speed Readers Really Understand Everything?

The most significant point of contention surrounding speed reading is comprehension. Can readers truly understand material at speeds exceeding 1,000 WPM? Numerous studies suggest that there is an inverse relationship between reading speed and comprehension: the faster we read, the less we understand.

A well-known study by Rayner et al. (2016) found that while speed reading techniques can increase reading speed to some extent, the trade-off is often reduced comprehension, particularly when dealing with complex texts. The study concluded that the eyes and brain have cognitive limitations in how much information they can process in a single glance. Trying to force the eyes to take in more information at a faster rate may lead to missing critical details, which can affect overall understanding.

Additionally, the U.S. National Reading Panel reviewed the efficacy of speed reading in improving comprehension and found little to no evidence supporting the claim that readers can maintain comprehension at significantly higher speeds. Readers who attempt to dramatically increase their reading speed often experience a decline in retention and comprehension, especially when reading material requires critical thinking or problem-solving.

In fact, many experts argue that speed reading is not suitable for every type of text. For instance, when reading fiction or news articles, readers may find that increasing their speed doesn’t significantly impact their understanding because the language is straightforward, and the context is often familiar. However, when dealing with academic texts, scientific papers, or complex theories, readers are likely to miss nuances and critical points if they read too quickly.

Speed Reading in the Digital Age

With the advent of digital devices and a seemingly endless stream of information, the temptation to "speed up" everything—including reading—has only grown stronger. Speed reading apps like Spritz and Acceleread claim to enhance reading speed by presenting one word at a time in rapid succession, eliminating the need for eye movement. These tools are based on the RSVP (Rapid Serial Visual Presentation) technique, which can indeed boost speed but often comes at the cost of comprehension and information retention.

While these apps are helpful for scanning or skimming short pieces of information, they are far from ideal for deep reading. The digital age may have increased our need for rapid information consumption, but it hasn’t changed the fundamental way our brains process language.

The Myth of Speed Reading: What the Evidence Suggests

So, is speed reading a myth? The evidence suggests that true speed reading, where one can read at speeds of 1,000 to 2,000 WPM while maintaining high comprehension levels, is more myth than reality. For most people, there is a limit to how fast they can read while still fully understanding the material. While it’s possible to increase reading speed to some extent by using techniques like chunking, reducing subvocalization, and minimizing regression, comprehension inevitably suffers when the speed becomes too high.

One of the findings indicated in my 2018 publication¹ draws the speed reading quandant: low speed with low comprehension, low speed with high comprehension, high speed with low comprehension, and high speed with high comprehension. Only a bit of the participants of the study fell into the last part of the quadrant. It is not surprising that some scholarly-published study on speed readng and comprehension wrote provoking titles, some of them are Read Smarter, Not Faster², Spead Reading?³, Is Speed Reading Dead?⁴, and many others.

Berger (1970)⁵ explained that most people can potentially improve their reading speed, though some may struggle with this. If there are no underlying intellectual, emotional, or physiological issues, the challenge may lie in a compulsive personality. For example, individuals with high levels of compulsiveness might feel the need to scrutinize every single word and may even need to review them a second time for assurance, making it difficult for them to increase their reading rate. On the other hand, most individuals read slowly due to habitual patterns, and they generally respond well to various speed-reading techniques. However, it’s important to recognize that some students may read slowly due to specific educational challenges. For instance, a student with a limited vocabulary might frequently revisit text to understand it, while another might struggle with breaking down unfamiliar words and rely on context for comprehension. If these students receive standard speed-reading training, it might address only the symptoms rather than the root causes of their reading difficulties.

What’s more, speed reading is not a one-size-fits-all solution. The type of text and the reader’s purpose matter. While skimming through news articles or light reading material may not require deep comprehension, more complex texts demand a slower, more thoughtful approach.

The Middle Ground: Efficient Reading vs. Speed Reading

Instead of focusing solely on speed, perhaps the goal should be efficient reading — reading at a pace that maximizes both speed and comprehension. This balance can be achieved by:

• Practicing techniques like chunking and minimizing regression to boost speed, but not at the expense of understanding.
• Being mindful of the type of material being read; complex texts require more attention and time.
• Using speed reading techniques selectively, for skimming or scanning texts when deep comprehension isn’t necessary.