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The PhotoReading Whole Mind System
Read this B o o k in 25 Minutes
2 5 M i n u t e s ( L e v e l 1 ) - G e t t h e gist o f t h i s b o o k i n j u s t 2 5
m i n u t e s . First, page through the entire b o o k and read the
table of contents, chapter titles, and subtitles. Page through
t h e b o o k t h e s e c o n d t i m e a n d s c a n for i c o n s o f E i n s t e i n r i d i n g
a bicycle. R e a d the p a r a g r a p h next to each b i c y c l e icon. If y o u
have more time, continue to Level 2.
n i n e t y m o r e m i n u t e s . P a g e t h r o u g h t h e b o o k s c a n n i n g for
icons of Einstein w i t h a light b u l b . R e a d the p a r a g r a p h
n e x t t o e a c h i c o n . A s y o u s e a r c h for i c o n s , r e m e m b e r w h a t
y o u h a v e read before by r e v i e w i n g titles and subtitles.
W h e n i c o n s a r e c o n n e c t e d b y l i n e s , r e a d all t h e p a r a g r a p h s .
O c c a s i o n a l l y a n o t e u n d e r a n i c o n m a y say " R e a d B u l l e t s ; " t h i s
m e a n s y o u s h o u l d r e a d u p c o m i n g t e x t t h a t start w i t h a b u l l e t ( • ) .
R e s i s t t e m p t a t i o n t o r e a d all p a r a g r a p h s n e x t t o all i c o n s
d u r i n g t h e first t i m e y o u s c a n t h r o u g h t h e b o o k . C o m p r e h e n s i o n
will be higher if y o u go through the b o o k m o r e than once.
Y o u m a y d e s i r e t o r e a d t h i s b o o k w o r d - f o r - w o r d t h e first
t i m e . T h a t i s all r i g h t . Y o u m a y c h o o s e different l e v e l s for
s u b s e q u e n t r e a d i n g s t o h e l p y o u get m o r e o u t o f y o u r i n v e s t m e n t .
What Authors Say A b o u t PhotoReading..
This is the best book for reading improvement ever written Finally, one
written by someone w h o truly understands the learning process
Eric Jensen, author of The Learning Brain and Super Teaching
It's not just the fact that PhotoReading can transform your life in
unexpected ways that excites me It's also that Paul Scheele's book serves as a
model for how to present new ideas well and forge new territory
Peter Kline, author of The Everyday Genius
in the age of the politician, not the singer, in the age of the
administrator, not the explorer We thus live in an unbalanced w o r l d Any
development which redresses this imbalance is to be welcomed and applauded
The PhotoReading Whole Mind System, initially developed by and now
presented in written form by Paul R Scheele, represents an excellent advance
in redressing this imbalance Paul's contribution has a number of noteworthy
aspects to it In particular, his w o r k represents
• a practical system for achieving an important class of accelerated
learning skills
• a significant refinement in the extremely important and ubiquitous
activity of reading — in particular, Paul has decomposed reading into a
continuum of choices By so doing he has, in effect, identified and charted a
continuum of cooperation between the two cerebral hemispheres This places
within the grasp of the well intentioned and disciplined practitioner a set of
choices which are the natural (and largely unrecognized) heritage of every
member of our species
• the presentation of a highly learnable system which both delivers what
it proposes and simultaneously opens a huge door to achieving a new balance
between unconscious and conscious processes within the user
1
Well done, Paul Scheele
John Grinder
Co-Developer, Neuro-Linguistic Programming
W h a t used t o t a k e m e t w o hours,
I can n o w do in t e n m i n u t e s
My business doubled
I w r o t e 20 pages of notes
without opening the book again
by Paul R. Scheele
Published by
Learning Strategies Corporation
900 East Wavzata Boulevard
Wavzata, Minnesota 55391-1836 USA
952-476-9200 • FAX 952-475-2373
Info@LearningStrategies.com
www.LearningStrategies.com
"The whole mind is represented on the cover. The analytical left brain is depicted
in the 19th Century French diagram of the planets revolving around the sun and
by the eyes of Albert Einstein. The creative right brain is expressed in
Michaelangelo's eye of David. Einstein's eyes suggest a want to look upward, to
search further. The type going off in space reflects the new learning strategies of
the PhotoReading whole mind system."
ISBN 0-925480-53-3
Third Edition
Copyright 1999 by Learning Strategies Corporation
(First Edition: Copyright 1993)
10 9 8 7 6 5 4 3
PhotoReading
Table of Contents
R e a d this B o o k in 25 M i n u t e s • F o r e w o r d
Acknowledgments • About the Author
Paul R. Scheele
About the A u t h o r
The Origins of P h o t o R e a d i n g
T h e five s t e p s t o t h e P h o t o R e a d i n g w h o l e m i n d s y s t e m
include preparing, previewing, PhotoReading, activating, and
rapid reading.
T h e s y s t e m a p p e a r s a s a set o f s t e p s i n s e q u e n c e , a l t h o u g h
i t i s a c t u a l l y a set o f o p t i o n s t h a t c a n b e u s e d i n a n y o r d e r
appropriate to y o u r n e e d s . It m o d e l s the strategies u s e d by highly
skilled readers.
The secret p o w e r in the system is not in the techniques, but
i n t h e shift i n p e r s p e c t i v e t h e t e c h n i q u e s e n g e n d e r . T o u s e t h e
system and achieve y o u r goals, y o u must confront the c o m p u l s i o n
to h a b i t u a l l y apply inefficient strategies.
In the p a g e s that follow, y o u will e x a m i n e the limitations
that bind y o u to y o u r present capacities. Y o u will gain w a y s to
b y p a s s the limited p r o c e s s i n g capabilities of the conscious m i n d
and connect w i t h the e x p a n d e d processing capabilities of y o u r
brain in which y o u r natural genius resides. The simple behaviors
y o u learn can be u s e d right a w a y .
Right now, you can only
Throughout this book I refer to i m a g i n e the g o o d that can take place
the other-than-conscious mind I
as you use more of your innate
use this term interchangeably
with the terms nonconscious
talents. Over the years of teaching
mind, inner mind, paraconscious P h o t o R e a d i n g to t h o u s a n d s w o r l d -
mind, preconscious mind, more- wide, I have witnessed many
than-conscious mind, and p e r s o n a l and professional transform¬
expanded brain. Also, sub¬
ations. H e r e are a few e x a m p l e s :
conscious mind or unconscious
• A high school student
P h o t o R e a d the dictionary repeatedly and dramatically improved
her vocabulary score on S A T e x a m s .
• An attorney uses P h o t o R e a d i n g to quickly locate vital
facts i n h u g e l a w b o o k s . N o w , i n s t e a d o f s p e n d i n g h a l f - a n - h o u r
i n a t y p i c a l v i s i t t o t h e l a w l i b r a r y , h e s p e n d s five m i n u t e s .
• A technical writer P h o t o R e a d a client's software s y s t e m s
m a n u a l before his initial m e e t i n g w i t h the project e n g i n e e r s . He
w a s able to talk k n o w l e d g e a b l y about the system with only
fifteen m i n u t e s o f p r e p a r a t i o n t i m e .
The PhotoReading Whole Mind System 8
T h e n e x t c h a p t e r g e t s y o u set a n d r e a d y t o g o .
A student improved his high school math grade from a D to a B in one semester.
He said that PhotoReading math books must have given him ways to do
problems better. Another student PhotoRead a variety of books before preparing
a theme paper. The teacher wrote on her paper, "A+ Your writing style
improved overnight. What did you d o ? ! "
Several musicians have reported uses of PhotoReading music. They find that
PhotoReading musical scores a day before first playing the music makes the first
run through much easier—as if they have already practiced the piece.
A high school English teacher used the PhotoReading whole mind system to
prepare for an American literature unit on Hemingway. She PhotoRead all the
commentaries on Hemingway's w r i t i n g , plus all books he wrote including the
two the class unit w o u l d cover. In addition, she rapid read the two books. She
surprised herself as the material activated spontaneously during her lectures.
Her knowledge of the subject contained rich examples giving the class depth
that surpassed any unit she had ever taught.
2
Old R e a d i n g Habits or
N e w R e a d i n g Choices
• W e b s i t e s a n d e l e c t r o n i c files
• M a g a z i n e s or trade j o u r n a l s
• Newspapers
• Mail and email
• Memos
• O w n e r ' s m a n u a l s or reference guides
• Training materials
• Reports
• P r o p o s a l s or s a l e s literature
• Specification sheets
• Nonfiction books
• Novels, poetry, and short stories
P l a y w i t h t w o p o s s i b l e s c e n a r i o s for y o u r f u t u r e , b a s e d o n
how you read today.
H e r e is one we call the plight of the e l e m e n t a r y reader:
You begin each work day feeling on top of the information needed
to make effective and timely decisions. Whenever you read, you do so
with a sense of effortlessness and relaxation. You find it easier to win
approval for your proposals because your recommendations are backed
by solid evidence.
The PhotoReading Whole Mind System 12
f
lists.
Your advanced reading abilities enable you to take
courses, complete degrees, gain promotions, learn new skills,
expand your knowledge, and satisfy your
general curiosity. The ease of it all makes learning fun.
Now you create time for novels, magazines, and pleasure
reading which go beyond the immediate demands of your job.
In the process, you create free time to play as well.
H o l d t h i s s c e n a r i o i n m i n d for a f e w m o r e s e c o n d s . S a v o r
the resulting feelings of mastery and pleasure. Enjoy the extra
time, money, and pleasure that reading adds t o y o u r life.
Isn't that nice?
O n e m e s s a g e I h o p e y o u w i l l t a k e f r o m t h i s b o o k , a b o v e all
o t h e r s , i s t h a t y o u c a n c h o o s e w h i c h s c e n a r i o i s t r u e for y o u .
Y o u can place yourself on a path to either of these worlds in a
m o m e n t . Y o u already possess the p o w e r to create either scenario,
a n d it is i m p e r a t i v e to d e c i d e a n d s h a p e the future y o u w a n t .
If this appeal to shape y o u r destiny as a reader seems
o v e r l y d r a m a t i c o r silly, t h e n c o n s i d e r a s t a t i s t i c : f e w e r t h a n t e n
p e r c e n t o f t h e p e o p l e w h o b u y a b o o k e v e r g e t b e y o n d t h e first
c h a p t e r . ( C o n g r a t u l a t i o n s ! Y o u a r e a l r e a d y i n t o C h a p t e r 2.)
M a n y p e o p l e w h o e n r o l l i n o u r P h o t o R e a d i n g s e m i n a r say
they typically never make it b e y o n d the cover of the b o o k s they
buy. Instead, they simply accumulate or circulate books,
magazines, brochures, mail, m e m o s , and reports. The information
i n t h e s e m a t e r i a l s c o u l d j u s t a s w e l l b e w r i t t e n i n d i s a p p e a r i n g ink.
Old Reading Habits or New Reading Choices 13
c o m p o u n d e d w h e n w e feel a n x i e t y , w h i c h h a p p e n s w h e n w e
c o m e to the end of a p a r a g r a p h and have no idea w h a t we j u s t
read. H a s this h a p p e n e d to y o u ?
B e c o m i n g o v e r w h e l m e d by too m u c h information is easy in
this age of information overload. H a v e y o u ever found y o u r eyes
m o v i n g d o w n t h e p a g e w h i l e y o u r m i n d w e n t off t o a far a w a y
l a n d ? It is as if the lights are on, b u t n o b o d y is h o m e .
This leads to document shock—a short-circuit in y o u r
interna] connections. Too m u c h current c o m i n g over the lines
sends the w i r i n g up in smoke.
This b r e a k d o w n at the c o n s c i o u s level s l o w s the flow of
i n f o r m a t i o n to a trickle w h e n we read. T h e m o r e facts, details,
a n d o t h e r d a t a w e t r y t o c r a m in, t h e l e s s w e r e c a l l .
