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Interesting point.. but it also brings to mind that story about the pottery class with two student groups - one tasked with making multiple pots, and the other with a single most perfect pot.

(https://aliabdaal.com/pottery/

https://joshdance.medium.com/pottery-class-parable-or-real-e...)

It could be argued that finishing (and enjoying and extracting value from) books is a skill that can be honed by doing the quantity approach, at least initially.

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Usually I don't read books to increase my book reading skills

Why should findings from pottery generalize to reading? It's not like reading is an activity with a clearly defined goal for each attempt, where one gets clear feedback based on which to "improve".

If we were discussing a textbook where "reading" equates to solving exercises, I might agree with you. However, attempting to apply a metric-driven approach in a field where metrics are vague/implicit (which books are "high-quality", and what value does one get for the time spent reading them?) sounds like a fool's errand.

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