Language Log

This ubiquitous regret has long provided fodder for commercial exploitation—since the 1960s, speed reading courses have been marketed with promises to double or quadruple the rates at which text can be absorbed and understood. More recently, a number of speed reading apps for mobile devices have been released (e.g. Velocity, QuickReader, Acceleread), promising “superhuman” reading speeds that will “accelerate your learning potential” and help you “keep up with the web, blogs, twitter and e-mail.” (Now, if they could only invent an app for quadrupling the speed of answering e-mails, or writing Language Log posts, or thinking about what I’ve just read, that would truly increase my productivity.)

Of all these apps, the recently launched product Spritz offers the most specific pseudo-scientific hype as part of its marketing (their website offers a page soberly titled “The Science”). Since the stated rationalization for the app sounds plausible, at least to the point of managing to impress a number of smart, generally skeptical people who’ve sent me queries about it, it’s worth subjecting it to some psycholinguistic scrutiny.

Well, it's not quite as complex as the mixture of languages and scripts that we addressed in "A trilingual, triscriptal ad in the Taipei subway", but the following group of four characters and four phonetic symbols on the container of a fish-based food flavoring (here's the company's web page for this project) raises plenty enough interesting issues to merit its own post.

I've been reading way too much Victor Mair. In the restaurant of my hotel in London I just saw an English girl wearing a T-shirt on which it said this:

And I immediately thought, who is Ho Pe?

Just out: Mark Seidenberg, "Politics (of Reading) Makes Strange Bedfellows", Perspectives on Language and Literacy, Summer 2012. The article's opening explains the background:

In 2011, Wisconsin Governor Scott Walker created the Read to Lead Task Force to develop strategies for improving literacy. Like many states, Wisconsin has a literacy problem: 62% of the eighth grade students scoring at the Basic or Below Basic levels on the 2011 NAEP; large discrepancies between scores on the NAEP and on the state’s homegrown reading assessment; and a failing public school system in the state’s largest city, Milwaukee. The task force was diverse, including Democratic and Republican state legislators, the head of the Department of Public Instruction, classroom teachers, representatives of several advocacy groups, and the governor himself. I was invited to speak at the last of their six meetings. I had serious misgivings about participating. Under the governor’s controversial leadership, collective bargaining rights for teachers and other public service employees were eliminated and massive cuts to public education enacted. As a scientist who has studied reading for many years and followed educational issues closely I decided to use my 10 minutes to speak frankly. What follows is a lightly edited transcript of my remarks.