Історія України-Русі (Микола Аркас)

Топ-4 книг про швидкочитання (промо-лінк)

Кращі нотатки з книги:

"Той край, від Карпатський гір і аж до Кубані, звемо ми Україною, а наш народ, що там живе звемо Українцями."

"Деж узялися ті Словяне, що з них пішов в Український народ? Словяне ні звідки не прийшли, а жили з непамятних часів на простороні між річкою Вислою на заході, Балтицьким морем на півночі, на полудні - до середини Дністра та Дніпра, а на сході - по Дніпр. Виходить, що теперішня Кихвщина та Волинь якраз були батьківщиною й Словян, і Українців. З півночі сусідами Словян були Литовці, за річкою Вислою - Німці, на північному сході - Фінни, а на полудні, в степах чорномоських, постоянно пересувались усілякі народи."

"Про Словян вперше згадують чужі письменники у 1 та 2 столітті по Різдва Христа, але звуть їх Венетами. Тільки через 500 літ вперше бачимо наймення "Словен", "Славен", і то звуть так не всіх "Словян", тільки західних. Саме наймення Словян пішло найскоріш од "слово" - тобто се такі люде, що говорять зрозуміло, по-людськи, а не "Німці", що говорити не вміють?"

"Народ Скифський - як оповідає Геродот - був дужий, одважний і великий числом. Його землі простягалися од самого Дунаю аж до Дону, - мало не на 1000 верст (кілометрів), а вгору, на північ, сягали верст 700. Де-котрі з племен скифських жили з хліборобства та бджільництва... Але більше було таких, що не жили на одному місці, а блукали із великими гуртами худоби й табунами коней, що в них кохалися та вміли добре на них їздити верхи."

"Усю ту країну, де були оті колонії та жили сусідні городці, Греки прозивали "Велика Скуфь", або просто "Скифія". Головна орда тих Скифів звалась "Царською" і жило коло Танаіса (Дона); на лівому боці Борістена (Дніпра) жили Скифи-кочівники; по обох боках Борістена - Скіфи-хлібороби, - вони мали по-над Дніпром свої осади, і Скіфи-орачі (на середньому Бузі), "що хліб сіють не на свою страву, а на продаж"."

"Це в 5 віці перед Різдвом Христовим ми бачимо могутнє царство Скифів, але вже в 4 віці Скифів починає тиснути зі сходу нове племя - Сармати, і потому, до часів Різдва Христового, Сармати вкрили увесь той край, що звався досі Скифією, а тепер вже - Сарматією. Сармати були люде того ж коріння, що й Скифи... увесь сей довгий період (літ 700-800) звичайно прозивають Скифо-Сарматським."

"З Сарматських племен - найбільші були Язиги та Роксолани (або Білі Аляни)."

"У Словян і Антів, - каже грецький письменник Прокопій (6 віку), - дає порядок не одна особа, але з давніх-давен усим порядкує громада й порішує усякі справи."

"При кінці IX віку багато вже земель належало до Київа: не тільки українські (Уличів, Древлян, Дулібів, Тиверців, Сіверян) та білоруські (Дреговичів, Радимичів), але й великоруські (Кривичів, Вятичів, Новгородських Словен); крім того, Русь держала тоді Азовське море і Подонє. Таким чином на початку X в. Київ опанував вже мало не всі ті землі, що з них складалася Руська держава, і ті землі почали теж зватися руськими."

"за князівських часів на Руси було дві мови: народна, українська, що нею люде розмовляли між собою, співали пісень, справляли обряди усякі (весілля тощо), а друга - письменницька, старо-словянська. Всі книжки писані були сією мовою."

"З українських земель за Гедимина під Литовську руку перейшла, певно, й решта Київської землі. Литовське правительство свідомо почало збирати руські землі. Гедимин сам писався: "Король Литовський і Руський.""

"Ставши великим князем Литовським, Ольгерд потроху та помалу підгорнув під свою руку землі Смоленську, а з українських - Чернигівщину, Переяславщину, Київщину та Поділля. Держава його сягала од Балтицького моря до Чорного - з одного боку, і од ріки Оки до Західного Буга - з другого."

"Українські землі так охоче йшли під Литовську владу. Перше - те, що Литовські князі тільки на око були литовські, а на ділі чули себе Русинами, живучи найбільш серед українського народу. З Гедиминових синів один Кейстут остався справжнім Литвином, держався старої поганоської віри, а з дванадцяти Ольгердових синів було вже десять православних, і тільки декотрі мали литовські імена. Та крім одної віри, була ще й одна мова. Руська мова панувала на литовському дворі. Князі (як от Ягайло та Витовт) між собою листувалися по руськи, призвичаєні були до руської культури й усякої умілости... Литовці теж, крім православної віри, переймали й руську культуру. Одна тільки Жмудь твердо держалася й старої віри, й своєї мови... Через се все й українсько-руські землі Литва в XIV ст. не завойовувала, не підбивала - се не була якась чужа напасть на них - а прилучила, зібрала землі Руьскої держави, так як в X-XII ст. київські князі збірали розсипані части Київської держави."

