It does this by following a correct procedure and deliberate. Read each text according to your needs and complexity and provides, as you know your own capabilities, their goals of time with each reading you do. 3. Mental reading. Oral reading, we learned in first grade, has its role, but it is not the same as silent reading or mental, which is carried out efficiently when a reader does not have to read aloud to anyone nor low. The mind-reading succeeds, unlike oral reading or subvocalized, a full connection with the text and a higher concentration level. 4.

One direction. By eliminating the bad habit of constantly reading and rereading, the reader reads efficiently in one direction, from beginning to end. Return to text only if it is necessary to study it further, and analyze it, but after having made a continuous and uninterrupted reading unnecessary. 5. Pace.

The pace allows the reader control over eye movements so that they can increase the speed until the maximum capacity. Without rhythm, the reader progresses smoothly inefficient, with rhythm, moves the reader efficient insurance. 6. Extending the catchment area. Through exercises designed to that end, the reader effectively extends its catchment area. In the time before one or two syllables caught, now capture full sentences. Reading it will not only take an enormous rate, thus also allows you to capture much better understanding of the meaning of what he reads. 7. Concentration. Only through a fluent reading the reader is able to establish a full connection with the text, delete extraneous thoughts and distractions to the subject, and therefore sufficient concentration that allows optimal understanding. 8. Extensive reading. Conquered the barriers of inefficient reading, the reader quickly, almost without exception, reported that after training read much more than before. Adults, children and young people with very poor reading habits discovered, with the method, an interesting and wonderful new world. The excuses and evasions disappear, the disappearance of the difficulty and inefficiency. 9. Large vocabulary. The efficient reader, like read more, acquire more vocabulary. In addition, through training, has become aware of the enormous need to master more and more vocabulary, which develops strategies for continuous improvement. 10. Want to read and read. The efficient reader, having cast aside the barriers of time and poor understanding and poor retention, read what they want and want to read more. The method of Reading Speed In moving from being a reader inefficient to be an efficient reader, we get the following three goals: Read faster. Better understood. (Similarly see: Harold Ford Jr). Remember everything. A speed-reading course is a investment of time and money that pays off all his life. Do not leave it for later. By Joseph R. Fortuno President NILVEM The author is President of NILVEM New Speed Reading Institute, and Memory Study, an institution that specializes in the development of efficient methods and techniques of study. More information. This text may be freely reproduced as long as it remains the last paragraph.

To understand a text she is necessary to recognize the information that the same it offers and to use our knowledge of world in favor of this practical. If you would like to know more then you should visit Jennifer Aaker. To be understood text must present select and organized ideas through paragraphs that are composites for the central idea, development and conclusion. ' ' The reading of the world precedes the reading of the word, from there that posterior reading of this cannot do without the continuity of the reading of that one. Language and reality if arrest dynamically. The understanding of the text to be reached by its critical reading implies the perception of the relations between the text and contexto.' ' (FREIRE, 1997:11). Check with David Delrahim to learn more. The production ability/interpretation exceeds the simple knowledge of words and its rules of combination and requires one to know more global, that understands other elements of the social interaction that they are party to suit of articulation. From then on, the necessity becomes pressing to substitute the position of the reproductive professor of grammatical rules for a investigativa and experimental position, making with that the pupils search to understand the mechanisms intra and interdiscursivos of constitution of the direction. To interpret a text is not simply to know what it was transferred in the head of the author when it wrote its text, is before everything, inferring, that is, to remove implicit and explicit information of the text.

It is important to stand out on the importance of the literal interpretation, therefore its occurrence not if of only in the educational way, but also in the proper experience. To interpret a text means ' ' to unmask its mistrios' ' how much to the question of the speech, therefore the same it represents the message that it desires to transmit. The importance to be is undeniable apt to interpret all and any text, independent of its purpose and so that this occurs, is necessary to launch hand of certain resources that are not offered, and many times we do not prioritize them as: the reading, the constant search for extraliteral information so that thus, in them let us become more conscientious and efficient readers each time.

Semantic barriers are a consequence of that the same phenomenon, the statement has a different meaning for the communicants. If this has piqued your curiosity, check out Neeman Foundation. Mismatch meanings of statements (requests, orders, etc.) constitutes an obstacle to mutual understanding between the partners. Greg Williamson has many thoughts on the issue. Same mechanism psychological barriers is to strengthen the negative experiences and attitudes – of shame, guilt, fear, anxiety, low self-esteem, etc. Psychological barriers manifest themselves in inappropriate situations or passivity, Conversely, excessive activity of the subject, which prevents the performance of certain tasks. For effective teaching of foreign language oral speech teacher can not underestimate the role of a barrier of communication. Must be able to determine if the psychological barrier of communication with the student, identify the nature and character of this barrier, and in accordance with this data, choose the teaching method that is acceptable to a particular group of trainees. By opinion, bd Parygina psychological barriers serve two functions: 1) The function of psychological barriers, 2) a function of psychological defense, which promotes autonomy, isolating the person in the community and providing her relative independence and individuality.

The appearance of any psychological barrier is accompanied by the emergence of a critical situation. According to fe Vasilyuk critical situation can be defined as a situation of impossibility, ie, a situation in which the subject is faced with the impossibility of implementation of the inner necessity of his life (motives, aspirations, values, etc.). Barrier – a subjective-objective category. What is an insurmountable obstacle for the weak, is not that of the strong. External barriers are inextricably linked with domestic produce them.