Eight Tips To Remember What You Read

Horizontal Stacked BooksDespite tele­vi­sion, cell phones, and Twit­ter, tra­di­tion­al read­ing is still an impor­tant skill. Whether it is school text­books, mag­a­zines, or reg­u­lar books, peo­ple still read, though not as much as they used to. One rea­son that many peo­ple don’t read much is that they don’t read well. For them, it is slow, hard work and they don’t remem­ber as much as they should. Stu­dents, for exam­ple, may have to read some­thing sev­er­al times before they under­stand and remem­ber what they read.

Why? You would think that schools teach kids how to read well. Schools do try. I work with mid­dle-school teach­ers and they tell me that many stu­dents are 2–3 years behind grade lev­el in read­ing pro­fi­cien­cy. No doubt, tele­vi­sion, cell phones, and the Web are major con­trib­u­tors to this prob­lem, which will appar­ent­ly get worse if we don’t empha­size and improve read­ing instruction.

Some of the blame can be placed on the fads in read­ing teach­ing, such as phon­ics and “whole lan­guage,” which some­times are pro­mot­ed by zealots who don’t respect the need for both approach­es. Much of the blame for poor read­ing skills can be laid at the feet of par­ents who set poor exam­ples and, of course, on the young­sters who are too lazy to learn how to read well.

For all those who missed out on good read­ing skills, it is not too late. I sum­ma­rize below what I think it takes to read with good speed and comprehension.

  1. Read with a purpose.
  2. Skim first.
  3. Get the read­ing mechan­ics right.
  4. Be judi­cious in high­light­ing and note taking.
  5. Think in pictures.
  6. Rehearse as you go along.
  7. Stay with­in your atten­tion span and work to increase that span.
  8. Rehearse again soon.

1) Know Your Purpose

Every­one should have a pur­pose for their read­ing and think about how that pur­pose is being ful­filled dur­ing the actu­al read­ing. The advan­tage for remem­ber­ing is that check­ing con­tin­u­ous­ly for how the pur­pose is being ful­filled helps the read­er to stay on task, to focus on the more rel­e­vant parts of the text, and to rehearse con­tin­u­ous­ly as one reads. This also saves time and effort because rel­e­vant items are most attended.

Iden­ti­fy­ing the pur­pose should be easy if you freely choose what to read. Just ask your­self, “Why am I read­ing this?” If it is to be enter­tained or pass the time, then there is not much prob­lem. But myr­i­ad oth­er rea­sons could apply, such as:

  • to under­stand a cer­tain group of peo­ple, such as Mus­lims, Jews, Hin­dus, etc.
  • to crys­tal­lize your polit­i­cal posi­tion, such as why a giv­en gov­ern­ment pol­i­cy should be opposed.
  • to devel­op an informed plan or proposal.
  • to sat­is­fy a require­ment of an aca­d­e­m­ic course or oth­er assigned reading.

Many of us have read­ings assigned to us, as in a school envi­ron­ment. Or the boss may hand us a man­u­al and say “Here. We need you to read this.” Whether the order comes from a teacher or boss, we need to ask, “What do you want me to learn from this?” In the absence of such guid­ance, you should still for­mu­late your best guess about what you should learn and remem­ber from the reading.

2) Skim First

Some read­ing tasks require no more than skim­ming. Prop­er skim­ming includes putting an empha­sis on the head­ings, pic­tures, graphs, tables, and key para­graphs (which are usu­al­ly at the begin­ning and the end). Depend­ing on the pur­pose, you should slow down and read care­ful­ly only the parts that con­tribute to ful­fill­ing the read­ing purpose.

Even mate­r­i­al that has to be stud­ied care­ful­ly should be skimmed first. The ben­e­fits of skim­ming first are that the skim­ming: 1) primes the mem­o­ry, mak­ing it eas­i­er to remem­ber when you read it the sec­ond time, 2) ori­ents the think­ing, help­ing you to know where the impor­tant con­tent is in the doc­u­ment, 3) cre­ates an over­all sense and gestalt for the doc­u­ment, which in turn makes it eas­i­er to remem­ber cer­tain particulars.

Brows­ing on the Inter­net encour­ages peo­ple to skim read. The way con­tent is han­dled on the Web is even caus­ing writ­ers to make wider use of Web devices, such as num­bered or bul­let­ed lists, side­bars, graph­ics, text box­es and side­bars. But the bad news is that the Web style makes it even hard­er to learn how to read in-depth; that is, the Web teach­es us to skim, cre­at­ing bad read­ing habits for in-depth reading.