"В році 1602-му Вишневецькі ведуть на Московський стіл "царевича Дмитра", ніби то законного сина царя Івана. Підняли Поляки похід на Москву, і в ньому брало участь 12 тисяч самого Запорожського війська. Аж до року 1609-го товклися козаки в Московщині, помагаючи то одному, то другому охочому на Московський стіл."

"Сагайдачний зібрав 20 000 козаків і пішов у Московське царство, здобув городи: Путивль, Єлець, Лебедянь, Шацьк, Коломну і опинився під Москвою. Сагайдачний розбив московське військо під проводом князя Волконського, перейшов на його очах р. Оку, поєднався з королевичем коло Донського манастиря, і вони разом облягли Москву. В кінці місяця вересня настала велика стужа, і королевич зняв облогу, а царь Московський Михаїл Федорович поспішив скласти з Володиславом згоду у селі Деуліні... По сій умові Москва одступила польсько-литовській державі забрані давніше од неї землі: Смоленську й Сіверщину - Чернигів, Новгород-Сіверський, Стародуб, Почеп, Трубчевськ. Пограничними містами з Московщиною стали: Путивль, Рильскь і Сівськ."

"Володислава (того самого, що мав бути Московським царем)... Володислав  IV признав Петра Могилу митрополитом Київським, і Петро Могила прямо з сейму поїхав до Львова, і там був висвячений на митрополита."

"Богдан Хмельницький був син Чигиринського сотника Михайла Хмельницького. Підучивши дома, батько оддав йог в науку в польську єзуїтську школу у городі Ярославі, що в Галичині, і там він навчався польської та латинської мови... Потім, як був у турецькій неволі та їздив у Францію, навчився там мов французької, турецької і татарської... Як Богдан скінчив вчення, то батько послав його у Січ в науку, і ми бачимо його за Сагайдачного у 1620-1621 рр. на війні з Турками. Там під Цецорою, його батька, сотника Михайла Хмельницького, вбито, а його Турки узяли в неволю у Константинополь. Там він пробув аж два роки, поки не виміняв його Сагайдачний на турецьких невольників, а тоді подався на Запоріжжя; був з козаками у поході на Москву, і за те з рук королевича Володислава дістав дорогу шаблю... За гетьмана Павлюка у 1637 році ми вже бачимо Богдана військовим писарем, і тоді він часто їздив у Варшаву із старшиною козацькою на сейм і до короля."

"Школи, брацтва, друкарні та розбуджений рух визвольний і релігійний зробили те, що Українці в XV, XVI і XVII віки були освічені далеко більш од своїх сусідів - Москалів, Татар і Волохів, і були далеко культурніші від них... Осередком освіти був, звичайно, Київ; але були школи умілости усякої і у Чернигові, Новгород-Сіверському, Почаєві, Батурині, Переяславі й у інших містах."

"Петро Дорошенко був родом з козацької семьї Чигиринської сотні. Його дід, Михайло Дорошенко, був Гетьманом у 1625 році і загинув під мурами Кафи; батько був полковником за Богдана Хмельницького. Ще за Богдана ж Петро мав уже високий уряд, а за Виговського, бувши Прилуцьким полковником, був його щирим прихильником."

"У тому ж 1721 році вийшов царський указ, котрим заборонялося друкувати по українських друкарнях Святе письмо осібно або передруковувати з своїх давніших крижок, а дозволялося тільки передруковувати з Московських. Се був перший натиск на українське письментсво."

"було чимало городів, як от Київ, Ніжин, Чернігів, Переяслав, Стародуб, Погар, Мглин, Козелець, Остер, Новгород-Сіверський, котрі мали здавна Магдебурське право."

"у 1783 році цариця Катерина завела справжнє кріпацтво: вона заборонила селянам переходити од одного пана до другого, а пізніше завела всякі кріпацькі порядки, які були в Московщині."

"освіта на Україні була неабияка: у кожному селі при кожній церкві була своя школа; у ній вчили читати і писати дяки, що виходили з Київської Академії та українських Семинарій. Середню, як тепер кажуть, освіту давали Чернигівська і Харківська Колегія та Семинарії, а вищу - Київська Академія."

"Головним вогнищем осьвіти була Київська Академія. Вона за Гетьмана Мазепи відродилася і до половини XVIII віка була головною школою не тільки для духовного, але й для світскього громадянства."

"До нині в Галичині греко-католик значить звичайно Українець, а римо-католик - Поляк, до нині там віра є одною з признак народности."