I n t h i s a g e o f i n f o r m a t i o n o v e r l o a d , i t i s e a s y t o feel l i k e a
starving person with a can of soup but no can opener. With
e l e m e n t a r y r e a d i n g skills, w e often l e a v e h u n g r y . We plow
t h r o u g h b o o k s , p e r i o d i c a l s , m a n u a l s , a n d m a i l , only t o find that
w e are c r a v i n g s o m e t h i n g w e c a n n o t s e e m t o get. Anything
useful from t h e s e piles of i n f o r m a t i o n r e m a i n s sealed from us.
Will elementary reading habits deliver what we need? If
y o u r answer is "no," y o u k n o w the p r o b l e m exists—and that is
great. Y o u have entered a powerful place, one w h e r e y o u are
p o i s e d for c h a n g e .
R e a d e r s w h o thrive t o d a y t a k e a different a p p r o a c h t h a n
the e l e m e n t a r y school m o d e l of reading. T h e y are flexible in their
reading. T h e y adjust their s p e e d to the t y p e of material at hand.
They know what they w a n t from the written piece. They
c o n s i s t e n t l y find g e m s o f i n f o r m a t i o n t h a t d e l i v e r r e a l b e n e f i t .
A c t i v e , p u r p o s e f u l , q u e s t i o n i n g , a n d fully e n g a g e d — t h a t
describes the b e s t readers. T h e s e effective r e a d i n g strategies
b e c o m e a part of y o u r repertoire as y o u learn the P h o t o R e a d i n g
whole m i n d system. In the process, y o u will discover e n h a n c e d
retention, recall, and enjoyment.
PhotoReading shifts you away from the prevailing
e l e m e n t a r y reading m o d e l into w h o l e m i n d reading and m a k e s
Old Reading Habits or New Reading Choices 15
S o m e a s p e c t s o f P h o t o R e a d i n g m a y s e e m w h i m s i c a l a t first.
Instead of learning the expected techniques of speed reading,
y o u learn about the tangerine technique, cocktail weenies,
lucid dreaming, and other unusual processes. I purposefully
guide you through experiences that you have not had,
possibly do not want, and m a y not think y o u need.
Sound odd? It is no more odd than discovering the
p r i n c i p l e s o f p h y s i c s b y l e a r n i n g h o w t o d o w n h i l l ski. W h y n o t
d o i t t h a t w a y ? T o h e l p t h e p a r a d i g m shift, w e m u s t t a k e a n
unusual, u n e x p e c t e d path. Otherwise, we tend to solve our
r e a d i n g p r o b l e m i n w a y s t h a t fit o u r c u r r e n t v i e w o f t h e p r o b l e m .
F o r e x a m p l e , w h e n we h a v e a lot to read, we t e n d to s p e e d
up—but our comprehension drops. We then slow d o w n and
overload the c o n s c i o u s mind. T h e net result is no increase in
speed or comprehension but an enormous increase in internal
conflict. This conflict r e c r e a t e s the p r o b l e m s we a t t e m p t e d to
s o l v e . A n d w e still h a v e a l o t t o r e a d .
Old Reading Habits or New Reading Choices 17
It t h e t h o u g h t of z i p p i n g t h r o u g h a b o o k at a p a g e a s e c o n d
sounds unlikely, r e m e m b e r that a n e w approach always seems
outlandish w h e n we v i e w it t h r o u g h the lenses of the old m o d e l .
W h e n a p a r a d i g m shifts, e v e r y t h i n g b e g i n s a g a i n . O l d r u l e s m a y
n o l o n g e r apply. E v e n so, p r o f o u n d c h a n g e s c a n h a p p e n painlessly,
i n a n i n s t a n t , a n d h a v e f a r - r e a c h i n g effects.
I like the w a y one of o u r P h o t o R e a d i n g g r a d u a t e s , a
m e c h a n i c a l e n g i n e e r , p u t it: "It i s s c a r y t o t h i n k t h a t o u r m i n d s a r e
u n l i m i t e d . I t t a k e s a w a y all o u r e x c u s e s . " I f y o u feel u n e a s y w i t h
t h e p r o s p e c t o f a p a r a d i g m shift, c o n s i d e r t h e w o r d s o f a n o t h e r
graduate: " S t e p i n t o t h e u n k n o w n . D o n ' t b e afraid. Y o u w i l l
either find solid g r o u n d , or y o u will be t a u g h t to fly."
W e m u s t try n e w attitudes a n d e x p e r i m e n t w i t h n e w a c t i o n s .
Otherwise, h o w can we produce n e w results in our lives? A
p e r s o n i n o n e o f o u r s e m i n a r s o v e r c a m e his fear o f s u c c e s s a n d
said, "I finally u n d e r s t a n d . T h i s s e m i n a r c a n t r a n s f o r m my l i f e —
but I have b e e n acting as t h o u g h I can do it without c h a n g i n g any
of my beliefs or my behavior!"
Step 1: Prepare
R e a d i n g e f f e c t i v e l y b e g i n s w i t h a c l e a r s e n s e o f purpose.
Read t o T h i s m e a n s c o n s c i o u s l y s t a t i n g a d e s i r e d o u t c o m e for r e a d i n g ,
end o f F o r e x a m p l e , w e m i g h t w a n t a b r i e f o v e r v i e w o f m a i n p o i n t s . W e
Chapter m i g h t w a n t t o g a i n c e r t a i n d e t a i l s s u c h a s t h e s o l u t i o n s t o s p e c i f i c
problems. Perhaps we want to complete a task and
seek only the ideas that will h e l p us do so. P u r p o s e
acts like a radar signal to the inner m i n d a l l o w i n g it
to p r o d u c e the results we seek.
E m p o w e r e d with a clear purpose, we then
enter a state of relaxed alertness—the accelerative
learning state. W h i l e in this state, neither b o r e d o m
Old Reading Habits or New Reading Choices 19
n o r a n x i e t y e x i s t . W e a r e e x e r t i n g effort, b u t w e a r e n o t w o r r i e d
about results. H a v e y o u ever w a t c h e d y o u n g children as they
play? They m o d e l the s a m e r e l a x e d y e t purposeful state w e
seek here.
Step 2: Preview
P r e v i e w i n g i s b a s e d o n a n i m p o r t a n t p r i n c i p l e : effective
l e a r n i n g o f t e n t a k e s p l a c e " f r o m w h o l e t o p a r t s . " T h a t is, w e s t a r t
with the big picture and proceed to the smaller, more
detailed parts.
F i r s t w e survey t h e w r i t t e n m a t e r i a l . O u r a i m i s n o t t o g r a s p
t h e c o n t e n t i n d e t a i l , b u t t o g e t a s e n s e o f its s t r u c t u r e . T h e n w e
g a t h e r a list o f k e y t e r m s , o r trigger words, w h i c h e m b o d y t h e c o r e
c o n c e p t s or events. T r i g g e r w o r d s alert our m i n d s to the details
w e m i g h t w a n t t o e x p l o r e m o r e t h o r o u g h l y later.
W h e n d o n e effectively, p r e v i e w i n g is short
a n d s w e e t — a b o u t five m i n u t e s for a b o o k , t h r e e
m i n u t e s for a r e p o r t , a n d a s little a s 3 0 s e c o n d s
for a n a r t i c l e . D u r i n g t h a t t i m e , w e clarify a n d
r e f i n e o u r p u r p o s e , review t h e t r i g g e r w o r d s , a n d
d e c i d e w h e t h e r to c o n t i n u e r e a d i n g or call it
quits. If we c h o o s e not to read s o m e t h i n g that
d o e s n o t m e e t o u r n e e d s o r i n t e r e s t s , i t i s all r i g h t .
P r e v i e w i n g is like x-raying a b o o k — g e t t i n g a b r o a d sense of
its underlying structure. Understanding structure gives us
s o m e t h i n g that learning theorists call a schema, a set of
expectations about w h a t i s c o m i n g u p next. W h e n w e k n o w the
structure of w r i t t e n text, we b e c o m e m o r e a c c u r a t e at p r e d i c t i n g
its content. As a result, our comprehension and reading
p l e a s u r e soar.
In summary, previewing gives us the skeleton of a b o o k or
a r t i c l e first. D u r i n g t h e n e x t s t e p s o f t h e P h o t o R e a d i n g w h o l e
mind system, we add b o d y to the skeleton.
Step 3: PhotoRead
Step 4: Activate
T h i s final step o f t h e P h o t o R e a d i n g w h o l e
mind system is closest to conventional reading
and speed reading. While rapid reading, we
m o v e o u r eyes quickly t h r o u g h the text, starting
at the b e g i n n i n g and going straight through to the end. We take
a s m u c h t i m e a s w e n e e d , f e e l i n g free t o a d j u s t o u r r e a d i n g s p e e d
depending upon the complexity, prior knowledge, and
importance of the material. Flexibility is key.
R a p i d r e a d i n g is significant,
b e c a u s e it d i s p e l s the p r i m e fear
Reading is really learning from written
of many beginning PhotoReaders pages. W h e n first learning to play a
that they will forget w h a t they new piece of music or a new golf
have read, or that they never course, you do not expect to do it
a b s o r b e d any of the text in the perfectly the first t i m e . You will learn
as you go through each part several
firstplace. R a p i d reading directly
times. The "multiple r e a d " approach
involves the conscious m i n d and of the PhotoReading whole mind
satisfies our need for clear system duplicates the appropriate way
c o m p r e h e n s i o n of the content. to learn anything new.
W i t h t h i s o v e r v i e w i n m i n d , y o u a r e r e a d y t o d o it.
A mother PhotoRead her children's homework to better help them with their
studies.
A 13-year-old PhotoRead his mom's college text book hoping to help her w i t h
her homework. He immediately understood the problem. His mom then
pledged to learn PhotoReading.
An amateur chef found himself creating delicious new recipes after PhotoReading
his library of cook books.
A PhotoReader lost his job after learning PhotoReading. He credits his higher
paying, new job to PhotoReading and learning a new industry quickly.
Learn the
PhotoReading
Whole Mind System
Step 1: Prepare
W h e n I r e a d m o s t efficiently, my b o d y is r e l a x e d and my
m i n d is alert. If I m a i n t a i n r e l a x e d alertness, I am m o r e able to
c o m p r e h e n d , retain, and recall w h a t I read.
To h e l p y o u q u i c k l y a n d easily e s t a b l i s h the ideal state of
relaxed alertness, y o u can use the "tangerine technique." This
simple technique automatically directs your attention and
immediately improves reading performance.
Studies show that b o t h reading and memory require
attention. Y o u can consciously attend to seven, plus or minus
t w o , different bits o f i n f o r m a t i o n a t o n e t i m e . (That i s w h y M a B e l l
originally m a d e p h o n e n u m b e r s s e v e n digits long.) In other
words, you have approximately seven units of attention available
at any m o m e n t .
A
R e s e a r c h also indicates that fixing one unit of attention
on a single p o i n t h e l p s y o u effectively focus y o u r other available
units of attention w h e n reading. W h e r e y o u fix y o u r p o i n t
o f a t t e n t i o n i s i m p o r t a n t . F o r e x a m p l e , w h e n d r i v i n g a car, t h e
best point of attention is d o w n the road—not on your hood
o r n a m e n t o r t h e b u m p e r o n t h e car i n front o f y o u . F o r the
efficient r e a d e r , t h e ideal p o i n t o f a t t e n t i o n i s j u s t b e h i n d a n d
above the head.
v A
The tangerine technique helps locate and maintain the ideal
point of attention a n d instantly creates the relaxed, alert state of
body and mind we desire for r e a d i n g . Here are the steps
to follow: Read
A u e
• Hold an imaginary tangerine in your hand. Experience "
the weight, color, texture, and smell of the tangerine. N o w toss it
i n t o t h e o t h e r h a n d a n d c a t c h it. T o s s t h e t a n g e r i n e b a c k a n d f o r t h
between your hands.
• N o w catch the tangerine in your d o m i n a n t h a n d and
bring it to the top b a c k part of y o u r head. T o u c h that area gently
with y o u r hand. I m a g i n e feeling the tangerine resting there while
y o u bring y o u r a r m d o w n and relax y o u r shoulders. Y o u can
The PhotoReading Whole Mind System
T h e f o l l o w i n g p r o c e d u r e c a n h e l p y o u p r e p a r e for r e a d i n g
i n 3 0 s e c o n d s . Y o u m a y w i s h t o h a v e a friend g u i d e y o u t h r o u g h
it or r e c o r d it on tape so that y o u c a n play it b a c k later.
