| Evelyn Wood, the most influential
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| | they were doing, how they were doing it,
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| exponent of speed reading since the
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| | and how they had learned to do it. In
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| mid-20th century, began doing research on
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| | these studies, she soon found out what
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| speed reading while employed as a
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| | they were doing, but not yet how they had
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| remedial reading teacher at a junior high
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| | learned to do it.Her next step was to try
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| school near Salt Lake City, Utah.I was an
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| | to teach herself to read fast.She used to
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| early associate of Mrs. Wood, who wanted
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| | practice trying to read faster during
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| to determine why some people could read
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| | summers while she and her husband were at
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| faster than others. More specifically,
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| | their cabin up in one of the canyons
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| she wanted to define learning theories
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| | outside of Salt Lake City.Once, while
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| that could account for how individuals
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| | practicing in the book Green Mansions,
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| were able to read more than 400 words per
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| | she became so angry at her inability to
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| minute.One of her earliest examples was
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| | read fast that she threw the book across
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| Dr. Lowell Lees, a friend and teacher at
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| | a little creek. After picking the book up
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| the University of Utah. Her tests showed
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| | and dusting the dirt off its pages, she
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| that he could read more than 6,000 words
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| | suddenly realized that the movement of
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| per minute with excellent
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| | her hand was causing her to see and read
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| comprehension.Eventually, Mrs. Wood
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| | more than one word at a time.Thus, she
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| identified more than 100 individuals who
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| | discovered the use of the hand as a pacer
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| could read more than 1,500 words per
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| | for her reading.And the rest, as is often
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| minute.Using that rate as a minimum, she
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| | repeated, is history.Mrs.
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| studied these people to determine what
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