"В кінци 1775 року знищено Січ - гніздо козацької волі. Року 1780-го заведено в Гетьманщині таку саму губерніяльну управу, як була в Росії. Скасовано малоросійьку колегію, генеральний суд, генеральну і полкову управу і Гетьманщину поділено на три намісництва: Київське, Чернигівське і Новгород-Сіверське. Року 1783-го козацькі полки перемінено на російські"

"Батьком нового українського письменства був Іван Котляревський. Він перший почав писати чистою народньою українською мовою; в році 1798-му з'явилася на світ його "Енеїда""

"В той час проявилося перше видання (1840 року) "Кобзаря" Тараса Шевченка - найбільшого нашого поета."

"Шевченко, разом з Кулішем, Костомаровим, Білозерським, Миколою Гулаком, Панасом Марковичем, Пильчиковим, Навроцьким та иншими, заснували у Київі, котрий вже мас в той час університет ще з 1834 року, таємне товариство, що звалося "Кирило-Мефодієвське Братство""

"у Львові, засновано було ще у 1873 році, заходом Олександра Барвінського і Олександр Кониського, "Товариство імени Шевченка", котре на початку 1890-х років перетворюється у "Наукове Товариство", на взірець єврпоейських Академій Наук."

Разум: Что значит быть человеком (Дэниел Сигел)

Readlax: Скорочтение! Как научиться быстро и эффективно читать (промо)

Лучшие заметки из книги:

“Разум - это сама суть фундаментальной природы человека, глубочайшее чувство того, что мы живы - здесь, сейчас, в настоящее мгновение.”

“Эта книга посвящена поиску определений разума, выходящих за пределы популярных описаний.”

“Истинный разум - на самом деле сердце человеческого бытия”

“Сама нить, которая связывает события, - это конструкция нашего разума, представляющая собой способ соединения переживаний, разнесенных во времени. Разум наполнен постоянным потоком переживаемых изменений. Чтение книги тоже включит сознательное переживание изменений - того, что с точки зрения времени мы называем будущим, настоящим и прошлым.”

“Предлагаемое рабочее определение одного из аспектов разума: как функция системы, состоящей из энерго-информационного потока. Система находится и внутри организма, и между человеком и другими сущностями - людьми и окружающей средой, в более широком смысле.”

“Энерго-информационный поток можно считать центральным элементом системы, которая порождает разум.”

“Одно из эмерджентный свойств сложных систем получило интригующее название: самоорганизация.”

“Рабочее определение одного из аспектов разума: эмерджентный самоорганизующихся процесс, воплощенный в теле и отношениях, который регулирует поток энергии и информации как внутри индивидуума, так и между людьми.”

“Мозг, отношения и разум - аспекты одной реальности, энергоинформационного потока, которые можно представить в виде треугольника человеческого опыта.”

“Отношения, телесно воплощенный мозг и разум - три грани одной реальности, как две стороны и ребро монеты. Разум - часть сложной системы и ее фундаментальный элемент, ее реальность - поток энергии и информации.”

“Бактерии в кишечнике - биом человека - прямо влияют на обычное функционирование нейронов мозга.”

“Паттерны энергетического потока, которые что-то символизируют, называют информацией.”

“Простейший ответ на вопрос, из чего состоит мозговая активность, таков: из потока энергии и информации”

“Исследования показывают, что в кишечнике есть нейротрансмиттеры, например серотонин, которые вместе с биомом организмом, населяющих эту внутреннюю полость, прямо влияют на наше здоровье и психическое состояние: мысли, чувства, намерения и даже поведения, например выбор еды.”

“Самоорганизация - это эмерджентное свойство сложной системы, просто функция сложности. Как самоорганизующийся процесс, она рекурсивно формирует то, из чего возникает.”

“Самоорганизация - это естественный для сложных систем процесс, стремящийся максимизировать сложность, заставляющий их еще более замысловато раскрываться во времени и рекурсивно формирующий себя, когда открытые моменты реализуются, а затем фиксируются.”

“Разум … - это тот воплощенный в теле и погруженный в отношения эмерджентный процесс самоорганизации, который регулирует этот поток”

“Самоорганизационный аспект эмерджентности означает, что разум, возникает из энерго-информационного потока, разворачивается и регулирует этот поток.”

“По мнению многих ученых, физическое свойство энергии можно суммировать как потенциал к действию. Энергия способна принимать разнообразные формы: свет, звук, электричество и химические преобразования”

“Информацию можно определить как энергетические паттерны с символическим значением. Обработка информации - одна из граней разума - извлекает из профиля изменения энергии, паттернов ее течения то, что символизирует нечто иное, кроме самого профиля. Мы называем это информацией. Однако если рассматривать энергию как основу, кажется, что информация возникает из психической жизни. У энергии - как имеющей информационную ценность, так и не имеющей - есть профиль, целый спектр свойств.”

“Регуляция энергии - фундаментальная грань самоорганизующейся функции разума - происходит и внутри, и между.”

“Колесо сознания (wheel of awareness) - наглядная метафора сознания, представленного колесом со ступицей, спицами и ободом, воплощающими разные аспекты внимания.”

