Understanding Eye Movements in Reading: Reading is not a smooth, continuous process but rather a series of "alternating jerks and pauses" called fixations. During these "momentary pause[s]", the eyes "photograph a phrase unit, a couple of words, a single word, or maybe only a portion of a word." The goal of efficient reading is to reduce the number of fixations per line and minimise "regressions" (going back to re-read).
"Soon you will be able to count the number of pauses made on each line. If the reader you are observing is fairly skillful you may see only three to five pauses. If he is awkward and inexperienced you may be able to count ten to a dozen or more, and on many lines, if not on practically every line, you may see his eyes suddenly reverse and jerk to the left. He is making regressions—he is going back to check on the camera; the picture that his mind developed failed to make sense, or in some way his comprehension momentarily broke down.”
Inhibiting Lip Movements and Vocalisation (Motor Reading): A significant barrier to faster reading is the habit of "motor reading," which involves saying or whispering words, or forming them with the lips and tongue. This limits reading speed to speaking speed.
"If you are a motor reader, you have to attack your problem in a different way. You must consciously inhibit every last vestige of movement in the vocal mechanism not only during perception practice but in all your reading.”
"A simple and effective means of bringing about this result is to have the child put two fingers into his mouth, using them to separate his upper and lower teeth and to hold down his tongue. Nobody can articulate words with his mouth hanging open.”
Tachistoscope (Flashmeter) Training: The tachistoscope is presented as a key tool for developing rapid recognition. It "exposes a word as one one-hundredth of a second," training the reader to "increase the length of his recognition span while he decreases the time of his fixation." This tool was notably used for "speed-up training in aircraft recognition" during wartime.
"The use of the tachistoscope in rapid recognition was developed by Dr. Samuel Renshaw at The Ohio State University. When the armed services realized the need for speed-up training in aircraft recognition, Army and Navy pilots used the tachistoscope with outstandingly successful results.”
Perception exercises, such as those with single words, phrases, and multi-digit numbers (e.g., "625 <—", "a basic need —>", "84727 <—"), are designed to train "visual impression" and rapid interpretation, reducing the need for vocalisation.
A substantial portion of the text is dedicated to expanding vocabulary, recognising it as crucial for "skillful and effortless reading.”
Understanding Word Nuances and Roots: The importance of understanding subtle meanings and emotional "overtones" of words is stressed, along with the benefit of learning Greek and Latin roots (e.g., "anthrop" for mankind, "gyn" for woman) to infer meanings of related words.
"And every time you meet these words, in varying contexts, in your everyday reading, you will become a little more keenly aware of their hidden over-tones, of their significant implications, of their subtle emotional shadings.”
Reclaiming "Lost" Words: There is a loss of certain useful English words that have "passed out of general usage," reintroducing them will help with "effective and lucid use of English." Examples include "slockster" (someone who steals house servants), "to prog" (pushing in a crowd), "fibster" (petty liar), "felth" (ability to recognise objects by touch), "matters" (small matters), "smither" (tiny fragment), "gainly" (shapely, elegant), "samely" (always the same), "mislike" (attitude stronger than indifferent but less than dislike), and various "uncomplimentary reference[s]" like "gawk" (open-mouthed fool) and "jabbernowle" (slow thinker and bore).
Beyond speed, the need for "accurate understanding" and a healthy skepticism towards what is read should not be understated.
Central Theme Identification: Readers are encouraged to aim for a "quick understanding of the central theme" in texts.
Skepticism and Authorial Intent: Be skeptical, recognising that "Every author... aims to convince you, his reader, that what he has to say is true and should be accepted as truth." This extends even to fiction, where authors "attempt... to persuade you that his characters could conceivably exist, that their conflicts are real and important."
"Whatever you read—a book, an article, a poem, a short story, a news item, an editorial, a column of opinion, criticism, or comment, even a road sign—tries to tell you something, tries to get a message across to you, tries to make you believe.”
The psychological barriers and motivational aspects crucial for self-improvement, particularly in reading and general life skills.
Desire and Purpose: A strong desire to improve is deemed "imperative." The analogy of reducing a waistline is used to illustrate how the perceived pleasure of the outcome must outweigh the unpleasantness of the effort. Similarly, having a "definite purpose" makes even "the most boring material... fascinating."
"You have to consider both the pros and the cons. If you will do this in regard to concentration, I think you will be able to say with some enthusiasm, 'Of course I want to improve myself in attentive ability,' and this desire is imperative if you are to improve yourself in this connection."
"Without a purpose, your mind is like a ship without a rudder, drifting hither and thither. Hence, in everything you do, try to see its value in reference to your own life."
Impact of Childhood on Confidence: The letter from a stutterer ("A Stutterer Writes to a Former Teacher") illustrates how a teacher's lack of understanding and "belittling condemnation" (e.g., "Aren't you ashamed?") can exacerbate speech impediments and erode "personal security." Conversely, acceptance and "attitudes that increase his security" are crucial for improvement, as exemplified by Mrs. Ray's empathetic approach ("Slow, easy.").