Reading On The Run, Continuum Reading Concepts

by Dr J Robert Clinton Dr

Introduces an approach for effective reading for leadership information. The method involves a set of reading approaches along a continuum from a lesser involvement to an in-depth scan, browse, ransack, pre-read, read, and study. Guidelines and Worksheets help the reader focus on findings from each type of material read.

140 pages, Paperback

First published January 30, 1987

Reviews

[Tabitha Cronk · Rating 5 out of 5]

I have been having trouble retaining the valuable information I am reading in nonfiction books on various topics lately, so am trying to find tools to better extract and evaluate information in the reading process. The Continuum Reading approach offers six levels of reading that increase in terms of depth, intensity, time invested, and amount covered. The goal of this approach is to be able "to pick and choose which words, paragraphs, pages, chapters, and sections to be read, and how to read them for information without having to read every word."

I love the format that's presented in this booklet as a framework for how I can approach nonfiction books moving forward, and how to structure a note taking approach to be able to reference back to the ideas contained in my book list. My goal is to go back to a few of the books I've already read this year, and reread them using this approach to take notes.

[Jeff McLain · Rating 5 out of 5]

This is a review of Reading on the Run by Dr. J. Robert Clinton, part of Clinton’s Leadership Series. Published by Clinton’s Barnabas Publishers in Altadena, California, this book was released in 1987, 1996, 1998, and 1999. It explores Clinton’s continuum of reading concepts for leaders, inspired by Mortimer J. Adler's classic How to Read a Book. Adler’s influential 1940 work, which has sold over a million copies, significantly impacted Clinton's thinking on a varied framework for reading and higher-level learning. While Adler’s book emphasizes intensive reading, Clinton’s approach expands to include frameworks for both in-depth and quicker, less intensive reading. This book offers leaders a practical guide for engaging with reading on multiple levels.

Clinton argues that since "leaders need to be able to process large amounts of reading materials," and "the leadership field is so broad and requires comparative skills," leaders must cultivate "selectivity skills" through an intentional reading continuum framework. He asserts that this framework "guides readers to process vast amounts of information at a general level and smaller amounts at more in-depth levels of acquisition and evaluation, ultimately aiming to identify and apply relevant concepts to one’s own leadership." The hope is for an intentional and disciplined approach to learning because Clinton has found that those who “read with a plan in mind…will be more effective readers than those who do not.”

Clinton’s reading continuum framework consists of six reading styles, each progressively deeper in engagement. At the far left of the scale is scan reading, the lightest level, where readers gain a quick overview. Next is ransack reading, which focuses on identifying specific ideas, followed by browse reading, aimed at gathering contextual insights. Pre-reading is next, where thematic and structural intent are assessed. This leads to in-depth reading, which involves analyzing themes and evaluating insights. Finally, at the far right of the scale is study—the most detailed level, reserved for fewer books and involving repeated readings to facilitate comparative analysis. The discipline and intentionality of continuum reading realizes that not every book needs read at the evaluation level. Additionally, the amount of literature coming out today on leadership alone is beyond the normal reading capacity of leaders. Additionally, many leaders are overwhelming their psychological capacity because they feel a need to read every word in a book or understand the pressures of every concept out there. This is a relativity short read, just around seventy pages. Each section outlines what one should aim to take away using this approach, how to capture the core meaning of a book, and explores methods for outlining and reviewing key insights.

J. Robert Clinton's work has been a longstanding source of inspiration for me. I was first introduced to Clinton’s ideas in my Master of Arts in Theology and Ministry program at Fuller Seminary, and I encountered them again in my Master of Arts in Global Leadership program, which Clinton’s work helped shape, and later I encountered it again in my MBA in Executive Leadership at City Vision University. Recently, as a doctoral student and a leader aiming to refine my disciplines, I’ve felt the need to re-engage with his insights. Clinton is best known for his Leadership Emergence Theory, which explores how God calls, shapes, and matures leaders. Throughout his career, he authored numerous books, booklets, and articles to offer ministry leaders guidance. Clinton dedicated his life to leadership research, interviewing and surveying thousands of leaders to provide practical tools, teaching, and mentoring. A longtime professor at Fuller Theological Seminary, Clinton’s work has influenced many of today’s leadership experts. My goal of developing practical, intentional strategies for my reading and research as a doctoral student is what ultimately led me to re-read this booklet.

Clinton succeeds in his goal of helping readers approach books with a structured, intentional method that can deepen understanding beyond a superficial read. While many of us can read a book quickly, we often come away with only a surface-level grasp of its content. Clinton’s work provides a clear approach to discerning what is truly important in a book, outlining a continuum of reading techniques that allow readers to adjust their engagement based on their goals and capacity. This discernment is crucial for leaders, who must often decide how thoroughly to read a book based on its relevance to their work and their own retention capacity. While it may feel odd to read a book about how to read a book, I found it valuable for developing greater intentionality in my research. Clinton’s straightforward, accessible language, despite his academic background, makes this book easy to follow. However, the extensive appendices offering forms and templates feel a bit outdated in today’s digital era, though they likely served a useful purpose when the book was first released in 1987.

I would recommend this book to students, researchers, and leaders who want to enhance their reading strategies. It’s particularly relevant for those managing large volumes of material and seeking to read with purpose rather than simply consuming content. It is an easier and quicker read, with the same results of Alder’s How to Read A Book, which I have also read. By applying Clinton’s methods, readers can gain more meaningful insights and apply what they read more effectively.

[Beckie Hinze · Rating 5 out of 5]

This was a game changer as I started grad school. Can’t read every word and get ‘er done

[Ken Guenther · Rating 4 out of 5]

Scan - Scan reading is an overview approach to the reading of a book. This involves a careful reading of the table of contents, introductory information, __dust cover__ remarks, along with any information on the author which will allow at least a cursory understanding of what the book is about and how it is organized with a view toward determining what further level along the continuum the book should be read.

Ransack - Ransack reading refers to the technique of looking through a book in order to see what it says concerning a specific topic of interest or combing through a book on relatively familiar material to see if it has any new ideas not known to you.

Browse - Browsing is dipping into certain portions of a book to study in detail some discussion of a topic in its contextual treatment.

Pre-Read - Pre-reading a book is a special kind of survey of a book which involves drawing implications from various portions of the book as to the thematic and structural intent of the book. Thematic intent refers to a single statement that weaves together the main subject of the book and each major idea developed about the book. Structural intent refers to a recognition of how the author uses each portion of the book to contribute to the subject or major ideas of the book.

In-depth Read - An in-depth reading of a book is a detailed approach to the evaluation of a book which involves pre-reading followed by detailed reading of all parts of the text in order to affirm, deny or modify the pre-reading analysis and to produce six evaluation statements.

Study - Studying a book is a special in-depth approach to the reading of a book which involves pre-reading, reading, and background research on materials and ideas used in the book.

[David Smith · Rating 4 out of 5]

Clinton provided me with a vocabulary, and the permission, to read books at different levels, without having to read every word – Scan reading, Ransack reading, Browse reading, Pre-Reading, and In-Depth reading. He also introduces the value of studying basal books and Buddy reading. Having read Mortimer Adler’s book “How to Read a Book” years ago, and realizing that if I followed his model fully that I’d never finish reading one book in my lifetime, I liked Clinton’s reading guideposts in a world where more and more books are always being published.