【速読】フォトリーディング専用スレ【10倍？】
145 ：名無し生涯学習：
NASAの調査報告書の要約らしい
The purpose of this project was to provide a preliminary analysis of a reading strategy
called PhotoReading. PhotoReading is a technique developed by Paul Scheele that
claims to increase reading rate to 25,000 words per minute (Scheele, 1993).
PhotoReading itself involves entering a 'relaxed state' and looking at, but not reading,
each page of a text for a brief moment (about I to 2 seconds). While this technique has
received attention in the popular press, there had been no objective examinations of
the technique's validity. To examine the effectiveness of PhotoReading, the principal
investigator (i.e., trainee) participated in a PhotoReading workshop to learn the
technique. Parallel versions of two standardized and three experimenter-created
reading comprehension tests were administered to the trainee and an expert user of
the PhotoReading technique to compare the use of normal reading strategies and the
PhotoReading technique by both readers. The results for all measures yielded no
benefits of using the PhotoReading technique. The extremely rapid reading rates
claimed by PhotoReaders were not observed indeed, the reading rates were generally
comparable to those for normal reading. Moreover, the PhotoReading expert generally
showed an increase in reading time when using the PhotoReading technique in
comparison to when using normal reading strategies to process text. This increase
in reading time when PhotoReading was accompanied by a decrease in text comprehension.
The purpose of this project was to provide a preliminary analysis of a reading strategy
called PhotoReading. PhotoReading is a technique developed by Paul Scheele that
claims to increase reading rate to 25,000 words per minute (Scheele, 1993).
PhotoReading itself involves entering a 'relaxed state' and looking at, but not reading,
each page of a text for a brief moment (about I to 2 seconds). While this technique has
received attention in the popular press, there had been no objective examinations of
the technique's validity. To examine the effectiveness of PhotoReading, the principal
investigator (i.e., trainee) participated in a PhotoReading workshop to learn the
technique. Parallel versions of two standardized and three experimenter-created
reading comprehension tests were administered to the trainee and an expert user of
the PhotoReading technique to compare the use of normal reading strategies and the
PhotoReading technique by both readers. The results for all measures yielded no
benefits of using the PhotoReading technique. The extremely rapid reading rates
claimed by PhotoReaders were not observed indeed, the reading rates were generally
comparable to those for normal reading. Moreover, the PhotoReading expert generally
showed an increase in reading time when using the PhotoReading technique in
comparison to when using normal reading strategies to process text. This increase
in reading time when PhotoReading was accompanied by a decrease in text comprehension.
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