• P l a c e y o u r r e a d i n g m a t e r i a l s i n front o f y o u . D o n o t r e a d
Read
t h e m e t
y Bullets
• Begin to relax by closing your eyes. B e c o m e aware of
y o u r s e l f from h e a d to toe. Y o u r spine is erect, y o u r p o s t u r e is
comfortable, and your breathing is relaxed.
• M e n t a l l y s t a t e y o u r p u r p o s e for r e a d i n g . ( F o r e x a m p l e ,
" D u r i n g t h e n e x t t e n m i n u t e s , I w i l l r e a d t h i s m a g a z i n e a r t i c l e for
ideas to help me i m p r o v e my time m a n a g e m e n t skills.")
• Place the imaginary tangerine at the top b a c k part of
your head.
• B e c o m e a w a r e of y o u r s e l f as r e l a x e d a n d alert. B r i n g a
slight hint of a smile to the corners of y o u r eyes and the corners
o f y o u r m o u t h t o relax y o u r face. E v e n w i t h y o u r eyes closed, y o u
c a n i m a g i n e y o u r v i s u a l field o p e n i n g u p . Y o u h a v e a d i r e c t e y e -
mind connection.
• N o w , at a rate that is c o m f o r t a b l e for y o u , m a i n t a i n i n g
this state of relaxed alertness, gently open your eyes and
begin reading.
T h e i d e a l s t a t e for r e a d i n g i s t y p i c a l l y i n s h o r t s u p p l y for
m a n y people, especially at work. W h e n we read at work, the
p h o n e is often r i n g i n g , s o m e o n e in the d o o r w a y is talking, we
have to hurry to m a k e a meeting, and extraneous thoughts about
g r o c e r i e s o r c a r r e p a i r s k e e p a traffic j a m i n o u r h e a d s . W i t h s u c h
a morass of mental events, where does our attention end up? All
over the place. R e a d i n g is next to impossible.
I n c o n t r a s t , t h e i d e a l s t a t e for r e a d i n g i s t h e f l o w s t a t e , w h e n
y o u are totally a b s o r b e d in the task at hand. That is w h e r e the
t a n g e r i n e t e c h n i q u e c o m e s into play.
The PhotoReading Whole Mind System 30
In t h e m i d 1 9 8 0 s , I r e a d a f a s c i n a t i n g a r t i c l e in Brain/Mind
Bulletin a b o u t R o n D a v i s , a r e a d i n g s p e c i a l i s t . D a v i s h a d d y s l e x i a ,
a r e a d i n g d i s a b i l i t y . W h i l e s e a r c h i n g for a s o l u t i o n t o t h i s p r o b l e m ,
he m a d e a discovery.
People with dyslexia, he found, have a roving point of
attention, one that w a n d e r s through space without c o m i n g to a
fixed point. Skilled readers, on the other hand, h a v e a fixed point
of attention located just b e h i n d and above the top of the head.
By training himself to redirect his attention, he raised his
reading, writing, and spelling skills from an e l e m e n t a r y to a
college level in fewer than three years. Today, Davis runs a
p r i v a t e clinic for p e o p l e w i t h l e a r n i n g disabilities. H i s e x c e l l e n t
b o o k , The Gift of Dyslexia, d e s c r i b e s h i s m e t h o d in d e t a i l . H i s
s e s s i o n s b e g i n by t r a i n i n g his clients to find the ideal p o i n t of
attention, w h i c h he calls the " v i s u o - a w a r e n e s s epicenter."
I tried his t e c h n i q u e m y s e l f and i m m e d i a t e l y noticed an
increase in my concentration and ease in reading. If this technique
h a d w o r k e d o n d y s l e x i c s , I s p e c u l a t e d , w h a t m i g h t t h e effect b e
on a normal adult reader w h o has b e e n too scattered to read
efficiently.
Davis's w o r k had provided me with a creative leap. To
a c c o m p l i s h t h e effect o f h i s "visuo-awareness epicenter," I
d e v e l o p e d the tangerine technique.
M o s t p e o p l e find that s e v e r a l b e n e f i t s flow i m m e d i a t e l y
from the tangerine technique. To begin, they quickly and easily
enter a r e l a x e d state of a l e r t n e s s . In addition, t h e y c a l m their
m i n d s and automatically focus their attention. The result is an
instant i m p r o v e m e n t in r e a d i n g skills.
Historically, the tangerine technique has come d o w n to us
in a variety of forms. The Chinese thinking cap, the wizard's cap,
a n d e v e n t h e o r i g i n a l c o n c e p t for t h e " D u n c e c a p , " b e l i e v e i t o r
n o t , w e r e all d e v i c e s for f o c u s i n g a t t e n t i o n . E a c h c a u s e s p a r t o f
y o u r a t t e n t i o n to fixate at a p l a c e a b o v e a n d b e h i n d y o u r h e a d .
E x p e r i m e n t w i t h this t e c h n i q u e . If the i m a g e of a tangerine
d o e s n o t w o r k for y o u , t h e n try a n o t h e r w a y of fixing y o u r
attention to the place above and b e h i n d y o u r head. Imagine
w e a r i n g a s o m b r e r o , w i t h a b i r d s i t t i n g o n t o p o f it. F e e l t h e
s o m b r e r o resting on y o u r h e a d and focus y o u r attention on the bird.
Another way is to imagine standing outside of your body,
Prepare 31
p u r p o s e a n d g e t t i n g i n t o t h e i d e a l s t a t e o f m i n d w i t h a fixed p o i n t gullets
of attention at the top, b a c k part of y o u r head.
• R e a d i n g purposefully m e a n s reading with power.
• T h e t a n g e r i n e t e c h n i q u e i s o n e w a y t o fix y o u r a t t e n t i o n
w h i c h a u t o m a t i c a l l y leads to the ideal state of mind.
Give y o u r s e l f a few m o m e n t s n o w to apply this t e c h n i q u e
to the r e m a i n i n g chapters of this b o o k . Visualize y o u r s e l f reading
the rest o f this b o o k w i t h strong p u r p o s e . I m a g i n e shifting y o u r
attention to a point just behind you and on top of your head.
A g a i n , n o t i c e t h e shift i n y o u r p h y s i c a l s t a t e w h e n y o u d o s o . A s
y o u r e a d , y o u feel m o r e r e l a x e d , c e n t e r e d , a t t e n t i v e , a n d fully
a b s o r b e d . N o w y o u are p o i s e d at the flow state, r e a d y to learn.
Y o u r next step is to...
4
Step 2: P r e v i e w
H a v e y o u e v e r felt w h i l e r e a d i n g t h a t c e r t a i n w o r d s w e r e
l e a p i n g off t h e p a g e a n d b e g g i n g for s p e c i a l a t t e n t i o n ? C h a n c e s
are t h o s e i m p o r t a n t w o r d s are the focal p o i n t s of the a u t h o r ' s
message. Those w o r d s have an urgency. "Hey, look at me," they
s e e m t o say. T h o s e w o r d s are t r i g g e r w o r d s .
T r i g g e r w o r d s are key w o r d s — t h e h i g h visibility, repeatedly
u s e d terms that present central ideas. T h e y are the h a n d l e s w h i c h
will h e l p y o u g r a s p the m e a n i n g of a text.
Trigger w o r d s help the conscious m i n d formulate questions
for t h e i n n e r m i n d t o a n s w e r . T h e y b e c o m e t a r g e t s for y o u r b r a i n
during P h o t o R e a d i n g and activation. Y o u r brain will highlight
t h e m i n its s e a r c h t h r o u g h t h e t e x t , h e l p i n g y o u q u i c k l y f i n d
meaning and accomplish your purpose.
Locating trigger words is simple. For example, in Chapter
2 , 1 m e n t i o n e l e m e n t a r y r e a d i n g , p a r a d i g m shift, p u r p o s e , a n d
b e l i e f s . T h o s e t e r m s qualify a s t r i g g e r w o r d s . S p o t t i n g t h e m h e l p s
y o u d e v e l o p curiosity, a n e s s e n t i a l i n g r e d i e n t i n effective l e a r n i n g
a n d efficient r e a d i n g
M o s t people locate trigger w o r d s with ease w h e n it c o m e s
to nonfiction. T h e y m i g h t d r a w a b l a n k w h e n p r e v i e w i n g fiction
s u c h a s s h o r t s t o r i e s , p l a y s , n o v e l s , a n d p o e t r y . F i c t i o n offers u s
trigger w o r d s in the n a m e s of persons, places, and things.
L o c a t i n g t r i g g e r w o r d s i s a fun w a y t o t e s t t h e w a t e r s b e f o r e
d i v i n g for m e a n i n g . J u s t flip t h r o u g h e v e r y 2 0 p a g e s o r s o o f a
b o o k and notice what words catch y o u r attention.
All places y o u survey will aid y o u r search: b o o k covers,
t a b l e o f c o n t e n t s , h e a d i n g s , a n d t h e i n d e x . I n a n i n d e x , l o o k for t h e
w o r d s that are followed b y the m o s t p a g e n u m b e r s . T h e s e are
b o u n d to be important trigger words.
A t first I s u g g e s t t h a t y o u m a k e a m e n t a l n o t e o f five t o t e n
t r i g g e r w o r d s for a n a r t i c l e a n d w r i t e a l i s t o f 2 0 - 2 5 t r i g g e r w o r d s
for b o o k s . Y o u s h o u l d b e a b l e t o r e a c h t h o s e n u m b e r s i n t w o
minutes or less.
Be playful and relaxed, and it will be easier to spot h i g h
powered terms.
Preview 35
3. Review
Beware of traps
P r e v i e w i n g m a y b e a t r a p , b e c a u s e u p o n first e n c o u n t e r t h e
step of p r e v i e w i n g s e e m s a lot like r e g u l a r r e a d i n g . S i n c e y o u
w a n t to k n o w w h a t a b o o k or article contains, y o u m i g h t be
t e m p t e d t o g o a h e a d a n d r e a d i n t e r e s t i n g a r e a s o f t h e p i e c e for 2 0
or 30 m i n u t e s . B e w a r e of falling into that t e m p t i n g trap! That is
not p r e v i e w i n g . Placing such a large a m o u n t of information into
y o u r c o n s c i o u s m i n d , t e n d s t o s w i t c h off y o u r b r a i n ' s a c c e s s t o its
o w n larger database in favor of the p r i m a r y w o r k i n g m e m o r y
typically used for traditional reading. That means after
P h o t o R e a d i n g , the b r a i n references only the information y o u
previewed.
If a b e g i n n i n g P h o t o R e a d e r e x p e r i e n c e s a p r o b l e m , the
most typical p r o b l e m results from misuse of previewing. They
say, "I'm not sure I'm getting a n y t h i n g from the P h o t o R e a d i n g
step." W h e n asked h o w they used the P h o t o R e a d i n g whole m i n d
s y s t e m , t h e s e p e o p l e s a y t h e y s p e n t fifteen m i n u t e s o r m o r e o n
the preview step.
Preview 37
Preview or postview?
T h i s a l l o w s t h e P h o t o R e a d e r t o k e e p t h e c o n s c i o u s m i n d ' s filters
out of the way. Postviewing accelerates the activation process
as well.
In summary
An actress is better able to memorize her lines by PhotoReading the script first.
She also says this helps create a better understanding of her characters.
Step 3: PhotoRead
1. Prepare to PhotoRead
P r e p a r i n g y o u r s e l f for P h o t o R e a d i n g i s a m a t t e r o f m a k i n g
a few d e c i s i o n s . W h a t is it y o u w a n t to P h o t o R e a d ? Place y o u r
r e a d i n g m a t e r i a l i n front o f y o u a n d a s k y o u r s e l f i f y o u c a n s p a r e
t h e f e w m i n u t e s r e q u i r e d t o P h o t o R e a d it.
