High-Speed English Oral Reading for Cognitive Enhancement 1
Year: 2025
Type: article
Abstract: This paper presents a novel cognitive training method based on daily high-speed oral reading of English news articles. The method involves reading aloud at double speed or faster for 30 minutes per day. Preliminary self-observations suggest significant improvements in thinking speed, memory, and overall cognitive performance. This low-cost, easily implementable approach may have broad applications in education, language learning, and cognitive health. Related Work Previous research has explored several approaches to enhancing cognitive and linguistic performance through reading-based interventions. One well-established line of work is repeated reading fluency training, which has been shown to improve reading speed and comprehension primarily among children and second-language learners [Samuels, 1979]. Another relevant strand involves time-compressed speech, where listeners are exposed to accelerated audio recordings; studies indicate that comprehension can be maintained up to certain compression thresholds, and that exposure can foster auditory adaptation and faster information processing [Foulke & Sticht, 1969; Dupoux & Green, 1997]. These methods, however, typically focus either on passive listening or text repetition, and their primary outcomes concern reading fluency or auditory comprehension. By contrast, the present method emphasizes high-speed oral reading, which requires active articulation at near-limit pacing. This approach simultaneously engages phonological processing, working memory, and motor planning, potentially leading to broader cross-domain cognitive benefits beyond reading fluency alone. To our knowledge, no prior work has directly investigated high-speed oral reading as a systematic training paradigm, making this contribution a novel extension of the existing literature.
Author: Jin, Xian Zhe
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7077276414
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