“Обработка информации может быть фундаментальным элементом потока, а внимание - процессом, который выявляет и направляет его движение внутри нас и между нами.”

“Горе - это борьба разума, попытка справится с отклонениями от того, что мы ожидаем.”

“Рабочее определение одного аспекта разума как эмерджентного, самоорганизующегося процесса сложной системы потока энергии и информации, воплощенного в теле и отношениях”

“Если теорию сложности выразить обычным языком, обнажится главная истина: оптимальная самоорганизация возникает, когда в системе есть два взаимодействующих процесса. Первый - дифференциация элементов системы, благодаря которым они становятся уникальными и целостными. Второй - соединение дифференцированных элементов. Общий термин для их связи - интеграция.”

“Акроним FACES (лица) - flexible, adaptive, coherent, energized, stable (гибкий, адаптивный, связный, энергичный, стабильный)”

“Именно соединение дифференцированных частей максимизирует сложность системы, состояние FACES-потока. Самоорганизация - это естественное стремление сложной системы максимизировать сложность.”

“Акроним COHERENCE (когерентность, связность) - connected, open, harmonious, emergent, receptive, engaged, noetic, compassionate, empathic.”

“Идея проста: интеграция - это благополучие.”

“Здоровый разум приводит к интеграции как внутри, так и между.”

“Интеграция - это способ оптимизировать самоорганизацию внутри нас и между нами.”

“Выздоровление - это интеграция”

“Интеграция сознания - это то, как мы отличаем процесс познавания от известного в сознании, а затем систематически дифференцируем и связываем это, обращая внимание на различные элементы известного (первые пять чувств, шестое чувство интероцепции (ветренее восприятие), седьмое чувство психической активности - мышление, образы и тому подобное - и наше отношенческое восьмое чувство связи с другими людьми и планетой)”

“Билатеральная интеграция связана с дифференциацией левого и правого полушария мозга.”

“Вертикальная интеграция - это то, как мы соединяемся со своим телом, благодаря чему внутренний поток ощущений идет “снизу вверх”, в опосредованное корой мозга осознание. В науке эту способность к интероцепции* обозначают термином “шестое чувство"”

“Интероцепция -процесс возникновения, проведения, восприятия и переработки в центральной нервной системе информации, возникающей в результате возбуждения рецепторов внутренних органов - интероцепторов. Обеспечивает центральную нервную систему информацией об изменениях в деятельности всех внутренних органов, тонусе сосудов, состояния скелетной и гладкой мускулатуры.”

“Интеграция памяти - то, как мы связываем отдельные элементы имплицитной памяти - восприятие, эмоции, телесные ощущения и поведенческие планы, а также психические модели и формирование установки (прайминг), - получая явные формы фактической и автобиографической памяти.”

“Нарративная интеграция - когда человек ищет смысл жизни, переплетая отдельные элементы воспоминаний, а затем извлекая значение из этих размышлений.”

“Интеграция состояний включает в себя взаимодействие со множеством психических состояний, которые каждый из нас испытывает.”

“Межличностная интеграция - способ отдать должное и поддерживать отличия сторон в отношениях, а затем стимулировать связь путем уважительной, доброжелательной и сострадательной коммуникации.”

“… интеграци идентичности, которая появляется, когда мы “дышим” ее восемью перечисленными сферами и шире ощущаем, кто мы такие. Суть интеграции идентичности заключается в идее, что у нас есть как личное - внутренние, так и межличностное - внешнее. То самое “внутри и между"”

“Видение разума (майндсайт) включает в себя три способности: культивирование инсайта, эмпатии и интеграции.”

“Инсайт - это осознание внутренней психической жизни.”

“Майнсайт - это механизм социального и эмоционального интеллекта.”

“Разум - больше, чем то, что доступно нашему сознание.”

“Восприятие - осознанное и неосознанное - можно тренировать”

“Внимание - это процесс, который направляет поток энергии и информации и может быть создан в коммуникации между людьми и внутри каждого”

“Долгосрочные изменения структуры мозга случаются и во взрослом возрасте. К ним относятся: 1) образование новых нейронов из нервных стволовых клеток (подтверждено у взрослых как минимум в гиппокампе); 2) рост и модуляция синоптических связей, изменяющие взаимодействия нейронов друг с другом; 3) миелинизация поддерживающими клетками глии; 4) изменение эпигенетический регуляторов молекулы ДНК”

“Внимание - это направление энерго-информационного потока в определенный канал”

“Разум меняет физическую природу мозга, его структуру и функцию”

Teaching reading by Jen Tindale

Tim Ferriss, the author of "The 4-Hour Workweek" and host of the Tim Ferriss Show, teaches speed reading. How to Speed Read (Tim Ferriss) (promo).

