Remember Everything You Read: The Evelyn Wood 7-Day Speed Reading \& Learning Program pdfdrive com

The two-week rule.
Work very steadily and diligently during the first
two weeks of the term. This means a minimum of five hours a day, six
days a week in study, for a total of at least sixty hours of reading and
note-taking during those two weeks.
Using the high-speed reading and study techniques you’ll find in this
book, plan to read 
all
your basic class assignments during this initial
two-week period. Also, you should formulate comprehensive notes—the
“recall patterns” I mentioned briefly in the first chapter—on everything
that’s read. (We’ll be going into the recall pattern concept in much more
detail in 
chapter five
.) As the term progresses, review and coordinate the
reading you’ve done with relevant lectures and class discussions.
(
Note:
This rule works best with college courses or in schools where
the student knows all the reading assignments at the beginning of the
term. If your instructor is in the habit of assigning reading in a
piecemeal fashion throughout the term—and if you can’t get him to give
you the requirements in advance—the best alternative approach is
simply to read the assignments immediately as they’re handed out.) At
first glance, this goal may seem impossible, and given your former study
and reading methods, it probably is. But with the Evelyn Wood
approach, many students find that only 
one
week at this pace is
sufficient to complete all their term reading assignments. I’m just
suggesting two weeks to make things relatively relaxing for you.
One student, for instance, had pushed his average reading speed up to
about 1,200 words per minute. But being conservative, he lowered his
estimate of his capabilities for this two-week exercise: He assumed that
he could manage an average of 1,000 words per minute. Furthermore,
he planned to put in the recommended minimum time of sixty hours in

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the first two weeks.
As he looked over the assigned materials, he saw that he would be
responsible for two “big” reading courses, English and history. The three
other classes—one foreign language, a math class and a science course—
involved shorter but denser texts.
In the English and history classes, he found that the total number of
words he had to read during the term was 1.6 million (the equivalent of
twenty 200-page books, averaging 400 words per page). At 1,000 words
per minute, he figured he could go through this material in 1,600
minutes, or less than 27 hours!
He had allotted a minimum of thirty hours of study for the first week.
So he could count on getting through all the reading and initial note-
taking on the texts for those two extensive reading courses before the
first week of classes was finished—and still have plenty of time for
extracurricular activities and relaxation.
He also used his supersonic reading capabilities on the other three
courses during the initial two-week period. But the foreign language,
math and science classes required him to go through considerably fewer
pages than the English and history did. Consequently, he finished the
initial once-through reading and note-taking for these three courses by
the middle of the second week.
At the same time, however, this student recognized that these other
three courses contained exceptionally unfamiliar and complex subject
matter. So he knew this initial, once-through reading was just the
beginning. He planned to work on some of the more difficult problem
solving and other time-consuming projects throughout the term.