The six steps to the
W h y do y o u want to take the time to
PhotoReading process are
1 Prepare t P h t R d o o o e a P h o t o R e a d this material? Clearly state to
2 Enter the accelerative y o u r s e l f w h a t y o u e x p e c t to get f r o m t h e
l e a r n i n g s t a t e
materials. This act of establishing your
y o u r c o n c e n t r a
3 Affii-m - purpose will be repeated m o r e precisely later
tion, impact, and purpose „ .. ,
in the process. Purpose is essential.
4 Enter the PhotoFocus
s t a t e Choose to remain attentive to this
5 M a i n t a i n a steady state experience and let go of any outside
while PhotoReading interferences. Be in an o p e n p o s t u r e ,
e
6 Clos comfortable, upright, relaxed, and ready to
enter the accelerative learning state.
p e r i p h e r y o f o u r v i s u a l field i s p r o c e s s e d n o n c o n s c i o u s l y .
Using PhotoFocus, you reduce interference from the
conscious m i n d . This interference includes "perceptual defenses"
w h i c h filter i n c o m i n g i n f o r m a t i o n . R e d u c i n g t h a t i n t e r f e r e n c e
will help y o u gain m o r e of y o u r brain's expansive processing
capability.
Interference also p r o d u c e s the c o m m o n p h e n o m e n o n of
t u n n e l v i s i o n . I t c a n h a p p e n w h e n y o u a r e l o o k i n g for s o m e t h i n g
i n t h e k i t c h e n , for e x a m p l e . I t m a y b e r i g h t t h e r e i n front o f y o u ,
but y o u do not see it b e c a u s e y o u are e x p e c t i n g it to be in a d r a w e r ,
not on the counter. P h o t o F o c u s trains y o u r brain to open up and
p e r c e i v e m o r e of the information available to y o u .
A s a p r e p a r a t i o n for e n t e r i n g t h e P h o t o F o c u s s t a t e , p l a y
with the following exercise. T h e aim is to experience a visual
p h e n o m e n o n I call t h e " c o c k t a i l w e e n i e e f f e c t . "
T o s e e t h e c o c k t a i l w e e n i e effect, find a s p o t o n t h e w a l l t o
l o o k at. N o w , w h i l e c o n t i n u i n g t o l o o k a t t h e spot, h o l d y o u r
h a n d s a b o u t 1 8 i n c h e s i n front o f y o u r e y e s . T h e n b r i n g t h e t i p s
of y o u r index fingers together.
As y o u gaze at the spot just a b o v e the top of y o u r i n d e x
f i n g e r s , n o t i c e i n y o u r v i s u a l field w h a t i s h a p p e n i n g t o y o u r
index fingers. K e e p y o u r eyes relaxed and do not worry about
b r i n g i n g anything into sharp focus.
Y o u m a y n o t i c e a ghost i m a g e that l o o k s like a third finger,
as in the following diagram:
y o u r f i n g e r s . I a m a s k i n g y o u t o s e e i t w i t h o u t l o o k i n g a t it. T h a t
s o u n d s like s o m e t h i n g a Z e n m a s t e r w o u l d say.
Y o u c a n a p p l y t h e s a m e effect t o t h e p a g e s o f a b o o k . T o
e x p e r i e n c e t h i s , fix y o u r g a z e o n a p o i n t c o m f o r t a b l y b e y o n d t h e
top of the b o o k . N o t i c e the four e d g e s of the b o o k and the w h i t e
space b e t w e e n the paragraphs while gazing just over the top of
the b o o k at y o u r spot on the wall. B e c a u s e y o u r e y e s are d i v e r g i n g ,
y o u will see a d o u b l i n g of the crease b e t w e e n the left-hand and
r i g h t - h a n d p a g e s . B e g i n t o n o t i c e a little r o u n d e d s t r i p o f a
p h a n t o m page (cocktail weenie p a g e ) b e t w e e n the crease lines. I
call that p a g e the "blip p a g e . "
S e e i f y o u c a n m o v e y o u r g a z e d o w n from o v e r t h e t o p o f t h e
b o o k , so that y o u are l o o k i n g right t h r o u g h the c e n t e r of the b o o k
as if y o u h a d x-ray vision. C a n y o u m a i n t a i n divergent eyes and
still n o t i c e t h e b l i p p a g e ?
In the early stages of learning P h o t o F o c u s , m a n y people
d i s c o v e r t h a t t h e i r e y e s try t o f o c u s o n t h e b o o k . T h i s c a u s e s t h e
crease lines to converge, and the blip to disappear. That is the
p o w e r o f h a b i t . D o n o t fight it. J u s t r e l a x a n d p l a y w i t h it. Y o u m a y
w a n t to leave it and play with it again later.
W h e n in P h o t o F o c u s , the print on the page is probably
b l u r r e d . That is o k a y , b e c a u s e to see the blip, y o u m u s t p l a c e y o u r
focal p l a n e a t s o m e d i s t a n c e a w a y . T o h a v e c l a r i t y u p c l o s e , y o u
w i l l n e e d t o r e l a x y o u r e y e s a n d h a v e t h e focal p l a n e m o v e i n .
W h e n y o u d e v e l o p P h o t o F o c u s , there is a u n i q u e clarity
and depth to the w o r d s on the p a g e . They are not in focus, b e c a u s e
y o u are n o t l o o k i n g a t t h e m . B u t , t h e r e i s a c l a r i t y t o t h e p r i n t t h a t
The PhotoReading Whole Mind System 48
I f y o u like, y o u c a n i m a g i n e a b r i d g e b e t w e e n y o u r c o n s c i o u s
a n d i n n e r m i n d a l o n g w h i c h the i n f o r m a t i o n flows. A s y o u let g o
and relax e v e n m o r e , y o u can m o r e easily notice w h a t e v e r flows
into y o u r conscious a w a r e n e s s .
T h e six steps o f the b a s i c P h o t o R e a d i n g p r o c e d u r e are easy
t o p u t t o g e t h e r . D o n o t let t h e i r s i m p l i c i t y d e c e i v e y o u . T h i s
technique can have a profound impact on you.
Step 4: Activate
A p r o f e s s o r at a state u n i v e r s i t y in M i n n e s o t a h a d b e e n
asked to give a speech. M o s t of w h a t he w a n t e d to present w a s
contained in two books, so he PhotoRead them at bedtime,
expecting to activate them the next day.
That night, he d r e a m e d of delivering his speech. As he
a w o k e from h i s d r e a m , h e g r a b b e d a p e n c i l a n d p a p e r a n d j o t t e d
d o w n everything he could r e m e m b e r of his d r e a m / s p e e c h .
In the morning, he reviewed his dream notes and realized
his speech w a s c o m p l e t e d , save a few transitions w h i c h he a d d e d .
Later that day he e x a m i n e d the b o o k s and d i s c o v e r e d his n o t e s
c o n t a i n e d all t h e r e l e v a n t p o i n t s h e n e e d e d .
I love hearing such stories from P h o t o R e a d e r s . Those
examples are great w h e n they happen. For most beginning
P h o t o R e a d e r s those e x p e r i e n c e s are the e x c e p t i o n rather than the
rule. This chapter explores w a y s to k n o w that we can consciously
The PhotoReading Whole Mind System 54
Let it incubate
After P h o t o R e a d i n g a n d p o s t v i e w i n g , y o u m u s t d i s m i s s
the information from y o u r c o n s c i o u s mind. That's right. Get
a w a y f r o m i t for a w h i l e . T h i s a c t o f c r e a t i v e p r o c r a s t i n a t i o n h e l p s
y o u let it go w h i l e it i n c u b a t e s in y o u r m i n d . It is p a r a d o x i c a l : in
order to comprehend your reading you must give it over to your
b r a i n t o w o r k o n . W a i t a t l e a s t t e n t o t w e n t y m i n u t e s , or, i f y o u c a n
afford t h e l u x u r y , o v e r n i g h t .
T h e c o n c e p t o f " i n i t i a l effort f o l l o w e d b y a p e r i o d o f
i n c u b a t i o n and rest" is well k n o w n to writers, artists, m u s i c i a n s ,
and scientists. The secret is to distinguish incubation from
i n a c t i v i t y . Y o u r b r a i n n e v e r s h u t s off. I t i s o n t h e j o b 2 4 h o u r s e a c h
day. W h e n y o u sleep, it creates dreams, generates solutions to
g n a w i n g p r o b l e m s y o u face a t w o r k , connects your current
thoughts to a vast n e t w o r k of associated prior k n o w l e d g e , and so
on.
L e t w h a t y o u P h o t o R e a d t a k e its p l a c e i n y o u r b r a i n ,
b e c o m i n g integrated as part of the neural network. Activation
will then cue up the associations y o u r brain has constructed. Y o u
c o n s c i o u s l y c o n n e c t a n d satisfy y o u r p u r p o s e for r e a d i n g .
A P h o t o R e a d i n g instructor told me a story of h o w easily the
mind can use activation to accomplish reading goals. "I was
t e a c h i n g i n t h e city w h e r e m y d a u g h t e r l i v e s w h e n a p a r t i c i p a n t
s h a r e d a p o e m w i t h t h e w o r d s e r e n d i p i t y i n it. T h a t e v e n i n g a t m y
daughter's house, I w a n t e d to look up the word. I w a l k e d into her
d e n a n d w e n t into P h o t o F o c u s as I a s k e d myself, ' W h a t is h e r e
that will help m e ? ' I hadn't e v e n finished stating the question
w h e n my arm reached toward the b o o k s h e l f and grabbed a book.
The b o o k h a p p e n e d to be one my daughter had b o r r o w e d from
m e five m o n t h s e a r l i e r . I h a d o n l y P h o t o R e a d it.
"It s e e m e d l i k e a n o d d c o i n c i d e n c e , s o I j u s t l e t t h e b o o k
o p e n to a p a g e . A n d there on the b o t t o m right corner of that p a g e
w a s W e b s t e r ' s definition of the w o r d serendipity."
O b v i o u s l y the e x p a n d e d p r o c e s s i n g capability of the b r a i n
can w o r k in w o n d r o u s w a y s . W h a t m o r e perfect w a y to explain
what serendipity means than by offering a serendipitous
e x p e r i e n c e ? T h e p o i n t is, i f y o u a s k t h e m i n d p r o p e r l y , i t w o r k s
to give you what you want.
Activate 57
After y o u r b r i e f hiatus, be it t w e n t y m i n u t e s or 24 h o u r s ,
activate the material by, o n c e again, asking questions. F o r e x a m p l e :
W h a t is i m p o r t a n t to me in this b o o k , article, or report? W h a t are
the m a i n points? W h a t is in here that can help m e ? W h a t do I need
t o k n o w t o p e r f o r m w e l l o n t h e n e x t test, t o w r i t e m y report,
c o n t r i b u t e in the next m e e t i n g , and so on. Q u e r i e s like t h e s e s e n d
a probe into y o u r deeper, n o n c o n s c i o u s m e m o r y storage system,
opening a channel to the information and answers y o u desire.
They stimulate a sense of curiosity. This activity of m i n d p r o b i n g
c a u s e s t h e b r a i n t o find t h e b e s t w a y s a n d m e a n s t o a c h i e v e y o u r
p u r p o s e for t h e p a r t i c u l a r m a t e r i a l s y o u a r e e x p l o r i n g .
It is important, as y o u ask questions of y o u r mind, that y o u
not expect an i m m e d i a t e answer. E x p e c t i n g recall at this stage in
activation creates frustration. W h e n trying to recall information
after P h o t o R e a d i n g , t h e c o n s c i o u s m i n d m e r e l y s e a r c h e s r e c e n t
m e m o r y . F i n d i n g n o t h i n g , t h e c o n s c i o u s m i n d t e n d s t o s h u t off
access to the v a s t n o n c o n s c i o u s data b a s e of the brain. M i n d
p r o b i n g h e l p s y o u stay o p e n b y s t a y i n g c u r i o u s . It initiates
c o m p r e h e n s i o n as it builds bridges to the expansive data base of
y o u r b r a i n w h e r e i n f o r m a t i o n r e s i d e s after P h o t o R e a d i n g .
