Rapid Analytical Reading Seminar

Dates: March 8, 2008

Times: 10:30am-5pm (lunch from 1-2pm. Vace's pizza lunch will be provided.)

Fees: $350

Location: 4626 River Rd.
Bethesda, MD 20816.

 

For more information or to schedule a free initial consultation, please call (301) 320-3634.

Rapid Analytical Reading FAQs

Additional Information for Education Professionals

 

 

Rapid Analytical Reading

What is Speed Reading?

When we read normally, we assume that our eyes are moving smoothly across the line. However, the eyes actually move in jerky starts and stops. Each of these jerks, called saccades, uses up time. Reading word by word creates an unnecessarily large number of time-wasting saccades.

Speed readers, on the other hand, read text in larger blocks, rather than word by word. By reducing the number of saccades, they are able to scan texts at much higher speeds.

Most readers also subvocalize when they read. This means that either they hear the words in their head as they read, or actually move their lips silently. This means that they can only read as fast as they can talk.

Rather than subvocalizing, speed readers learn to associate the written words directly with their meanings. This allows them to read as fast as they can see, which is much faster than they can talk.

What is Rapid Analytical Reading?

Many speed readers find that they are able to speed read magazines, newspapers, and easy fiction. However, they often find themselves unable to speed read more difficult texts, such as textbooks, SAT reading passages, and difficult fiction.

One of the major reasons for this discrepancy is the complexity of the underlying grammar of the more difficult texts. Easy texts generally contain grammatical structures that require little analysis. Take, for example, the sentence “The President closed the banks today.” Even if the words were jumbled, most readers would be able to extract the meaning. For example, given “Closed President banks the today,” most readers would be able to figure out what had happened. Thus, even in situations in which the reader is missing or jumbling words, most readers can extrapolate the meaning of such simply written texts.

On the other hand, a sentence like “The inner lining of the stem, which is not in contact with the air, has a very low sulfur content, contrasting with the outer lining,” can not be understood without a significant amount of grammatical analysis. If the words of this sentence were jumbled, it would be impossible to extract the meaning. In addition, this sentence contains the words “not”, “low”, and “contrasting”. If any of these words are missed, the meaning is reversed. Thus, when reading such texts at high speeds, a great deal of information can be lost.

The Rapid Analytical Reading method was developed by Arvin Vohra Education to help students handle these kinds of reading situations. The core of the method is a type of hierarchical language processing, in which the grammatical framework of the sentence is used to rapidly extract the relevant information. Rather than analyzing sentences left to right, students quickly determine the core structure of the sentence, and use this structure to sort the information contained in the sentence. (A similar process is used in sentence diagramming, and in the translation of highly grammatical languages such as Latin.) At the same time, students develop the logical reasoning skills that form the foundation of this kind of language processing. Students also develop the aspects of short-term and long-term memory that are relevant to the process.

The Course

This course is an introduction to traditional speed reading and Rapid Analytical Reading. By the end of the course, students will have become familiar with the basic methods of both disciplines, and will have the foundation to continue to develop their skills in each of these areas. All students should see a significant improvement in their reading speed and comprehension. Strong readers should be able to speed read basic texts, and should be well on their way to incorporating Rapid Analytical Reading techniques into the speed reading process.

Enrollment is limited to 15 students. This course is open to college students, ambitious high school students, and adults.

Frequently Asked Questions

Will a student be able to speed read by the end of the class?
In most cases, students will be able to use basic speed reading methods by the end of the course. Generally, it will take at least a few months of additional practice to fully master the more challenging advanced methods.

My child has already taken a speed reading class. Will this class be useful?
The answer depends on the type of speed reading class. If your child has learned only to use his hand to guide his eyes from left to right along a line, then both the speed reading and Rapid Analytical Reading portions of the class will be useful. If he is already able to read line by line, moving his eyes straight down the page, then he will probably benefit primarily from the advanced speed reading techniques and the Rapid Analytical Reading techniques discussed in the course.

My child struggles with reading. Is this a good course for him?
Students who struggle with reading will probably find the course overwhelming. They may still benefit somewhat from the course, but much less than strong readers. The content and pacing of the course is designed to challenge even the strongest readers.

Is this course appropriate for college students?
Yes. Speed reading is an unusually difficult skill to master, and this class is appropriate for college as well as high-school students. College students are expected to move at a faster pace than high-school students.

Is this course appropriate for younger students?
With very rare exceptions, this course will be overwhelming for students not yet in high school. Younger students with unusually strong reading and grammar skills may be able to succeed in the class.

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Additional Information for Education Professionals

The visual methods developed allow students to read blocks of words without moving the eyes. Most students are able to read by dividing each line into two halves, and moving their eyes only twice per line, before the end of the course. Some students are able to read a full line without moving the eyes by the end of the course. Advanced visual methods, including those that allow multiline reading, are introduced as part of the course to allow students to continue to develop their reading skills after completion of the course. However, with few exceptions, students are generally unable to fully master these advanced methods before the end of the course.

The analytical methods are designed to rapidly dissect complex sentences. Students use the subjects, verbs, and objects of the clauses of each sentence to form the grammatical framework with which information in the sentence can be most effectively extracted. Students learn both traditional sentence diagramming methods that include all modifiers and a streamlined method that only uses key sentence components.

Basic rules of formal logic are introduced, including definitions of the and, or, xor, and not operators, as are Demorgan's laws. This is done to help students rapidly decode logical arguments, extract meaning from them, and detect flaws. This is particularly appropriate for students who plan to study law or philosophy at a future date, and for students who will be taking the SAT, ACT, GRE, GMAT, or LSAT.

These analytical methods are incorporated with the aforementioned visual methods. Because these visual methods allow students to see an entire sentence relatively quickly, they are able to use analytical methods that rely on perception of the entire sentence. For example, students who see an entire sentence quickly can analyze it in terms of its subject, verb, and direct object, whereas students reading left to right must rely on a slower information acquisition system.

Students wishing to enroll should have strong grammatical skills and reading skills. Latin is helpful, although not necessary. Students struggling with grammar may find the class overwhelming, although they may still find it beneficial. This also applies to students with average or below average reading skills. Students for whom English is a second language are generally able to succeed in the course, although occasional complications may arise.

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All materials © Arvin Vohra Education, 2005