Notes:

“Reading is theability to draw meaning from the printed page andinterpret this information appropriately”

“Reading is a complex cognitive task, seen variously (depending on the theoretical approach) as being dependent on either: information processing/decoding skills (bottom-up skills), background knowledge (top-down skills), an interaction between bottom-up and top-down skills, or, a complex mix of top-down and bottom-up skills combined with social”

“There is a clear relationship between the development of reading skills and the other macroskills. A well-planned language program will integrate reading and writing, speaking and listening.”

“Fluent reading depends in part on having a large sight vocabulary and a wide general vocabulary. A reader’s sight vocabulary includes words that are so familiar they are automatically recognised.”

“For adequate comprehension, research suggests that learners need to know 98 percent of the words in a text – or one unknown word to every 50–100 words.”

Teaching reading (INTERNATIONAL ACADEMY OF EDUCATION)

Tim Ferriss speed reading (promo)

Best notes: 

“This booklet is about reading development and instruction. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy.”

“Elizabeth S. Pang was an educator and curriculum planner at the Ministry of Education in Singapore… Angaluki Muaka is a native of Kenya and has taught Arabic at the University of Nairobi… Elizabeth B. Bernhardt is Director of the Language Centre and Professor of German Studies at Stanford University… Michael L. Kamil is a professor at Stanford University. He was a member of the National Reading Panel, synthesizing instructional research in reading.”

“Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on.”

“Early progress in reading depends on oral language development”

“Research has shown that there is a close connection between oral vocabulary and early reading ability. The ability to attend to the individual sounds within words (phonological and phonemic awareness) is also an oral skill that is closely associated with reading ability.”

“Phonological and phonemic awareness are closely associated with reading ability”

“Studies of both alphabetic and non-alphabetic languages show that phonological awareness is highly correlated with reading ability. For alphabetic languages, phonemic awareness is especially important because the letters of the alphabet map onto individual sound units (phonemes). Children who are able to attend to the individual phonemes in alphabetic languages are much more likely to learn the alphabetic principle (how letters map onto phonemes) and, therefore, learn to recognize printed words quickly and accurately.”

“Fluent readers read with accuracy, ease and understanding”

“Fluency is important because it is closely related to comprehension. Fluency in reading means being able to read text accurately, quickly and with expression. Fluent readers can do this because they do not have problems with word recognition. As a result, they can focus on the meaning of a text. Recent research shows that fluency also depends on the ability to group words appropriately during reading. This means fluent readers recognize words quickly, but also know where to place emphasis or pause during reading.”

“Vocabulary is crucial to reading comprehension.”

“Many studies have shown that good readers have good vocabulary knowledge. In order to understand a text, readers need to know the meanings of individual words. They construct an understanding of the text by assembling and making sense of the words in context.”

“Readers use prior knowledge to understand texts.”

“Having more prior knowledge generally aids comprehension. There are many aspects to prior knowledge, including knowledge of the world, cultural knowledge, subject-matter knowledge and linguistic knowledge. A reader’s interest in a subject matter will also influence the level of prior knowledge. All of these factors are important to different degrees, depending on the reading task.”

“Comprehension is an active process in the construction of meaning.”

“Comprehension is the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints.”

“A reader reads a text to understand its meaning, as well as to put that understanding to use. A person reads a text to learn, to find out information, to be entertained, to reflect, or as religious practice. The purpose for reading is closely connected to a person’s motivation for reading.”

“Develop a love for reading, because it extends beyond academic success.”

“Choosing texts of the right difficulty and interest levels will encourage children to read and to enjoy what they are reading. Vocabulary, word length, grammatical complexity and sentence length are traditionally used to indicate the difficulty level of a text”

“There are two forms of reading assessment. The first is to find out how well children are reading in order to help them improve (diagnosis). Diagnostic assessment is about giving feedback and assistance to learners. The second is to measure how much progress has been made. Both forms of assessment are needed for effective reading instruction.”

“Text comprehension is usually assessed through questions. Questions should focus on main ideas and viewpoints, not minor details. These are called higher order questions.”

“Higher order questions take the form of ‘how’ and ‘why’, rather than ‘what’.”

“Cultural knowledge affects reading comprehension.”

“Choose reading materials that are culturally appropriate. However, it is also important to remember that television, movies and pop culture may be widespread in many places, except for remote, rural communities. This may broaden the choice of appropriate materials.”

“Readers make progress by reading more.”

“It is well established that good readers read with ease, accuracy and understanding. Good readers also read more, and by reading more, they increase their vocabulary and knowledge. This in turn helps them to make further gains in reading and learning.”

Source https://www.iaoed.org/downloads/prac12e.pdf

Essential Speed Reading Techniques: How to Become a Better, Faster Reader by Katya Seberson

Speed Reading: 5 Apps for Android (promo)

Best notes:

"I learned how to read fast. Currently, my reading speed varies between 450 and 900 WPM, depending on my familiarity with the subject matter and my state of mind."

"I compare becoming a speed reader to becoming an athlete—it takes time and practice, but the rewards are definitely worth the effort."

"the more I read, the easier and more enjoyable it became."