Another powerful mind probing technique is discussing
what y o u have read. O n c e y o u start s u m m a r i z i n g a b o o k o r
article, o t h e r p e o p l e m i g h t get c u r i o u s . T h e y will often ask y o u
questions about y o u r reading—questions that encourage you to
articulate the core concepts.
W h e n y o u p o s e q u e s t i o n s , m a k e lists, o r e n t e r d i s c u s s i o n s
regarding w h a t y o u have read, y o u b e c o m e active. This is the
s t a r t o f w h a t a c t i v a t i o n i s all a b o u t — a c t i v e l y p u t t i n g y o u r b r a i n
to w o r k w i t h the information. S u c h activities initiate a search
t h r o u g h the vast data b a s e that lies j u s t b e l o w y o u r e v e r y d a y
a w a r e n e s s . W h e n y o u formulate questions, be sure to h e i g h t e n
the importance of the answers. The more y o u desire a response to
y o u r questions, the better.
A s k y o u r s e l f q u e s t i o n s in a state of relaxed alertness. Be
genuinely curious and confident that answers can c o m e . The
results m a y pleasantly surprise you. The bridge b e t w e e n y o u r
conscious and preconscious data base b e c o m e s sturdier w h e n
y o u consistently probe y o u r m i n d in this way.
The PhotoReading Whole Mind System 58
After p r o b i n g y o u r m i n d , y o u go to the w r i t t e n m a t e r i a l s
and actively m o v e t h r o u g h the text to retrieve the answers y o u
s e e k . W h a t d o y o u w a n t t o k n o w from t h e t e x t y o u are e x p l o r i n g ?
W h e r e i n t h e t e x t c a n y o u g o t o find i t ? W h e n s u p e r r e a d i n g , t h e
next step of activation, y o u quickly look through large b l o c k s of
information and locate the place w h e r e y o u r answers reside.
First, y o u will turn to sections of the text w h i c h attract y o u
i n s o m e w a y , b a s e d o n y o u r p u r p o s e for r e a d i n g . "Visual cues"
or clues in y o u r m a t e r i a l s give y o u a sense that certain sections are
more important to y o u than other sections. These clues may be
c h a p t e r titles or subheadings in the text that carry relevant
information.
Then super read by rapidly m o v i n g y o u r eyes d o w n the
center of each p a g e in the section y o u h a v e chosen. N o t i c e that
parts of the text attract y o u as b e i n g m o r e i m p o r t a n t . At t h o s e
s e n t e n c e s or p a r a g r a p h s , y o u will "dip" into the text, r e a d i n g a
sentence or two until y o u sense that y o u h a v e received w h a t y o u
w a n t from the p a s s a g e . T h e n r e s u m e super r e a d i n g .
In the P h o t o R e a d i n g course, we
often explain super reading with a
v i s u a l i z a t i o n that is straight from t h o s e
sacred bastions of American literature—
comic books. Imagine that y o u are
S u p e r m a n c o m i n g t o E a r t h for t h e first
time.
From an aerial distance of one
h u n d r e d t h o u s a n d m i l e s , y o u see E a r t h
a s a s w i r l i n g b l u e b a l l . Y o u set a flight p a t h s t r a i g h t t o w a r d t h e
p l a n e t . F r o m t e n t h o u s a n d m i l e s a w a y , y o u c a n start t o m a k e o u t
the outlines of continents. Y o u also notice h o w m u c h of the planet
is covered by water. Z o o m i n g in closer, y o u notice the variegated
land surfaces: deserts, rain forests, prairies, and m o u n t a i n s .
S u d d e n l y , y o u are attracted to a lush, green island w i t h a
sandy beach and a magnificent ocean view. Y o u touch down,
spend a short t i m e e x p l o r i n g the terrain, and take a quick dip in
t h e w a t e r . S a t i s f i e d , y o u t a k e t o t h e s k i e s a g a i n , s e a r c h i n g for
another place to land.
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T h i s is a perfect m e t a p h o r for s u p e r r e a d i n g a n d d i p p i n g .
Super reading allows y o u to soar over the w h o l e printed landscape.
D i p p i n g allows y o u to touch d o w n on the parts of text that
directly serve y o u r purpose.
To super read, y o u r gaze must r e m a i n open, not trying hard
t o f i n d s p e c i f i c i n f o r m a t i o n . W i t h a soft, o p e n g a z e , y o u r e y e s c a n
m o v e m o r e s m o o t h l y d o w n t h e t e x t . A t first, y o u r v i s u a l field
may be rather narrow. As you continue experimenting with
n o t i c i n g m o r e , y o u r v i s u a l field o p e n s u p .
Try this: as you read these words, notice whatever y o u r
peripheral vision picks up at the sides of you. Y o u m i g h t lose the
f l o w o f t h e t e x t t e m p o r a r i l y , b u t d o n o t let t h a t d i s t r a c t y o u f r o m
the experiment. The m o m e n t y o u o p e n your visual awareness,
y o u r g a z e for t h e t e x t i n f r o n t o f y o u b e c o m e s softer, l e s s h a r d -
focused. This permits y o u to relax and notice w h a t e v e r catches
y o u r attention—that is w h e r e y o u dip.
H o w d o y o u k n o w w h e r e t o dip? Just follow y o u r h u n c h e s .
Y o u r brain has b e e n e x p o s e d to the entire text by P h o t o R e a d i n g ,
so let y o u r internal signals at the p e r i p h e r y of y o u r a w a r e n e s s be
your guide. Do not worry about justifying your decision every
t i m e y o u d e c i d e t o t o u c h d o w n for d i p p i n g ; t h o s e s i g n a l s a r e
prelogical and pre-verbal. M o n i t o r e d at the periphery of y o u r
conscious a w a r e n e s s , the signals c o m e from c o n n e c t i o n s m a d e in
the n o n c o n s c i o u s data b a s e of y o u r brain. Notice and heed them.
Follow these hunches and discover where they lead you.
Y o u can use the same technique w h e n locating anything, by
the w a y — n o t j u s t places to dip. Y o u can draw u p o n the vast
k n o w l e d g e within y o u in m a n y situations.
My wife L i b b y w e n t to an estate sale in w h i c h a roomful of
o l d b o o k s w e r e b e i n g s o l d . A s s h e w a l k e d in, s u r r o u n d e d b y f l o o r
t o c e i l i n g s h e l v e s full o f b o o k s , s h e e n t e r e d P h o t o F o c u s . S h e
a s k e d h e r s e l f "Is t h e r e a n old o r rare b o o k i n h e r e that P a u l w o u l d
w a n t ? " H e r eyes instantaneously flashed over to one b o o k w h i c h
s h e w a l k e d a c r o s s t h e r o o m t o p i c k u p . I t w a s t h e p e r f e c t b o o k for
m e . A l t h o u g h h e r m i n d told her there w e r e no others, she spent
the next t w e n t y m i n u t e s l o o k i n g at every title, only to d i s c o v e r
her mind was right—there were no others.
W h e n super reading and dipping, follow y o u r intuitive
signals about w h e r e to look. S o m e t i m e s it is as simple as noticing
The PhotoReading Whole Mind System 60
p u r p o s e , y o u r b r a i n i s free t o u s e its n a t u r a l a b i l i t y t o b r i n g y o u
to the information y o u need.
As Frank Smith points out in Reading Without Nonsense,
m a k i n g t h e effort t o m e m o r i z e t h e c o n t e n t a s w e r e a d a c t u a l l y
interferes w i t h c o m p r e h e n s i o n . As we worry about forgetting
details, we create anxiety w h i c h b l o c k s c o m p r e h e n s i o n .
W h e n i n doubt, r e m e m b e r the vital statistic g i v e n b y R u s s e l l
Stauffer in his b o o k Teaching Reading as a Thinking Process. He
claims that only 4-11 percent of the text carries the essential
m e a n i n g . I n fact, a c o m m o n w a y t o t e s t t h e r e a d a b i l i t y o f a t e x t
for a p a r t i c u l a r a u d i e n c e i s t o c r o s s o u t f o u r o u t o f e v e r y five
w o r d s . T h e n ask m e m b e r s of the intended a u d i e n c e to see if they
c a n still s u m u p i n a g e n e r a l w a y w h a t t h e p a s s a g e i s a b o u t . I f t h e
text is written at an appropriate reading level, m o s t audience
m e m b e r s will be able to do this.
H e r e i s a g u i d e l i n e for s u p e r r e a d i n g a n d d i p p i n g . W h e n
y o u stop to dip, limit y o u r dipping to a p a r a g r a p h or t w o at a time
for a r t i c l e s a n d a p a g e o r t w o for b o o k s . G o i n g b a c k t o o u r c o m i c
book analogy, as S u p e r m a n y o u can savor the scenery and
m i n g l e w i t h the locals later. R i g h t n o w y o u r o v e r r i d i n g p u r p o s e
is to k e e p e x p l o r i n g the planet, n o t to settle on the island a n d live
out the rest of y o u r d a y s .
Dipping closely resembles regular reading, w i t h a few
i m p o r t a n t distinctions. T h i n k of it as r e a d i n g w i t h a light, easy,
a n d fluid m o v e m e n t . D r . J . M i c h a e l B e n n e t t , P r o f e s s o r E m e r i t u s
from the University of M i n n e s o t a calls it " r h y t h m i c perusal." In
his Pour Powers for Greatness Personal Learning Course, published
by Learning Strategies Corporation, he describes the process as
follows.
• L o c k i n t o y o u r m i n d y o u r p u r p o s e a n d t h e title o r s u b t i t l e
of the materials y o u are reading
• R e l a x y o u r face a n d e y e s a n d l i g h t l y f o c u s i n a w a y t h a t
allows y o u to m o v e y o u r gaze across the upper half of each
sentence
• T r a v e r s e e a c h line in a single, s m o o t h m o v e m e n t
• L o o k for m e a n i n g u n i t s s u c h a s p h r a s e s
The PhotoReading Whole Mind System 62
• R e a d for t h o u g h t s , f e e l i n g s , a n d i d e a s — n o t w o r d s
In the s c h e m e of the P h o t o R e a d i n g w h o l e m i n d system,
each time y o u super read and dip, y o u increase y o u r familiarity
w i t h the text. Y o u enter an intensive conversation with the
author; posing questions, and discovering the answers as y o u
super read and dip. This is one of the m o s t playful steps in the
PhotoReading system.
A s a P h o t o R e a d e r , y o u a r e o n a c r u s a d e for i d e a s t h a t c a n
h e l p s o l v e p r o b l e m s a n d r a i s e t h e q u a l i t y o f y o u r life. T h i s i s a
dramatic quest w o r t h y of any super hero.
A s y o u m a k e s u p e r r e a d i n g a n d d i p p i n g p a r t o f y o u r life,
y o u m a y find w a y s t o a p p l y i t b e y o n d the w r i t t e n p a g e . A j e w e l e r
w h o attends trade shows annually to purchase inventory decided
to use the P h o t o R e a d i n g w h o l e m i n d system to a c c o m p l i s h his
goal at the trade show.
He stood at one end of the a u d i t o r i u m to get a p a n o r a m i c
v i e w of the exhibits. He " P h o t o R e a d " the entire place by w a l k i n g
quickly d o w n e a c h aisle in a P h o t o F o c u s state. He called to m i n d
t h e k i n d o f s t o n e s h e w a s l o o k i n g for t o fill h i s s t o r e ' s i n v e n t o r y
and b e g a n "super r e a d i n g " as he w a l k e d d o w n one aisle at a time.
W h e n e v e r he got a clear intuitive signal to go to a certain b o o t h ,
he obeyed it and "dipped" in there.
F o l l o w i n g t h i s m e t h o d , h e m a n a g e d t o f i n d all h e n e e d e d i n
t w o hours. In p r e v i o u s years, his old m e t h o d of methodically
s e a r c h i n g a i s l e s u s u a l l y t o o k five d a y s t o a c c o m p l i s h t h e s a m e
e n d result.
