Julie, We teach our Speed Reading courses in our Student Services Center classroom, with 12 contact hours in the four weeks, either MWF or TTh. The first two weeks we push on rate; the next week we work on comprehension; and the last week we put it together in real textbooks. We provide the materials (published timed readings, mostly from Jamestown Publishers) until the last week, when we ask students to bring their own textbooks. It's not unusual for students to be reading their text chapters two or three times faster by the end of the course, and we do more official pre-, mid-, and post-tests, as well. Yes, I know we need to work on more than speed -- but it's a way to get into their minds. We have students who won't read their assignments if it's going to take too much of their time. (If your ethical system says that it's not fair for instructors to assign so much reading, it is moral to decline to do the reading, don't you think?) If they know they CAN read a chapter in 45 minutes rather than 2 hours -- and understand it better because they haven't daydreamed and suffered through it -- and now know what they should do AFTER reading the chapter, then they're more likely to read it, n'est-ce pas? We don't offer Speed Reading, as such, in presentations (in academic courses, residence halls, Greek houses). It simply takes too many contact hours to present it that way -- whether because students need to practice for the training to transfer to their texts or because only doing speed reading seems to lead to insights about how to do speed reading, whatever your learning theory is about this. A more practical reason we don't offer Speed Reading elsewhere is that all those reading materials and stop watches and answer sheets are difficult to transport!