Some people read rapidly and comprehend well; others read slowly and comprehend badly. Thus, there is some reason to believe that the factors producing slow reading are also involved in lowered comprehension.

Good comprehension depends on whether you can extract and retain the important ideas that you’ve read, not on how fast you read them. If you can do this fast, then your reading speed can be increased.

If you pair fast-reading with worrying about comprehension, your reading speed will drop because the mind is occupied with your fears and you are not paying attention to the ideas that you are reading.

But, if you concentrate on the purpose of reading (locating main ideas and finding answers to your questions), your speed and comprehension should increase. Your concern should be not with how fast you can get through a chapter alone, but with how quickly you can comprehend the facts and ideas that you need.
Comprehension

Comprehension during speed reading is easier than during standard reading.

This is because the mind is busy looking for meaning, not rereading words and sentences.

The average reader spends about 1/6th of the time rereading words than actually reading them.

Rereading interrupts the flow of comprehension and slows down the process, that’s why the habit of it should be eliminated.

How to comprehend easily?

Scan the chapter first. Identify the sections to which the author devotes the most amount of space – what where the text focuses. If there are lots of diagrams for a particular topic, then that must also be an important concept.

If you’re really under time pressure, you can skip the sections to which the least amount of space is devoted.

Take note on headings and read the first sentence of every paragraph more carefully than the rest of the paragraph. The main idea is usually situated there. Read the important parts and the main ideas. Focus on nouns and main propositions in each sentence. Look for the noun-verb combinations, and focus the mind on these.

Then, close the book and ask yourself what you now know about the subject that you didn’t know before you started.

Reducing Skip Backs

Important: Don’t reread the same phrases from the text!

Poor readers read and reread the same phrase over and over again.

This habit of making “regressions” doubles or worse triples reading time and often does not even result in better comprehension. A single careful, attentive speed reading may not be always enough for completely comprehending the matter you are reading, but is often more effective than constant regressions in the middle rate of a reading.

It is best to work on paying closer attention and doing a preview first before the careful reading.

To help reduce the number of times that the eyes goes back to a previous word or sentence, run a pointer along the line as you read. This could be a finger, a pen or any pointed material.

Your eyes will follow the tip of your pointer, smoothing the flow of speed reading. The speed at which you read using this method will largely depend on the speed at which you move the pointer; so if you want to speed up your reading, you also have to increase your pointing rate.

Kids have their own skills and abilities on how to deliver a presentation. It is up to the coach to bring out that natural skill in them. The kid only needs to listen and internalize all the things that the coach will teach.

If you are the kid being trained, you will be introduced to an approach in public speaking that can be convenient to you. The coach will not attempt to change your style and be different to other speakers; although speakers seem to be more effective if the audience finds him unique in his public speaking.

The coach will try to enhance your own skills and talents that are already present in you. You can expect comments and feedback from your coach during the training process. He will provide you the much needed guidance and specific knowledge for the coach is obliged to produce a better result in your training. Here are some reasons why you will need a personal coach:

- You may ask for a coach if you need help on a specific presentation that is very important to you.

-If you want to concentrate on specific communication and speaking issues that are covered in general workshops and seminars.

-If you have encountered sessions and workshops that progress slowly and are too standard or maybe do not get your interest.

-When you are too busy to attend trainings because you cannot choose just one that can answer your needs.

-If you are not comfortable in the team setting or you may feel that your speaking skills are on a much higher level.

-If you have undergone public communication and speaking lessons before and you may need additional knowledge and enhancement.

-If you have found you work much better and develop faster with a personal approach.

Getting a personal coach does not mean you are a slow learner or have poor communication skills. There are many reasons why will you need to have a personal coach, as mentioned in the above list.

Coaching can be just like that, like any sport where a team needs a coach to perform well and be guided on the executions. For a child that wants to be trained in public speaking as early as in his early childhood, it could be better if the child is already trained on how to address and interact to other people by means of public speaking.

The New York schools have student academic intervention programs that provide the needed tutoring, counseling and teaching of skill sets. The New York schools services are a supplement to the general teaching curriculum.

New York schools students who are academically at risk and need assistance in the areas of English language arts, mathematics, social studies, and/or science are candidates for intervention. The New York schools support may address the areas of guidance, counseling, attendance and study skills, all of which affect a student’s ability to perform well academically.

The New York schools academic intervention may be offered during regular school hours or during an extended school day or year, depending upon the school. New York schools educators determine the need for intervention. It is not something that may be requested or refused by parents, though their cooperation can make a difference between success and failure of the program.

If a child in the New York schools is determined to need such intervention, the parents are notified in writing, telling them of the commencement of the program for their child, what services will be provided, the reason intervention is required, and the consequences for the student of not achieving the expected performance levels. New York schools communication with the parents is ongoing and encourages their cooperation and participation in the program. There is at least one consultation a semester with the classroom teacher and other New York schools professional staff, who are assisting their child. Progress reports are given the parents at least on a quarterly basis. Additionally, information is provided to the parents on how to work with their child to improve academic achievement, how to monitor the child’s progress, and how to work with New York schools educators to improve their child’s achievement.

New York schools student academic intervention is determined as follows:

• Kindergarten through grade three —
1) Student lacks reading readiness, including knowledge of sounds and letters, and is based on appraisal by the New York schools; OR
2) Student is at risk of not meeting the New York schools’ required performance level in English language arts and/or mathematics. This may include diagnostic screening or vision, hearing and physical disabilities; and limited English proficiency determination.
• Grades four through eight —
1) Student scores below the state required performance level on one or more New York schools elementary assessments in English language arts, mathematics, social studies or science; OR
2) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
3) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
• Grades nine through twelve —
1) Student scores below the New York schools required performance level on one or more state intermediate assessments in English language arts, mathematics, social studies or science; OR
2) Student scores below New York schools required performance level on any one of the state examinations that are required for graduation; OR
3) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
4) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.

The New York schools student academic intervention is ended, when a student successfully meets the state’s required performance level in the areas he or she was having difficulty. Though school standards are now the norm across the nation, the New York schools are going one step beyond to ensure students meet those standards.