As y o u integrate the P h o t o R e a d i n g w h o l e m i n d system into
y o u r life, y o u w i l l a u t o m a t i c a l l y d o a s t h e j e w e l e r d i d . I n t h i s w a y ,
P h o t o R e a d i n g b e c o m e s an all-purpose tool. It is m o r e than a
t e c h n i q u e for g a t h e r i n g i n f o r m a t i o n f r o m b o o k s .
i n t h e u p p e r h a l f o f o u r a l p h a b e t t h a n i n t h e l o w e r half. T a k e a
look at the following sentences:
V _ C U L V Li Q C C V V 1 L LI L L1 i LL_ LI 1 I Q L / U U L V 13 LI LI 1
books. T h e s e s t r u c t u r e s for p r e s e n t i n g i n f o r m a t i o n s h o w y o u
w h e r e to super read and dip to quickly get the information
y o u need.
One more point about super reading and dipping: though
these strategies m a y sound like c o n v e n t i o n a l speed reading, they
are not. Super reading and dipping take place after y o u
PhotoRead—after exposing the entire text to y o u r b r a i n and
d o w n l o a d i n g it into y o u r n o n c o n s c i o u s m e m o r y storage system.
So super reading and dipping help you consciously connect to
the vast data base already within and recognize w h a t y o u k n o w
to be important.
In addition, the goal is not to m e m o r i z e the material or m a k e
i t all a v a i l a b l e t o t h e c o n s c i o u s m i n d . I n s t e a d , s u p e r r e a d i n g a n d
dipping help y o u sense structure, retrieve essential information,
categorize the material in a meaningful w a y , and b u i l d a m e n t a l
summary. As a result, your comprehension and long-term
retention of the material increases.
P h o t o R e a d e r s w h o h a v e s t r o n g p r e f e r e n c e for a n a l y t i c a l
t h i n k i n g find that a n a l t e r n a t i v e t o s u p e r r e a d i n g a n d d i p p i n g
w o r k s well. "Skittering," a technique developed by Dr. J. M i c h a e l
Bennett, gives analytical m i n d s a feeling of greater security w h i l e
still a l l o w i n g for r a p i d m o v e m e n t t h r o u g h t e x t . B e n n e t t p r e s e n t s
skittering in the Four Powers for Greatness Personal Learning Course
as a technique that exceeds the performance of speed reading
techniques. W h e n used as an activation technique, skittering
offers a v a l u a b l e a l t e r n a t i v e t o s u p e r r e a d i n g a n d d i p p i n g .
S k i t t e r i n g a c h i e v e s v e r y fast a n d surprisingly accurate
understanding of lengthy material that is informative or
instructional in nature. T h e steps in the skittering process are
u s e d to cover an entire text or section of a book, and it w o r k s
e q u a l l y w e l l for j o u r n a l s , r e p o r t s , a n d l e n g t h y w e b - b a s e d r e a d i n g .
O n e of the steps of the process involves the rapid, erratic eye
m o v e m e n t s referred to as skittering, p e r se, a n d m a k e s a h u g e
difference.
The term skittering describes a wild, dancing-about
m o v e m e n t like that of a w a t e r b u g on the surface of a pond. This
Activate 65
m o v e m e n t o f t h e e y e s g i v e s t h e b r a i n a n o p p o r t u n i t y t o l o o k a t all
o f t h e w o r d s i n a p a r a g r a p h t h a t s u p p o r t its m a i n p r e m i s e .
C o n s i s t e n t w i t h the idea that only 4 to 11 p e r c e n t of a text carries
m e a n i n g , s k i t t e r i n g o v e r all t h e w o r d s l e t s y o u r b r a i n c a p t u r e t h e
i m p o r t a n t o n e s a n d feel s e c u r e i n p a s s i n g o v e r t h e r e s t o f t h e m .
In the steps of skittering that follow, "read" m e a n s r h y t h m i c
p e r u s a l — t h e style of reading u s ed earlier to describe dipping.
• E n t e r y o u r i d e a l s t a t e for r e a d i n g ; r e l a x e d a l e r t n e s s
• Review your purpose
• R e a d t h e t i t l e , s u b t i t l e a n d p r e f a c e (if t h e r e i s o n e )
• R e a d t h e first f e w p a r a g r a p h s o f t h e w r i t t e n p i e c e
• R e a d t h e first s e n t e n c e ( a l s o k n o w n a s t h e t o p i c s e n t e n c e )
of the p a r a g r a p h y o u are g o i n g to b e g i n skittering on
• M o v e y o u r e y e s i n a r a p i d p a t t e r n o v e r all t h e w o r d s i n t h e
p a r a g r a p h , e x c e p t t h o s e i n t h e first a n d l a s t s e n t e n c e , n o t i c i n g
those words that seem to carry meaningful support to the premise
i n t h e first s e n t e n c e . D r . B e n n e t t u s e s t h e p h r a s e " s k i t t e r t h e
augmentation." The m o v e m e n t of y o u r eyes can follow a zigzag
from top to b o t t o m or b o t t o m to top. It c a n follow circular pattern
clockwise or c o u n t e r c l o c k w i s e and m o v e from the center out or
f r o m t h e e d g e s i n t o t h e c e n t e r . T h e r e i s n o set p a t t e r n , b u t y o u w i l l
d i s c o v e r a p r e f e r e n c e for o n e o f t h e m . P l a y w i t h t h e m a l l t o f i n d
w h a t w o r k s b e s t for y o u . This m o v e m e n t gives your brain a
chance to spot ideas that a u g m e n t or add to the m a i n c o n c e p t in
a paragraph.
• If the m e a n i n g of the p a r a g r a p h remains unclear, read the
last sentence. C o n t i n u e this process t h r o u g h e a c h s u c c e e d i n g
p a r a g r a p h until y o u near the end of the reading selection.
• R e a d the last few p a r a g r a p h s c o m p l e t e l y .
• R e a d the s u m m a r y if there is one.
• R e v i e w a n d reflect.
• Create a brief m i n d m a p of y o u r o w n w o r d s to describe
the piece.
This b o o k is a b o u t shifting y o u r p a r a d i g m of r e a d i n g as a
w h o l e . To aid that process, we need to reconsider the role of
memory.
I have b e e n fascinated by the w o r k of Gerald E d e l m a n , M D ,
a N o b e l p r i z e w i n n i n g n e u r o l o g i s t a n d a u t h o r o f The Remembered
Present and Bright Air, Brilliant Fire. Edelman's ideas offer the
m o s t c o n v i n c i n g e x p l a n a t i o n I h a v e y e t f o u n d for w h a t m a y b e
happening w h e n we activate material we have PhotoRead.
E d e l m a n ' s theory claims that m e m o r i e s are not stored in a
localized fashion in the b r a i n b u t are reinvented each time we
access them. W h a t happens w h e n we r e m e m b e r is that we create
a m e n t a l c o n t e x t for a n i d e a , r e - e n t e r i m p o r t a n t c u e s o r b i t s o f
related information, and follow neural "tracks" that have b e e n
Activate 69
laid b y p r e v i o u s e x p e r i e n c e . W h e n e n o u g h c u e s are e n t e r e d a n d
the correct neural p a t h w a y s are stimulated, the ideas a n d i m a g e s
we want to "remember" are not recalled from storage b u t are
recreated right on the spot.
A p p l y i n g this v i e w to P h o t o R e a d i n g and activating, we
begin to understand what might be happening to produce such
remarkable results. W h e n we P h o t o R e a d , the brain processes
written materials more physiologically than cognitively. That
physical exposure to the brain opens neural networks inside the
b r a i n that can lead to later mental connections.
The result is increased speed, familiarity, and ease of
c o m p r e h e n s i o n . Y o u will have the ability to connect w i t h the
most important information almost instantly, rather than trying
to figure it out as y o u read. Y o u do not h a v e to w a s t e t i m e
investing hours in a b o o k to get the k n o w l e d g e y o u want.
T h i s i s m u c h l i k e l a y i n g a set o f r a i l r o a d t r a c k s for a t r a i n t o
travel o n later. P h o t o R e a d i n g lays i n the t r a c k s . W h e n w e activate
the material, we re-enter the original information t h r o u g h super
reading and dipping, and the conscious mind follows the tracks
t o t h e d e s t i n a t i o n o f full c o m p r e h e n s i o n .
I admit I cannot do j u s t i c e to E d e l m a n ' s theory of m e m o r y
i n a f e w s h o r t p a r a g r a p h s . I t i s far m o r e i m p o r t a n t for y o u t o
e x p e r i e n c e t h i s p r o c e s s r a t h e r t h a n h a v e m e t r y t o e x p l a i n it. T h e
activation techniques of mind probing, super reading, dipping,
a n d m i n d m a p p i n g are all g a t e w a y s t o t h a t e x p e r i e n c e .
f
» M i n d m a p p i n g is a highly visual and spatial w a y to take
notes. It helps activate materials b e c a u s e it uses the w h o l e mind.
• Activation stimulates the brain giving cues to the
Reacj associations y o u r brain has constructed. As a result, you
Bullets c o n s c i o u s l y c o n n e c t , m e e t y o u r n e e d s , a n d s a t i s f y y o u r p u r p o s e
for reading.
A thirteen year old boy attended the first PhotoReading course in Mexico.
Although he has been sighted in only one eye since birth, he applied the skills
of PhotoReading eagerly. A month after the course, one of his teachers asked,
"Does PhotoReading really work for y o u ? " His response was to hand her his
dictionary, which he had PhotoRead several times. He told her, "Give me any
w o r d , and I will tell you where the w o r d is positioned on the page." He correctly
identified the position of nine out of ten w o r d s , to which the teacher
responded, " H m m m , maybe it does w o r k ! "
A postal employee entered zip codes into a computer while in the accelerative
learning state. He became more relaxed and made fewer mistakes
than before.
I t a l s o s e r v e s y o u b e s t for p l e a s u r e o r l e i s u r e r e a d i n g w h e n y o u
desire to i m m e r s e yourself in the feelings an author evokes
in you.
Rapid reading is similar to accelerated conventional reading
w i t h t w o s i g n i f i c a n t d i f f e r e n c e s . F i r s t , r a p i d r e a d i n g c o m e s after
all the o t h e r steps o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m .
Second, the speed of rapid r e a d i n g is highly flexible.
To rapid read, m o v e swiftly t h r o u g h the text, t a k i n g as
m u c h t i m e as y o u need. Go from start to finish w i t h o u t s t o p p i n g .
D e p e n d i n g on the c o m p l e x i t y and i m p o r t a n c e of a particular
passage, vary your speed.
Y o u will r e a d faster w h e n :
• Y o u have already read that paragraph or page during
o n e o f t h e o t h e r s t e p s . Y o u z i p p a s t it.
• Y o u recognize that the information is simplistic or
r e d u n d a n t . S i n c e y o u a l r e a d y u n d e r s t a n d it, y o u z o o m p a s t i t a t
super reading speeds.
• Y o u quickly see that the section y o u are r e a d i n g is
unimportant to your purpose so you can flash past at
P h o t o R e a d i n g speeds k e e p i n g y o u r intuition o p e n to stop y o u if
it tells y o u to c h e c k s o m e t h i n g out.
Y o u will read slower when:
• T h e text contains n e w information with w h i c h y o u are
unfamiliar.
• Y o u sense c o m p l e x i n f o r m a t i o n that n e e d s m o r e careful
consideration.
• Y o u recognize an extremely important passage you want
to explore in m o r e detail.
The end result is that y o u m o v e at v a r y i n g speeds t h r o u g h
the text: s o m e t i m e s faster, s o m e t i m e s s l o w e r d e p e n d i n g u p o n
importance, complexity, and your prior knowledge of the
information.
An essential point in rapid reading is that y o u keep moving.
Never pause to struggle with information you might not
understand. It is c o m m o n to stop w h e n you do n o t fully
u n d e r s t a n d w h a t y o u are reading. T h a t is part of the old p a r a d i g m .
Instead, just keep reading.
If y o u stop a n d try to w r e s t l e w i t h w h a t y o u do not k n o w ,
y o u c a n get s i d e t r a c k e d a n d n e v e r finish. I f y o u k e e p g o i n g , s o o n
Rapid Read 73
A c o m m o n q u e s t i o n i s , h o w d o e s r a p i d r e a d i n g differ f r o m
s u p e r r e a d i n g ? A t first g l a n c e , t h e t w o s t e p s m i g h t s e e m s i m i l a r .