"The core of the book is in its exercises, chapters 4 through 8, where you will find proven techniques and practices that will significantly boost your speed and advance your comprehension."

"Speed reading, just like any other skill, requires practice and time."

"Many people mistakenly equate speed reading with masterful skimming, but this definition is wrong. Simply put, speed reading is an advanced form of reading."

"speed reading has nothing to do with skimming."

"Skimming implies skipping words, which is not a technique of true speed reading."

"The faster the students read, the more they enjoyed it."

"Slower readers tend to spend more time on each fixation—they capture less light and therefore often make more fixations per line."

"Faster readers need less time to capture light from words, take in more light per fixation, and therefore take in more words per stop and need to pause less frequently on every line."

"Scientists say that the capacity of your individual fixation can vary anywhere between 8 letterspaces to upwards of 22 letterspaces. In practical terms, that’s anywhere between one single word to a whole phrase."

"Your eyes were not only stopping, but also moving. To shift from one fixation point to the next, your eyes need to glide to the right, and this movement is called a saccade."

"During the saccade, your vision is suppressed, and your brain is busy processing the information you have just taken in during the fixation."

"Your eyes also often shift to the left to reread any text that you couldn’t fully process. This movement, which happens more than you realize, is called a regression. Some eye-tracking devices register a mean of 30 percent regressions out of all eye movements."

"The average reading speed in America is between 150 and 250 WPM. If you do the math and add up all the time for fixations, saccades, processing, and regressions, the average reader can read 3 words per second. To read 2 to 4 times faster—say, 6 to 12 words per second—speed readers must practice to increase the fixation window, while reducing regressions and the number of fixation stops per line."

"Speed readers are not just constrained by the physical aspects of reading; they must further work on reducing something called subvocalization: the inner speech that happens during reading."

"Some readers whisper or move their lips or tongue during reading. This is called mechanical subvocalization. Other readers just produce silent speech that is known only to them. This is called silent subvocalization."

"subvocalization can be useful in three particular instances: 1. To help you decode a word with an unfamiliar spelling that your visual brain doesn’t recognize 2. To help you focus when your mind starts to drift 3. To activate preexisting knowledge on the topic or a concept"

"increasing your vocabulary will undeniably aid your speed reading efforts"

"improving your vocabulary in a clever way: Look up 100 to 120 high-frequency words that appear in the books and other materials that particularly interest you. Moreover, you should look up words in the dictionary only after you finish a complete section of text such as a paragraph or a sentence."

"Before you commit to reading a book, always pause to reflect on your purpose. What are you looking to achieve? Are you reading to find new information or to verify something? Are you reading to learn or entertain yourself? Are you looking to empathize with the author or confront their perspective? Your purpose of reading will predetermine the set of techniques you’ll use."

"Below 155 WPM: You are probably losing a lot of time on fixations, regressions, and saccades, and this is great news. This is what this book is focused on. As you go through the rest of the exercises, keep track of your time and try to push yourself to go faster. Specifically, we encourage you to track your regressions and reduce the number of times you reread the text."

"Between 155 and 258 WPM: You are probably subvocalizing every single word as you read, because the average speaking speed is about the same 150 to 258 WPM. The exercises in this book will help you tackle subvocalization, and your speed will go up. Additionally, you can bolster your speed by working on widening your perceptual span and reducing regressions."

"Between 259 and 310 WPM: You are reading just above the national average and have a great platform to build upon. Chances are you read pretty well already, but you can still improve a few areas to truly enjoy effortless readi..."

"Between 311 and 443 WPM: Great job on breaking through the spoken word barrier. Unlike most readers, you don’t subvocalize every word you read."

"Between 444 and 516 WPM: Congrats! Only 5 percent of people in the world can read above 500 WPM, but it doesn’t mean you are going to stop here."

"Between 517 and 775 WPM: Thank you for joining us in this book! It is very likely that you already enjoy reading and probably do a lot of it for work or pleasure. "

"776 WPM or above: You may not know this, but you are already in a small group of really fast readers."

"If you are serious about your speed reading training and want to make it your priority, you must find time in your calendar for training."

"brain is scanning your body, focusing on the physical aspects: how tired you are, how tight your muscles are, how hungry or thirsty, hot or cold, or physically uncomfortable your body is at this moment."

"For many people, distractibility and loss of focus are learned habits."

"Books you choose for training should be in a familiar subject area."

"When studying the eye movements of faster readers, researchers noticed that their subjects fixated on groups of words at a time instead of individual words, making fewer stops per line of type. This phenomenon is called word clustering, and it’s the most effective technique for becoming a speed reader."

"Simple examples of word clusters include phrases like “in the morning,” “at the convention center,” and “of the test scores.”"

"All these phrases begin with a preposition (words like of, in, at, with, from, etc.) and end with a noun (a person, animal, or thing). In grammar, these word clusters have a name that speaks for itself—prepositional phrases; we will call them prepositional clusters."

