How to learn by reading

How to Retain More of Every Book You Read

There are many benefits to reading more books, but perhaps my favorite is this: A good book can give you a new way to interpret your past experiences.

Whenever you learn a new mental model or idea, it's like the “software” in your brain gets updated. Suddenly, you can run all of your old data points through a new program. You can learn new lessons from old moments. As Patrick O'Shaughnessy says, “Reading changes the past.”1

Of course, this is only true if you internalize and remember insights from the books you read. Knowledge will only compound if it is retained. In other words, what matters is not simply reading more books, but getting more out of each book you read.

Gaining knowledge is not the only reason to read, of course. Reading for pleasure or entertainment can be a wonderful use of time, but this article is about reading to learn. With that in mind, I'd like to share some of the best reading comprehension strategies I’ve found.

1. Quit More Books

It doesn't take long to figure out if something is worth reading. Skilled writing and high-quality ideas stick out.

As a result, most people should probably start more books than they do. This doesn't mean you need to read each book page-by-page. You can skim the table of contents, chapter titles, and subheadings. Pick an interesting section and dive in for a few pages. Maybe flip through the book and glance at any bolded points or tables. In ten minutes, you'll have a reasonable idea of how good it is.

Then comes the crucial step: Quit books quickly and without guilt or shame.

Life is too short to waste it on average books. The opportunity cost is too high. There are so many amazing things to read. I think Patrick Collison, the founder of Stripe, put it nicely when he said, “Life is too short to not read the very best book you know of right now.”

Here's my recommendation:

Start more books. Quit most of them. Read the great ones twice.

2. Choose Books You Can Use Instantly

One way to improve reading comprehension is to choose books you can immediately apply. Putting the ideas you read into action is one of the best ways to secure them in your mind. Practice is a very effective form of learning.

Choosing a book that you can use also provides a strong incentive to pay attention and remember the material. That’s particularly true when something important hangs in the balance. If you’re starting a business, for example, then you have a lot of motivation to get everything you can out of the sales book you’re reading. Similarly, someone who works in biology might read The Origin of Species more carefully than a random reader because it connects directly to their daily work. 2

Of course, not every book is a practical, how-to guide that you can apply immediately, and that's fine. You can find wisdom in many different books. But I do find that I'm more likely to remember books that are relevant to my daily life.

3. Create Searchable Notes

Keep notes on what you read. You can do this however you like. It doesn't need to be a big production or a complicated system. Just do something to emphasize the important points and passages.

I do this in different ways depending on the format I'm consuming. I highlight passages when reading on Kindle. I type out interesting quotes as I listen to audiobooks. I dog-ear pages and transcribe notes when reading a print book.

But here's the real key: store your notes in a searchable format.

There is no need to leave the task of reading comprehension solely up to your memory. I keep my notes in Evernote. I prefer Evernote over other options because 1) it is instantly searchable, 2) it is easy to use across multiple devices, and 3) you can create and save notes even when you're not connected to the internet.

I get my notes into Evernote in three ways:

I. Audiobook: I create a new Evernote file for each book and then type my notes directly into that file as I listen.

II. Ebook: I highlight passages on my Kindle Paperwhite and use a program called Clippings to export all of my Kindle highlights directly into Evernote. Then, I add a summary of the book and any additional thoughts before posting it to my book summaries page.

III. Print: Similar to my audiobook strategy, I type my notes as I read. If I come across a longer passage I want to transcribe, I place the book on a book stand as I type. (Typing notes while reading a print book can be annoying because you are always putting the book down and picking it back up, but this is the best solution I've found.)

Of course, your notes don't have to be digital to be “searchable.” For example, you can use Post-It Notes to tag certain pages for future reference. As another option, Ryan Holiday suggests storing each note on an index card and categorizing them by the topic or book.

The core idea is the same: Keeping searchable notes is essential for returning to ideas easily. An idea is only useful if you can find it when you need it.

4. Combine Knowledge Trees

One way to imagine a book is like a knowledge tree with a few fundamental concepts forming the trunk and the details forming the branches. You can learn more and improve reading comprehension by “linking branches” and integrating your current book with other knowledge trees.

For example:

• While reading The Tell-Tale Brain by neuroscientist V.S. Ramachandran, I discovered that one of his key points connected to a previous idea I learned from social work researcher Brené Brown.
• In my notes for The Subtle Art of Not Giving a F*ck, I noted how Mark Manson's idea of “killing yourself” overlaps with Paul Graham's essay on keeping your identity small.
• As I read Mastery by George Leonard, I realized that while this book was about the process of improvement, it also shed some light on the connection between genetics and performance.