Rapid reading, h o w e v e r , proceeds straight t h r o u g h the text from
b e g i n n i n g to end of an important chapter or the entire book.
Super reading, a step of activation, seeks out sections of the text
y o u are attracted to a n d zips lightly d o w n the c e n t e r of the p a g e .
Rapid reading might involve slowing d o w n to a more
conventional reading speed; you
m i g h t do this to c o m p r e h e n d a
technical drawing or mathematical
formula, or to s a v o r a line of poetry.
In contrast, super reading m e a n s
maintaining a brisk speed and
dipping into the text at any point;
there is no requirement to m o v e
t h r o u g h the pages in order.
Super reading has been
compared to the actions of a
S u p e r m a n s c a n n i n g the Earth from outer space and deciding to
t o u c h d o w n o n c e r t a i n c o n t i n e n t s . W e n e e d a n o t h e r a n a l o g y for
rapid reading—perhaps that of taking a river k a y a k trip.
Sometimes y o u careen over white water rapids, then paddle
leisurely on placid waters. T h e n y o u might be b a c k to rapids
a g a i n . T h e p o i n t i s t h a t w e s t a y a c t i v e a n d alert, a n d o u r s p e e d
varies depending on the material b e i n g covered.
Rapid reading is not always necessary. At times, previewing,
P h o t o R e a d i n g , a n d a c t i v a t i n g m a y b e all y o u n e e d t o a t t a i n y o u r
desired reading outcome. M a n y business people never need to
use the step of rapid reading. W h e n reading b u s i n e s s related
information, such as reports and m a n u a l s , they achieve their
purpose using the other steps of the system.
The PhotoReading Whole Mind System 74
t h a t t h e P h o t o R e a d i n g s t e p o f t h e s y s t e m i s a c t u a l l y w o r k i n g for
t h e m . T h e p a r a d o x is, h o w d o y o u p l a n t o h a v e a s p o n t a n e o u s
experience? Y o u cannot—because it must be spontaneous.
Do not sit a r o u n d w a i t i n g for spontaneous activation
e x p e r i e n c e s . T h e r e are other w a y s to test the system. In my
original studies of P h o t o R e a d i n g , I had compelling evidence that
PhotoReading was working. Some evidence came from
spontaneous activation, but mostly it came from manual
activation techniques.
F o r t h e first y e a r o f m y g r a d u a t e s t u d i e s , I d i d n o t h a v e t h e
PhotoReading whole mind system. In the remaining eighteen
m o n t h s , I u s e d P h o t o R e a d i n g for e v e r y t h i n g . T h e c o n t r a s t w a s
e n o r m o u s . I k e p t on t o p of every subject, c o m p l e t i n g r e a d i n g
assignments and research reports with ease. The pressures of
keeping up with my studies vanished.
Since those early days of P h o t o R e a d i n g , I have consistently
seen that students in school have the best o n g o i n g demonstrations
that P h o t o R e a d i n g w o r k s . W h y ? B e c a u s e they are u s i n g a n d
t e s t i n g t h e s y s t e m all t h e t i m e , b o t h o b j e c t i v e l y a n d s u b j e c t i v e l y .
I f y o u a r e n o t i n s c h o o l , y o u n e e d t o set u p y o u r o w n
measures. I w a n t y o u to have a c o n v i n c i n g e x p e r i e n c e of
P h o t o R e a d i n g . H e r e a r e s o m e w a y s y o u m i g h t t e s t i t for y o u r s e l f :
• For one week, P h o t o R e a d everything and activate Read
anything that y o u n e e d to c o m p r e h e n d . The next week, go b a c k Bullets
to regular reading. Decide which week was most productive.
• W h e n y o u see a b o o k at a friend's h o u s e that he h a s
recently read, ask if it w a s w o r t h reading and h o w long it took to
read. B o r r o w the b o o k and spend one-tenth the time w i t h the
b o o k ( o r o n e - t h i r d t h e t i m e i f y o u a r e l e s s d a r i n g ) , u s i n g t h e five
steps of the P h o t o R e a d i n g w h o l e m i n d system. Then, get t o g e t h e r
w i t h y o u r friend a n d d i s c u s s t h e b o o k , w i t h o u t m e n t i o n i n g t h a t
t h i s i s y o u r o w n p r i v a t e test. A f t e r w a r d s , l e t y o u r f r i e n d d e c i d e
if y o u understood the book.
• F i n d a quiet time to notice the w a y y o u r b r a i n responds
to PhotoReading. Select a novel with high emotional content such
as a lusty r o m a n c e n o v e l or a s u s p e n s e thriller. T h e n , go in a r o o m
w i t h few d i s t r a c t i o n s . L i g h t only the b o o k s o y o u c a n see little
else, k e e p the r o o m quiet, w e a r comfortable clothing, a n d m a i n t a i n
a comfortable r o o m temperature. T h e idea is to m a k e it as easy as
The PhotoReading Whole Mind System 76
On another radio show, the astounded host exclaimed after hearing the
PhotoReader's answer to a question, "You are almost rereading this page. That
is page 97 randomly pulled out of the book. That's exactly what it says t h e r e . "
Later in the show he said, "It sounds like I have the author o n . "
A Systems Manager for the United States Air force used PhotoReading to get
his degree in Computer Information Systems Management. He took 15 credit
hours w o r t h of exams in humanities, social sciences and world religions within
one week having never attended classes on the subject matter. To graduate he
had to pass these tests, so his motivation was high. He PhotoRead six books on
each topic a couple days before each exam. Not only did he pass and get 15
credit hours, but he got a B plus average on the exams. This score was higher
than the average of the students w h o took the exams after attending a semester
of classes. He is now using PhotoReading to earn a commission as an officer.
A college senior used PhotoReading to prepare for the final exams. As a senior
working to secure a j o b for after graduation, he dropped his regular studies
hoping to get caught up at the minute. He phoned a PhotoReading coach at
Learning Strategies Corporation in a panic the night before the exams. After
the conversation, he got into a relaxed state and PhotoRead his class materials.
He ate dinner, worked out, and went to bed relaxed. The next day he
confidently took his exam and passed. PhotoReading put him at ease and
allowed him to prepare mentally for the test.
An average student PhotoRead a novel for a literature exam and scored 100
percent.
Part Three:
P h o t o R e a d i n g c a n a c c o m m o d a t e all p r i n t e d m a t e r i a l . T h i s
includes letters, email, m e m o s , w e b pages, n e w s p a p e r s , trade
journals, magazines, novels, textbooks, technical manuals—any
The PhotoReading Whole Mind System 82
d o c u m e n t s t h a t y o u e n c o u n t e r i n d a i l y life. A s y o u w o r k w i t h
t h e s e m a t e r i a l s , feel free t o a d a p t t h e s t r a t e g i e s o f t h e s y s t e m a n d
y o u will significantly reduce the time y o u spend on routine
reading.
• D a i l y n e w s — I n v e s t i n g a few m i n u t e s a day will b u i l d a
powerful m o m e n t u m that lets y o u blast t h r o u g h n e w s p a p e r s a t
t r e m e n d o u s rates. In many metropolitan newspapers, journalists
Read are r e q u i r e d to put 90 p e r c e n t of the relevant information in the
B u l l e t s
title, subtitle, a n d first p a r a g r a p h s o f t h e i r a r t i c l e s . Y o u c a n
l e v e r a g e t h i s fact t o k e e p o n t o p o f t h e n e w s .
Start by P h o t o R e a d i n g the entire newspaper. Try standing
u p a n d s e t t i n g t h e p a p e r o n a t a b l e i n front o f y o u s o t h a t y o u c a n
P h o t o F o c u s at the center of the o p e n paper. T h e n notice any
headlines that catch y o u r attention, b a s e d on y o u r purposes or
n e e d s . S e l e c t t h r e e t o five a r t i c l e s t h a t c a r r y t h e h i g h e s t v a l u e a n d
p r e v i e w e a c h for t h i r t y s e c o n d s . I f y o u d e s i r e m o r e i n f o r m a t i o n ,
super read and dip to capture the core concept. In m o s t cases,
today's news was previewed yesterday, and will conclude
t o m o r r o w . U s e the P h o t o R e a d i n g w h o l e m i n d system to spot
r e l e v a n t i n f o r m a t i o n , q u i c k l y g r a b it, a n d m o v e o n . A t t h e e n d o f
t h e d a y , s c a n t h e n e w s p a p e r for a n y t h i n g e l s e y o u m i g h t w a n t t o
read in m o r e detail. Y o u will d i s c o v e r a g r o w i n g confidence that
you have acquired what you need.
• M a g a z i n e s — B e playful. C o n s i d e r b r o w s i n g from b a c k to
front i f y o u like. G o t o t h e articles t h a t c o n t a i n i n f o r m a t i o n y o u
desire. P h o t o R e a d then postview each of those articles. Limit
y o u r p o s t v i e w i n g t o n o m o r e t h a n t h r e e m i n u t e s for t h e l o n g e r
articles. Super read and dip or skitter to get the core concepts y o u
want. Y o u can activate most ten-page articles in seven minutes.
Y o u c a n finish shorter articles m u c h m o r e q u i c k l y . After c o v e r i n g
all y o u n e e d , d e t e r m i n e i f y o u w a n t a n y t h i n g m o r e .
• J o u r n a l s — T h e s e should be read with a cross b e t w e e n
m a g a z i n e strategies and textbook strategies. My favorite technique
involves a brief preview of the table of contents. P h o t o R e a d the
entire j o u r n a l a n d follow it w i t h a few m i n u t e s of p o s t v i e w i n g to
determine w h i c h articles deserve more time. R a n k order the
articles by importance and b e g i n activation with the most
important one. If the publication provides an abstract or s u m m a r y
at the b e g i n n i n g of an article, read that a n d t h e n briefly p r e v i e w
Make PhotoReading Part of Your Daily Life 83
the article. Finish y o u r activation with a quick super read and dip,
or y o u m a y w a n t to skitter it to get w h a t y o u need. M i n d m a p p i n g
c a n s e r v e y o u i f y o u w a n t t o c a p t u r e a n d r e t a i n w r i t t e n n o t e s for
future use.
• N o v e l s — S o m e readers enjoy r e a d i n g a b o o k as m u c h or
more than going to the m o v i e s . I found out that w h e n my w h o l e
m i n d is engaged, reading a novel is m o r e exciting t h a n a m o v i e .
I p r e p a r e as usual by fixing my tangerine point and e n t e r i n g the
a c c e l e r a t e d l e a r n i n g s t a t e . N e x t , I p r e v i e w t h e s t o r y , l o o k i n g for
the n a m e s of significant persons, places, and things. T h e n I
P h o t o R e a d the b o o k , w h i c h , of course, does not spoil the ending.
Finally, I follow P h o t o R e a d i n g w i t h rapid reading. Super reading
a n d d i p p i n g serve little or no p u r p o s e for e n j o y m e n t of a story.
• T e x t b o o k s o r t e c h n i c a l m a n u a l s — A strategy o f p r e v i e w i n g
f o l l o w e d b y P h o t o R e a d i n g i s the ideal start. Determine the
c h a p t e r s o r m a j o r s e c t i o n s y o u w a n t t o a c t i v a t e first. C h o o s e y o u r
activation steps a c c o r d i n g to h o w m u c h of the content y o u w a n t
to recall at a c o n s c i o u s level. I u s u a l l y start w i t h s u m m a r y
questions at the e n d of a chapter to do my m i n d p r o b i n g . W i t h a
purpose clearly in m i n d and questions well formulated, y o u can
use super reading and dipping or skittering to gather the
information y o u need. Here y o u might choose to eliminate the
r a p i d r e a d i n g s t e p . I f y o u a r e a s t u d e n t n e e d i n g t o s t u d y for
s c h o o l o r a p r o f e s s i o n a l r e t u r n i n g t o c l a s s e s for p r o f e s s i o n a l
development and continuing education, read the section c o m i n g
up titled "Study w i t h y o u r w h o l e mind."