"Fun fact: “Of” is the most frequently used preposition in the English language. Once you spot “of” in your text, know that this is the beginning of your prepositional cluster."

"Prepositional clusters are easy to spot and will give you a better sense of what’s important in the sentence and what’s secondary. For example, the main “actor” and “action” of the sentence—the subject and the verb—will never appear inside of a prepositional cluster. Words that carry the most essential meaning (subject/verb) will always be outside of the prepositional cluster."

"if you spot a definite article with a capital T, you must be certain that the subject or the main “actor” of the sentence will follow. The recognition of this sign will help you cluster words together intelligently instead of doing it by accident."

"Remember, the content doesn’t usually come from individual words, but rather from collaborations between words and their interaction with each other."

"Parafoveal vision is peripheral vision that uses the parafovea area of the retina—located between the fovea (sharp-detailed vision) and the perifovea (less-detailed peripheral vision)—and is involved in the mechanism of planning fixations."

"Because of its ability to detect shapes, the parafovea can “read” the shapes of words and clusters and make predictions about a better landing for the next eye fixation."

"remember that small improvements add up to massive differences."

"layered reading approach. This process involves three steps: inspect, read, and reflect."

"INSPECT First, take a look at the title and subtitle. Imagine what the book is about before you even crack it open. What do you think the author is trying to communicate about the topic on the cover? Next, consider the publication date."

"READ Once you’ve finished your inspection, you can start your reading journey, keeping the central ideas in mind. As you read, carry the summary of the argument with you. If the author promised to demonstrate how a concept plays out in different environments, that’s what the reader should expect to see. Effective readers always keep the author accountable for delivering on the book’s initial promise."

"REFLECT When you finish reading the book, you are not done with it yet. It’s time to revisit your tabs and reread some portions of the text."

"Some people like to keep their collection of thoughts in a catalog system like Goodreads or Evernote."

"Reflection upon the novelty of the book as well as your personal opinion is essential to your development as a reader and thinker, so please don’t skip this step."

"Palming is another great exercise that can help you reset your eyes when you read on-screen. Here’s how it’s done: 1.Warm up your hands and cup your palms 2.Close your eyes and place your cupped palms over them 3.Make sure no light is coming through between your fingers and nose 4.Open your eyes and stare at the darkness 5.Keep your eyes bathing in the darkness for 30 seconds"

"Reading isn’t something to be done once a week to check a box—it’s something to do every day in order to improve and invest in yourself. Reading is by far the most common factor that successful people across the globe share."

"To help you develop a consistent practice of speed reading, we encourage you to establish a daily reading routine: 25 pages every day. You can read more, but no less."

"One of our favorite speed reading apps slowly reveals the text to the reader, cluster by cluster, while the rest of the text is grayed out but still visible. This allows the reader to take advantage of peripheral vision and be able to divide ideas and concepts into paragraphs. This particular website is called READFA.ST,"

"Our favorite websites for book suggestions are Goodreads and a personal blog by James Clear, where he makes great fiction and nonfiction book suggestions (jamesclear.com/best-books)."

"To explore the art of reading a book on a deeper level, check out a timeless masterpiece by Mortimer J. Adler titled How to Read a Book."

"Dreiser, Theodore. The “Genius.” 1915."

"Krieber, Magdalena, Katrin D. Bartl-Pokorny, Florian B. Pokorny, Christa Einspieler, Andrea Langmann, Christof Körner, Terje Falck-Ytter, and Peter B. Marschik. “The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography.” (https://www.ncbi.nlm.nih.gov/pmc/arti...)"

"Rayner, Keith, Elizabeth R. Schotter, Michael E. J. Masson, Mary C. Potter, and Rebecca Treiman. “So Much to Read, So Little Time: How Do We Read, and Can Speed Reading Help?” SAGE Journals, January 14, 2016. https://journals.sagepub.com/doi/full...."

"Stevens, William K. “Speed Reading Has Become a Permanent Feature of Education in America.” New York Times, September 19, 1971. https://www.nytimes.com/1971/09/19/ar...."

"Dr. Lois Bergman, who helped me understand the psychology of reading and decoding on a deeper level."

"Katya Seberson now owns a successful private practice in Manhattan, ExecutiveMind"

Reading: A Very Short Introduction (Very Short Introductions) by Belinda Jack

How to Learn Speed Reading: 5 Apps for Android (promo)

Best notes:

"Reading can have myriad effects on us. These can be frightening, spiritual, emotional, erotic, motivating, entertaining, informative, and enlightening—and so much more."

"Mostly we think of reading as a process of decoding written and digital material"

"Reading is both a physical and mental activity. It stimulates neurological pathways in ways which remain to some extent a mystery, despite sophisticated methods of brain imaging. Physically, or more accurately physiologically, the eye (or finger in the case of Braille) has to ‘see’ (or feel), identify, and recognize the printed words."