I added each insight to my notes for that particular book.

Connections like these help you remember what you read by “hooking” new information onto concepts and ideas you already understand. As Charlie Munger says, “If you get into the mental habit of relating what you’re reading to the basic structure of the underlying ideas being demonstrated, you gradually accumulate some wisdom.”

When you read something that reminds you of another topic or immediately sparks a connection or idea, don’t allow that thought to come and go without notice. Write about what you’ve learned and how it connects to other ideas.

5. Write a Short Summary

As soon as I finish a book, I challenge myself to summarize the entire text in just three sentences. This constraint is just a game, of course, but it forces me to consider what was really important about the book.

Some questions I consider when summarizing a book include:

• What are the main ideas?
• If I implemented one idea from this book right now, which one would it be?
• How would I describe the book to a friend?

In many cases, I find that I can usually get just as much useful information from reading my one-paragraph summary and reviewing my notes as I would if I read the entire book again. 3

If you feel like you can’t squeeze the whole book into three sentences, consider using the Feynman Technique.

The Feynman Technique is a note-taking strategy named after the Nobel Prize-winning physicist Richard Feynman. It’s pretty simple: Write the name of the book at the top of a blank sheet of paper, then write down how you’d explain the book to someone who had never heard of it.

If you find yourself stuck or if you see that there are holes in your understanding, review your notes or go back to the text and try again. Keep writing it out until you have a good handle on the main ideas and feel confident in your explanation.

I’ve found that almost nothing reveals gaps in my thinking better than writing about an idea as if I am explaining it to a beginner. Ben Carlson, a financial analyst, says something similar, “I find the best way to figure out what I’ve learned from a book is to write something about it.” 4

6. Surround the Topic

I often think of the quote by Thomas Aquinas, “Beware the man of a single book. ”

If you only read one book on a topic and use that as the basis for your beliefs for an entire category of life, well, how sound are those beliefs? How accurate and complete is your knowledge?

Reading a book takes effort, but too often, people use one book or one article as the basis for an entire belief system. This is even more true (and more difficult to overcome) when it comes to using our one, individual experience as the basis for our beliefs. As Morgan Housel noted, “Your personal experiences make up maybe 0.00000001% of what's happened in the world but maybe 80% of how you think the world works. We're all biased to our own personal history.” 5

One way to attack this problem is to read a variety of books on the same topic. Dig in from different angles, look at the same problem through the eyes of various authors, and try to transcend the boundary of your own experience.

7. Read It Twice

I'd like to finish by returning to an idea I mentioned near the beginning of this article: read the great books twice. The philosopher Karl Popper explained the benefits nicely, “Anything worth reading is not only worth reading twice, but worth reading again and again. If a book is worthwhile, then you will always be able to make new discoveries in it and find things in it that you didn’t notice before, even though you have read it many times.”

Additionally, revisiting great books is helpful because the problems you deal with change over time. Sure, when you read a book twice maybe you'll catch some stuff you missed the first time around, but it's more likely that new passages and ideas will be relevant to you. It's only natural for different sentences to leap out at you depending on the point you are at in life.

You read the same book, but you never read it the same way. As Charles Chu noted, “I always return home to the same few authors. And, no matter how many times I return, I always find they have something new to say.” 6

Of course, even if you didn't get something new out of each reading, it would still be worthwhile to revisit great books because ideas need to be repeated to be remembered. The writer David Cain says, “When we only learn something once, we don’t really learn it—at least not well enough for it to change us much. It may inspire momentarily, but then becomes quickly overrun by the decades of habits and conditioning that preceded it.”7 Returning to great ideas cements them in your mind.

Nassim Taleb sums things up with a rule for all readers: “A good book gets better at the second reading. A great book at the third. Any book not worth rereading isn’t worth reading.”

Where to Go From Here

Knowledge compounds over time.

In Chapter 1 of Atomic Habits, I wrote: “Learning one new idea won’t make you a genius, but a commitment to lifelong learning can be transformative.”

One book will rarely change your life, even if it does deliver a lightbulb moment of insight. The key is to get a little wiser each day.

Now that you know how to get more out of each book you read, you might be looking for some reading recommendations. Feel free to check out my book summaries or my public reading list.

Footnotes

1. See tweet on December 2, 2016.

2. I'd like to acknowledge Simon Eskildsen, who also wrote about the idea of choosing books that are relevant to your interests and current life circumstances. You can read his thoughts on reading here.

3. Writing about a book also forces you to practice spaced repetition. Maybe you started reading a book a few days ago and writing a summary a few days later is a natural way to employ “spaced repetition” and reinforce the concepts.

