| In an illiterate world, who will want to buy | | | | createsan instant global information system. (I |
| books,e-books, magazines and newspapers? | | | | agree. The Internethas made me a globalist. |
| Reading is indisputably in decline, which upsets | | | | There's lots of good stuff to read onthe Internet, |
| orpleases people, depending upon one's viewpoint. | | | | so I'm glad to be a speed reader, too). |
| In the | | | | My rebuttal against the logic-challenged case |
| USA, we've suffered a 10% decline in literacy | | | | againstliteracy and reading is, as follows: |
| from 1982to 2002. | | | | 1. Information is doubling and tripling every few |
| The data are clear---people are becoming less | | | | years. Youneed to speed read, even if you use |
| literate,preferring not to learn at all or to learn in | | | | digital media as well, tokeep up with the avalanche |
| other ways--hearing, visual, and touch. | | | | of new information and preventyour personal |
| Brian Tracy reports that half of all high school | | | | obsolescence. |
| graduates andone-quarter of all college graduates | | | | As Brian Tracy says, "to earn more, you have to |
| in the USA never readanother book after | | | | learn more." |
| graduation. | | | | We all need to read more and read much faster, |
| Moreover, 70% of adults have not been in a | | | | which providesgreater comprehension and reading |
| bookstore in at leastfive years. | | | | enjoyment. |
| "Text," some sneer, is an "ancient learning | | | | Tracy says that "we should make every minute |
| technology" whose time is up. (It may be ancient, | | | | count." In additionto reading regular reading, I |
| but it's certainly not passe. The original word | | | | agree with Tracy and Zig Ziglar that you should |
| "text" means to "weave"--weaving newly-read | | | | always listen to audio teaching media while driving. |
| information into your mental database of what | | | | Zig calls that "Automobile University." |
| you've read previously.) | | | | The American Automobile Association (AAA) |
| As an avid speedreader who doesn't watch TV | | | | says that Americansdrive an average of 12,000 |
| or DVD's or CD'sor use electronic learning | | | | to 25,000 miles per year, spending 500 to 1,000 |
| devices--except, of course, for the | | | | hours (the equivalent of two full university |
| Internet---I deplore the decline in reading and | | | | semesters). |
| writingproficiency. | | | | You should attend Automobile University daily as |
| The academic case against reading has six points: | | | | youdrive, rather than listen to music or talk |
| 1. We are pre-programmed to store, retrieve | | | | shows. |
| andcommunicate information by speech. | | | | Speed reading is a far quicker way to learn than |
| 2. Because of our pre-programming, we are | | | | viewing andlistening to videos, CD's and |
| driven todevelop technologies to communicate by | | | | DVD's--which I considera boring, time-wasting way |
| speech. (Soundsgood to me--so far). | | | | to learn, if exactly thesame reading material is |
| 3. Younger people in electrically developed | | | | available instead. |
| countriesreject "text" as the "technology of | | | | Why not speed read something in 5 to 10 |
| choice." (My | | | | minutesinstead spending 45 minutes learning the |
| Assumption: that's because all too many are slow | | | | same stuffon digital media? |
| readers, andslow reading is about as pleasant as | | | | Remember, every minute counts. |
| having a root canal.) | | | | 2. The case against reading fails to prove that |
| Speed reading lessons and much practice will | | | | itshould be minimized or dismissed. Rather, the |
| correct this problem and make reading enjoyable | | | | caseagainst reading extols the alternatives only. |
| to anyone. So, why not learn how to be a | | | | Therefore, as a logical argument, the caseagainst |
| speedreader? Why not teach others? | | | | reading self-destructs. It's a house ofcards. |
| 4. 80% of the world's population is | | | | It's too bad that some academics never |
| functionallyilliterate. (But why should it stay that | | | | studiedformal logic. Obfuscation is not a |
| way?) | | | | manifestation ofhigh intelligence nor does it cover |
| 5. "Screenagers," academics muse, are able to | | | | up illogical views. |
| deftlyand "seamlessly weave sounds, words and | | | | Be ready to use technology that will allow you to |
| imagesinto an integrated mosaic" in their minds. | | | | speakonline to listeners anywhere-- This includes |
| (If that's really a skill, it's a nice skill. But you | | | | things liketeleseminars and webinars. |
| cannotlogically conclude that having this skill | | | | 3. Put pressure on public schools and politicians |
| rendersreading unnecessary). | | | | notto spend billions and billions of dollars with so |
| 6. The Internet breaks down boundaries and | | | | littleliteracy to show for it. |