"The eyes are involved in various movements, first: fixation (the eyes dwell), then inter-fixation (the eyes move from one point of rest to another) and return sweeps (when the eye travels backwards and forwards)."

"Spans of recognition are the expert reader’s ability to take in large groups of words at one go."

"Reading is also a highly complex activity requiring an understanding of heterogeneous linguistic phenomena, including speech sounds, spelling, and grammar. It has been argued that it is not monolithic (singular and straightforward) but rather a creative process which reflects the reader’s attempt to find a particular meaning, or meanings, within the strictures of language."

"Reading is the result of a slow assimilation of skills under the direction of patient teachers (see Figure 5). It begins with sounding words out and learning how to make sense of them, then sentences, and finally what we might call the ‘global meaning’ of a text."

"Marcel Proust, in his essay On Reading (1905)"

"The Industrial Revolution, from the late 18th century on, brought changes to reading. Printing processes developed further, in particular typesetting. Friedrich Koenig (1774–1833) developed a printing press powered by steam. The first commercial unit was bought by the Times of London in 1814. It could print 1,100 copies per hour, which was a very significant improvement on hand-operated presses."

"Reading is inextricably bound up with writing, and writing with speech and rhetoric."

"We read for pleasure or to appreciate beauty; we read for reading’s sake."

"Cavallo, Guglielmo, and Chartier, Roger (eds), A History of Reading in the West, trans. Lydia G. Cochrane (Oxford: Polity Press, 1999)."

"Learn To Speed Read" by Kris Madden

Learn To Speed Read by Kris Madden
My rating: 5 of 5 stars

Readlax: #1 Speed Reading App. (promo)

Best book notes:

"The reader must decipher full words and phrases, rather than letters alone, because of the way that the text is presented.”

“Displacement refers to the method of replacing your habit of vocalizing the words that are printed on the page with a repetitious sound, word, or phrase. This distracts you from physically voicing the word and forces the use
of another form of sensory perception to derive meaning from the text. ”

“To continue breaking the habit of subvocalizing, readers can practice reading while doing things that normally prevent them from speaking. ”

“Dishabitiuation is the process in which a person experiences a full-strength response to a common stimulus that has become weakened over time. In these exercises the text will be presented upside down, backwards, sideways, and slantways, and just about any other ways you can think of. The exercises will be very slow at first, but with a little work, you will be reading the text significantly faster. than before, and may read faster than your performance reading. As readers, we’ve developed the habit of seeing a printed symbol and assigning it a vocalized sound, but when we see a symbol we have the opportunity to decide how we’re going to mentally interpret the symbol into meaning. ”

“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. In order to read you’ll have to flip some characters, and not others, in your mind before being able to translate them into meaning. ”

“In the exercise that follows, read as you normally would from left to right. All of the consanants are flipped upside down, but the vowels are right side up. And, every other line is captilized so that you get used to reading regardless of the capsize. ”

“Every day we translate text into meaning, provoking a series of images and sounds and memories at the glance of a word. When we see the word, “McDonald’s”, many people think of the golden arches of the popular fast food chain, and yet when we see these same words in print, we feel the need to read them aloud. Habituation refers to reducing the response to a specific stimulus by means of repetition. These exercises aid in the elimination of the top five most-common words in the English language: “the”, “of”, “and”, “to”, and “a”. See, you probably read the word “and” twice, and now three times. How much faster could you read if you eliminated these common words? Much, much faster... ”

“In the exercise that follows, every other word is “the”. In order to derive meaning from the text you’re going to have to skip over “the”, to read the text. In turn, you’ll also be skipping over the “the”s that are supposed to be there. ”

“In the exercise that follows, every other word is “of”. In order to derive meaning from the text you’re going to have to skip over “of”, to read the text. In turn, you’ll also be skipping over the “of”s that are supposed to be there. ”

“In the exercise that follows, every other word is “and”. In order to derive meaning from the text you’re going to have to skip over “and”, to read the text. In turn, you’ll also be skipping over the “and”s that are supposed to be there. ”

“These exercises focus on visualizing the meaning that the text represents. Exercises in this chapter are similar to some of the teaching methods behind “whole language” reading instruction. Throughout this chapter you’ll be shown pictures and asked to describe what you see in the picture in a variety of ways. This will aid you in developing concrete visual association with text. ”

“In the exercise that follows, keep your eyes focused on the “X” and count the numbers as you find them; first in as- cending order and then descending, counting from 1 to 26. ”

“In the exercise that follows, keep your eyes focused on the “X” and say the alphabet as you find the letters; first in ascending order and then descending, listing from a to z. ”

“This exercise is analogous to Exercise #1, except the numbers are written as words. Keep your eyes focused on the “X” and count the numbers as you find them, but instead of seeing the letters, picture the number they represent. ”

“You have made it to the end of this work book, and have gained a new set of abilities and skills to use in your everyday reading. But remember, like all skill, they weaken, the less that you practice them. ”

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Tim Ferriss video about Speed Reading (promo)