4. “How To Read” by Morgan Housel

5. “Ideas That Changed My Life” by Morgan Housel

6. It’s Okay to “Forget” What You Read by Charles Chu

7. “If It's Important, Learn It Repeatedly” by David Cain

Teaching children to read isn’t easy. How do kids actually learn to read?

Teaching kids to read isn’t easy; educators often feel strongly about what they think is the “right” way to teach this essential skill. Though teachers’ approaches may differ, the research is pretty clear on how best to help kids learn to read. Here’s what parents should look for in their children’s classroom.

How do kids actually learn how to read?

Research shows kids learn to read when they are able to identify letters or combinations of letters and connect those letters to sounds. There’s more to it, of course, like attaching meaning to words and phrases, but phonemic awareness (understanding sounds in spoken words) and an understanding of phonics (knowing that letters in print correspond to sounds) are the most basic first steps to becoming a reader.

If children can’t master phonics, they are more likely to struggle to read. That’s why researchers say explicit, systematic instruction in phonics is important: Teachers must lead students step by step through a specific sequence of letters and sounds. Kids who learn how to decode words can then apply that skill to more challenging words and ultimately read with fluency. Some kids may not need much help with phonics, especially as they get older, but experts say phonics instruction can be essential for young children and struggling readers “We don’t know how much phonics each kid needs,” said Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York, who recently led the transformation of his schools’ reading program to a research-based, structured approach. “But we know no kid is hurt by getting too much of it.”

How should your child’s school teach reading?

Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago and an expert on reading instruction, said phonics are important in kindergarten through second grade and phonemic awareness should be explicitly taught in kindergarten and first grade. This view has been underscored by experts in recent years as the debate over reading instruction has intensified. But teaching kids how to read should include more than phonics, said Shanahan. They should also be exposed to oral reading, reading comprehension and writing.

The wars over how to teach reading are back. Here’s the four things you need to know.

Wiley Blevins, an author and expert on phonics, said a good test parents can use to determine whether a child is receiving research-based reading instruction is to ask their child’s teacher how reading is taught. “They should be able to tell you something more than ‘by reading lots of books’ and ‘developing a love of reading.’ ” Blevins said. Along with time dedicated to teaching phonics, Blevins said children should participate in read-alouds with their teacher to build vocabulary and content knowledge. “These read-alouds must involve interactive conversations to engage students in thinking about the content and using the vocabulary,” he said. “Too often, when time is limited, the daily read-alouds are the first thing left out of the reading time. We undervalue its impact on reading growth and must change that.”

Rasmussen’s school uses a structured approach: Children receive lessons in phonemic awareness, phonics, pre-writing and writing, vocabulary and repeated readings. Research shows this type of “systematic and intensive” approach in several aspects of literacy can turn children who struggle to read into average or above-average readers.

What should schools avoid when teaching reading?

Educators and experts say kids should be encouraged to sound out words, instead of guessing. “We really want to make sure that no kid is guessing,” Rasmussen said. “You really want … your own kid sounding out words and blending words from the earliest level on.” That means children are not told to guess an unfamiliar word by looking at a picture in the book, for example. As children encounter more challenging texts in later grades, avoiding reliance on visual cues also supports fluent reading. “When they get to ninth grade and they have to read “Of Mice and Men,” there are no picture cues,” Rasmussen said.

Related: Teacher Voice: We need phonics, along with other supports, for reading

Blevins and Shanahan caution against organizing books by different reading levels and keeping students at one level until they read with enough fluency to move up to the next level. Although many people may think keeping students at one level will help prevent them from getting frustrated and discouraged by difficult texts, research shows that students actually learn more when they are challenged by reading materials.

Blevins said reliance on “leveled books” can contribute to “a bad habit in readers.” Because students can’t sound out many of the words, they rely on memorizing repeated words and sentence patterns, or on using picture clues to guess words. Rasmussen said making kids stick with one reading level — and, especially, consistently giving some kids texts that are below grade level, rather than giving them supports to bring them to grade level — can also lead to larger gaps in reading ability.

How do I know if a reading curriculum is effective?

Some reading curricula cover more aspects of literacy than others. While almost all programs have some research-based components, the structure of a program can make a big difference, said Rasmussen. Watching children read is the best way to tell if they are receiving proper instruction — explicit, systematic instruction in phonics to establish a foundation for reading, coupled with the use of grade-level texts, offered to all kids.