3) Get the Mechan­ics Right

For in-depth read­ing, eyes need to move in a dis­ci­plined way. Skim­ming actu­al­ly trains eyes to move with­out dis­ci­pline. When you need to read care­ful­ly and remem­ber the essence of large blocks of text, the eyes must snap from one fix­a­tion point to the next in left- to right-sequence. More­over, the fix­a­tions should not be one indi­vid­ual let­ters or even sin­gle words, but rather on sev­er­al words per fix­a­tion. There are read­ing-improve­ment machines that train the eyes to fix­ate prop­er­ly, but few schools use them. I know from per­son­al expe­ri­ence with such machines that they can increase read­ing speed marked­ly with­out a cost in low­er com­pre­hen­sion. Poor read­ers who stum­ble along from word to word actu­al­ly tend to have low­er com­pre­hen­sion because their mind is pre­oc­cu­pied with rec­og­niz­ing the let­ters and their arrange­ment in each word.That is a main rea­son they can’t remem­ber what they read. Count­less times I have heard col­lege stu­dents say, “I read that chap­ter three times, and I still can’t answer your ques­tions.” When I ask thought-pro­vok­ing ques­tions about the mate­r­i­al, they often can’t answer the ques­tions because they can’t remem­ber the mean­ing of what they read. Even with straight­for­ward sim­ple mem­o­riza­tion ques­tions, they often can’t remem­ber, because their focus on the words them­selves kept them from asso­ci­at­ing what their eyes saw with their own pre-exist­ing knowl­edge and thus facil­i­tat­ing remem­ber­ing. In short, to remem­ber what you read, you have to think about what the words mean.

I am not argu­ing against phon­ics, which in my view is vital for the ini­tial learn­ing of how to read. But phon­ics is just the first step in good read­ing prac­tice. At some point, the read­er needs to rec­og­nize whole words as com­plete units and then expand that capa­bil­i­ty to clus­ters of sev­er­al words.

Among the key tac­tics for good mechan­ics of read­ing, I list the following:

  • Make eye con­tact with all the text not being delib­er­ate­ly skimmed
  • See mul­ti­ple words in each eye fixation
  • Strive to expand the width of each eye fix­a­tion (on an 8.5″ width, strive for three fix­a­tions or even­tu­al­ly two per line). This skill has to be devel­oped in stages. First, learn how do read at five or six fix­a­tions per line. Then work on four per line. Then three.
  • Snap eyes from one fix­a­tion point to anoth­er (hor­i­zon­tal snaps on long lines, ver­ti­cal snap if whole line in a col­umn can be seen with one fixation).

Learn­ing how to do this takes prac­tice. If you can’t do it on your own, con­sid­er for­mal train­ing from a read­ing center.

» Keep read­ing…

7 Comments

  1. deepikaur on May 16, 2009 at 6:36

    Excel­lent arti­cle! I just read that entire post, out loud, and retained the main points from it. These tips will cer­tain­ly come in handy. Thank you.



  2. Video games 2016 Christmas on February 17, 2017 at 3:51

    Kids who play more vio­lent video games are more lime­ly to have ele­vat­ed aggres­sive ideas,
    feel­ings, aand behav­iors, and decreased proso­cial serv­ing to, in response to a scientific
    exam­ine (Ander­son & Bush­man, 2001).



  3. https://sniperelite4blog.tumblr.com on February 17, 2017 at 3:57

    Video games may addi­tion­al­ly have unhealthy effects on some kid­s’s well being,
    togeth­er with obe­si­ty, video-induced seizures.



  4. https://residentevil7blog.Tumblr.com/ on February 17, 2017 at 4:12

    Now that some video game pro­grams are friend­lier to
    novice gamers, it is more and more doable to share
    recre­ation time collectively.



  5. birds of prey sanctuary on February 17, 2017 at 4:20

    For younger young­sters, tak­ing part in video games is best than watch­ing TV , based on Qeens­land Uni­ver­si­ty of Exper­tise Games Research and
    Inter­ac­tion Design Lab.



  6. Jacob on May 18, 2017 at 4:57

    This arti­cle has real­ly helped me with the abil­i­ty to com­pre­hend what I am read­ing, thank you.



  7. Liz on October 13, 2019 at 11:39

    The first step in learn­ing how to read and retain infor­ma­tion from schol­ar­ly works is to under­stand how they are orga­nized. Each field has spe­cif­ic con­ven­tions regard­ing the com­po­si­tion of peer reviewed arti­cles and books. Most sci­en­tif­ic arti­cles include an intro­duc­tion which sets the stage for the research study, a meth­ods sec­tion which describes how the research was con­duct­ed, includ­ing sam­ples and mea­sures, a results sec­tion dis­cussing the sta­tis­ti­cal analy­ses con­duct­ed and whether the hypoth­e­sis was sup­port­ed or refut­ed, and a dis­cus­sion sec­tion that con­sid­ers the study s find­ings in light of the research lit­er­a­ture and draws over­all con­clu­sions. Books con­tain struc­tured argu­ment, gen­er­al­ly lead­ing from an intro­duc­tion to chap­ters that make and sup­port spe­cif­ic points, and con­clud­ing with a dis­cus­sion that draws con­clu­sions. Learn the con­ven­tions of your discipline.



About SharpBrains

SHARPBRAINS is an independent think-tank and consulting firm providing services at the frontier of applied neuroscience, health, leadership and innovation.
SHARPBRAINS es un think-tank y consultoría independiente proporcionando servicios para la neurociencia aplicada, salud, liderazgo e innovación.

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