Parents who are curious about what’s included in the curriculum in their child’s classroom can find sources online, like a chart included in an article by Readingrockets.org which summarizes the various aspects of literacy, including phonics, writing and comprehension strategies, in some of the most popular reading curricula.

Blevins also suggested some questions parents can ask their child’s teacher:

• What is your phonics scope and sequence?

“If research-based, the curriculum must have a clearly defined phonics scope and sequence that serves as the spine of the instruction. ” Blevins said.

• Do you have decodable readers (short books with words composed of the letters and sounds students are learning) to practice phonics?

“If no decodable or phonics readers are used, students are unlikely to get the amount of practice and application to get to mastery so they can then transfer these skills to all reading and writing experiences,” Blevins said. “If teachers say they are using leveled books, ask how many words can students sound out based on the phonics skills (teachers) have taught … Can these words be fully sounded out based on the phonics skills you taught or are children only using pieces of the word? They should be fully sounding out the words — not using just the first or first and last letters and guessing at the rest.”

• What are you doing to build students’ vocabulary and background knowledge? How frequent is this instruction? How much time is spent each day doing this?

“It should be a lot,” Blevins said, “and much of it happens during read-alouds, especially informational texts, and science and social studies lessons. ”

• Is the research used to support your reading curriculum just about the actual materials, or does it draw from a larger body of research on how children learn to read? How does it connect to the science of reading?

Teachers should be able to answer these questions, said Blevins.

What should I do if my child isn’t progressing in reading?

When a child isn’t progressing, Blevins said, the key is to find out why. “Is it a learning challenge or is your child a curriculum casualty? This is a tough one.” Blevins suggested that parents of kindergarteners and first graders ask their child’s school to test the child’s phonemic awareness, phonics and fluency.

Parents of older children should ask for a test of vocabulary. “These tests will locate some underlying issues as to why your child is struggling reading and understanding what they read,” Blevins said. “Once underlying issues are found, they can be systematically addressed. ”

“We don’t know how much phonics each kid needs. But we know no kid is hurt by getting too much of it.”

Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York

Rasmussen recommended parents work with their school if they are concerned about their children’s progress. By sitting and reading with their children, parents can see the kind of literacy instruction the kids are receiving. If children are trying to guess based on pictures, parents can talk to teachers about increasing phonics instruction.

“Teachers aren’t there doing necessarily bad things or disadvantaging kids purposefully or willfully,” Rasmussen said. “You have many great reading teachers using some effective strategies and some ineffective strategies.”

What can parents do at home to help their children learn to read?

Parents want to help their kids learn how to read but don’t want to push them to the point where they hate reading. “Parents at home can fall into the trap of thinking this is about drilling their kid,” said Cindy Jiban, a former educator and current principal academic lead at NWEA, a research-based non-profit focused on assessments and professional learning opportunities. “This is unfortunate,” Jiban said. “It sets up a parent-child interaction that makes it, ‘Ugh, there’s this thing that’s not fun.’” Instead, Jiban advises making decoding playful. Here are some ideas:

• Challenge kids to find everything in the house that starts with a specific sound.
• Stretch out one word in a sentence. Ask your child to “pass the salt” but say the individual sounds in the word “salt” instead of the word itself.
• Ask your child to figure out what every family member’s name would be if it started with a “b” sound.
• Sing that annoying “Banana fana fo fanna song.” Jiban said that kind of playful activity can actually help a kid think about the sounds that correspond with letters even if they’re not looking at a letter right in front of them.
• Read your child’s favorite book over and over again. For books that children know well, Jiban suggests that children use their finger to follow along as each word is read. Parents can do the same, or come up with another strategy to help kids follow which words they’re reading on a page.

Giving a child diverse experiences that seem to have nothing to do with reading can also help a child’s reading ability. By having a variety of experiences, Rasmussen said, children will be able to apply their own knowledge to better comprehend texts about various topics.

This story about teaching children to read was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

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how to read books as efficiently as possible

American philosopher Mortimer Adler believed that learning to read is not an easy task that requires patience, rigor and lack of vanity (reading a book for the sake of an Instagram photo is not immediately possible). First you need to determine what problems the author is trying to solve, then find out exactly how he does it, and only then move on to criticism and subjective assessments. T&P publishes an excerpt from Adler's Guide to Reading on how to learn to read non-fiction.

How to read books. Great Reading Guide

Mortimer Adler

Mann, Ivanov and Ferber. 2019

Ways of reading

[…] First of all, you must master what is offered as knowledge. Then you need to decide if this knowledge is acceptable to you. In other words, the first task is to understand the book, and the second is to be critical of it . In the future, you will see more than once that they differ significantly.