• P h o t o F o c u s — B e c a u s e e l e c t r o n i c files a r e u s u a l l y n o t
presented on two side-by-side pages as is a book, y o u will not be
able t o see the b l i p p a g e . O n c e y o u h a v e m a s t e r e d P h o t o F o c u s ,
y o u w i l l b e a b l e t o u s e P h o t o F o c u s o n e l e c t r o n i c files w i t h o u t
n e e d i n g t h e b l i p p a g e for v e r i f i c a t i o n . Less experienced
P h o t o R e a d e r s should follow the alternate P h o t o F o c u s strategies
p r e s e n t e d i n C h a p t e r 5 . A soft g a z e a t t h e c e n t e r o f t h e c o m p u t e r
s c r e e n a s t e x t f l a s h e s s e e m s t h e b e s t s t r a t e g y for t h e P h o t o R e a d i n g
step.
• P a g e flipping—No p a g e s to turn on the computer, so this
b e c o m e s fast a n d e a s y . " S c r o l l i n g " t h r o u g h t e x t t e n d s t o b e m o r e
Make PhotoReading Part of Your Daily Life 85
confusing to the brain than using the "page d o w n " and "page u p "
functions on the k e y p a d . T r a n s f e r r i n g l a r g e files i n t o a w o r d
processing p r o g r a m and manipulating it w i t h these functions
m a k e s for e a s y P h o t o R e a d i n g . T h e n , u s e t h e s c r o l l i n g f u n c t i o n t o
m o v e t h r o u g h t e x t for t h e o t h e r s t e p s o f t h e s y s t e m .
m e n t a l l y . E v e n i f y o u a r e o n a r o l l a n d feel a s t h o u g h y o u c o u l d
s t u d y for h o u r s , t a k e t h e b r e a k ! Y o u a f f i r m e d a s p e c i f i c t i m e
commitment of twenty minutes. Keep your commitment, because
i t n o t o n l y b u i l d s self t r u s t , t h e b r e a k a l s o h e l p s y o u r b r a i n a b s o r b ,
retain, and recall information y o u study.
5. Go b a c k to Step 2 and repeat the cycle two m o r e times
f o r a t o t a l o f n i n e t y m i n u t e s . T h e n g i v e y o u r s e l f a fifteen m i n u t e
break b e t w e e n the ninety minute cycles.
P l a y i n g p l e a s a n t m u s i c softly i n t h e b a c k g r o u n d a s y o u
study may add to your relaxation. Studies have found that
classical and N e w A g e music can help m a k e a greater impact on
t h e b r a i n w h i l e l e a r n i n g . T h e P a r a l i m i n a l t a p e Personal Genius i s
extremely valuable prior to studying, because it boosts confidence
a n d trains y o u r b o d y / m i n d t o enter the ideal l e a r n i n g state. T h e
Memory Supercharger P a r a l i m i n a l tape helps after studying to
solidify l e a r n i n g a n d b e f o r e tests to aid in fluent recall.
Y o u a r e b o r n w i t h a b r a i n e q u i p p e d for P h o t o R e a d i n g .
H o w e v e r , y o u a r e n o t b o r n w i t h all t h e s k i l l s o f t h e P h o t o R e a d i n g
whole mind system. The system—a cluster of learned skills—
must be used in order to integrate them and make them second
nature to you.
P h o t o R e a d i n g and the other steps in the system are learned
j u s t l i k e a n y o t h e r skill, s u c h a s p l a y i n g t h e p i a n o o r u s i n g a
p e r s o n a l c o m p u t e r . If y o u w a n t to t u r n a n e w skill into a habit,
follow the strategy of learning specialists D a v i d W. J o h n s o n from
the University of M i n n e s o t a and F r a n k P. J o h n s o n from the
University of Maryland. Y o u can apply their approach to learning
the skills o f the P h o t o R e a d i n g w h o l e m i n d s y s t e m :
• U n d e r s t a n d w h y t h e skills are i m p o r t a n t and h o w t h e y
w i l l b e o f v a l u e t o y o u . T o l e a r n a s k i l l , y o u m u s t feel a n e e d for
it. Y o u r d e t e r m i n a t i o n m e a n s e v e r y t h i n g . D e t e r m i n e t h a t y o u
w a n t these skills and the results they will p r o d u c e .
• U n d e r s t a n d the o u t c o m e o f u s i n g the skills a n d m a s t e r
its c o m p o n e n t b e h a v i o r s . U s i n g the P h o t o R e a d i n g w h o l e m i n d
system helps y o u to get y o u r reading d o n e in the time y o u have
a v a i l a b l e a t t h e l e v e l o f c o m p r e h e n s i o n y o u n e e d . T h i s l a r g e r skill
c o n s i s t s o f five s t e p s ; p r e p a r i n g , previewing, PhotoReading,
activating, and rapid reading. E a c h step contains a sequence of
c o m p o n e n t behaviors. Perform the behaviors according to the
instructions several times until y o u k n o w the sequence of steps
to perform.
Often it helps to observe s o m e o n e w h o has already m a s t e r e d
t h e skill p e r f o r m i t s e v e r a l t i m e s . A t t e n d i n g a l i v e P h o t o R e a d i n g
Make PhotoReading Part of Your Daily Life 89
A l m o s t instinctively, I s t o p p e d everything, t o o k in a d e e p
breath, a n d d r o p p e d into the accelerative learning state. I o p e n e d
my eyes, entered PhotoFocus, and P h o t o R e a d the report—once
right side up, once upside down and backwards. After
PhotoReading, I closed my eyes and gave myself the closing
affirmation.
T h e n c a m e the a m a z i n g part. I o p e n e d my eyes a n d looked
at the table of contents again. Miraculously, everything m a d e
sense. I w e n t on to p r e v i e w the report and c o u l d clearly see the
structure of the entire document, information covered, the purpose
for it, a n d t h e c o n c l u s i o n s d r a w n . I s u p e r r e a d a n d d i p p e d , a n d
in minutes I k n e w exactly what data processing managers needed
t o k n o w f r o m it. F a n t a s t i c !
I b o u n c e d t h r o u g h the o t h e r d o c u m e n t s like a kid in a c a n d y
store. It t o o k me b e t w e e n 11 and 13 m i n u t e s to read any one of
them well enough to understand and discuss.
I m a g i n e my confidence at the next session. I described h o w
to read the reports using the P h o t o R e a d i n g whole m i n d system.
O n e m a n a g e r c o m m e n t e d that I u n d e r s t o o d the reports b e t t e r
t h a n h e did, a n d his d e p a r t m e n t g e n e r a t e d similar d o c u m e n t s
quarterly.
R e a d i n g stacks of business or teacher generated papers is
simple using the P h o t o R e a d i n g w h o l e m i n d system. If y o u need
familiarity w i t h a d o c u m e n t , prior to a m e e t i n g or class, the
strategy that f o l l o w s is a w i n n e r .
Group activation
1. Pre-Session Assignment
The beginning of the process includes a m e m o from the
group leader with the reading assignment attached. The m e m o
states the purpose and intended o u t c o m e of the meeting.
2. Individual Preparation
C o m p l e t e the assigned reading in stages:
• P r e p a r e (one to t w o m i n u t e s ) .
• P r e v i e w the material (three to eight m i n u t e s ) .
• P h o t o R e a d (one to three m i n u t e s ) .
• Optional: super read and dip (ten m i n u t e s m a x i m u m ) .
• Before sleep, visualize activating the materials and
successfully a c c o m p l i s h i n g the group's o u t c o m e .
3. Group Activation
Restate the g r o u p ' s intent. S u m m a r i z e the reading by
describing the d o c u m e n t in general terms, discussing the type of
r e p o r t o r a r t i c l e , t h e m a i n p o i n t o f it, a n d q u e s t i o n s t h e a u t h o r
addresses.
Next, a s s i g n the sections to be a n a l y z e d a n d the specific
kind of analysis y o u w a n t from each person. For example, one
p e r s o n could look at the report from the position of a m a n a g e m e n t
expert. O n e p e r s o n could explore the p r o b l e m s raised. A n o t h e r
p e r s o n could e x a m i n e short range implications.
A s k e a c h group m e m b e r to rapid read the assigned section
o r s u p e r r e a d t h e e n t i r e t e x t for t h e k e y i d e a s t h e y a r e e x p l o r i n g .
R e m e m b e r t o s p e c i f y t h e t i m e for c o m p l e t i n g t h e t a s k . ( T r a i n e d
P h o t o R e a d e r s g e n e r a l l y a c t i v a t e a fifteen t o t h i r t y p a g e r e p o r t i n
seven to twelve minutes.)
Group Activation 95
4. Discussion—Analytical Format
Outline the structure and content of the entire d o c u m e n t :
• List trigger w o r d s . W h a t are their m e a n i n g s ? Do t h o s e
m e a n i n g s shift a t a n y p o i n t i n t h e t e x t ? ( R e f e r b a c k t o C h a p t e r 4
o n p r e v i e w i n g for i n f o r m a t i o n o n t h i s . )
• List the m a i n propositions. W h a t ideas capture the opinion
a n d facts p r e s e n t e d i n the d o c u m e n t ? A r r a n g e t h e s e o p i n i o n s
a n d facts in a l o g i c a l s e q u e n c e to d i s c o v e r the k e y a r g u m e n t s . If
y o u find t h e c o n c l u s i o n first, t h e n l o o k for t h e s u p p o r t i n g r e a s o n s .
I f y o u f i n d t h e r e a s o n s first, s e e w h e r e t h e y l e a d .
• Examine the defined problems and the proposed
solutions. W h a t p r o b l e m s does the author solve? Are there any
that r e m a i n u n s o l v e d ?
• Critique the text. D i s c u s s the merits and d r a w b a c k s of
the ideas presented. W h a t arguments do y o u agree with? W h a t
are the points of d i s a g r e e m e n t ?
Discussion—Creative Format
Y o u r group might choose to engage in a creative discussion
instead of an analytical one. If that is the case, this format will be
more appropriate.
• D e s c r i b e y o u r "feeling r e s p o n s e " to the written materials.
K e e p i n m i n d t h a t f e e l i n g s set a s t a g e for h o w i n f o r m a t i o n w i l l b e
interpreted.
• State the facts a n d i n f o r m a t i o n y o u h a v e r e c e i v e d from
the text.
• Conduct a brainstorming session about the meaning,
relationship, and r e l e v a n c e of this information to the group's
outcome.
• P l a n w h a t to do a b o u t all this i n f o r m a t i o n , a n d e s t a b l i s h
the group's next step.
An insurance salesman didn't have enough time to study for his exams, which
have always been difficult for him. He used the PhotoReading whole mind
system saying, "The worst that can happen is that I fail and have to retake the
class." He passed.
An office manager said retrieving misfiled files became very easy." I get into the
state for PhotoReading, and the files seem to j u m p out of the drawer at m e . "
10
E x t r e m e l y fast r e a d e r s a r e v i s u a l r e a d e r s . T h e y r e l y o n a
direct connection b e t w e e n the eye and the brain. They do not
n e e d t o s u b v o c a l i z e — t h a t is, m e n t a l l y h e a r t h e w o r d s o n t h e
page—in order to comprehend written materials. Studies indicate
that subvocalizing is not critical to c o m p r e h e n s i o n .
D e p e n d on y o u r eyes alone to deliver the information y o u
w a n t from reading. M a n y of us have spent years d e v e l o p i n g a
Enrich Your PhotoReading Experience 99
P h o t o F o c u s , s u g g e s t i n g t h a t t h e i d e a l b r a i n s t a t e for P h o t o R e a d i n g
m a y be linked m o r e to the state of the e y e s t h a n to the p h y s i c a l
relaxation of the b o d y . H o w e v e r , those w h o learn to m a i n t a i n
states of relaxed alertness h a v e the easiest time d e v e l o p i n g their
P h o t o R e a d i n g skills.
F o l l o w the i n s t r u c t i o n s offered in C h a p t e r 5 and enter
a c c e l e r a t i v e l e a r n i n g state. N o t i c e that y o u c a n c h a n g e the quality
of t h i n k i n g and feeling at will. In turn, this state will influence
y o u r physiology such as the a u t o n o m i c nervous system, heart
rate, pupil dilation, perspiration, and adrenaline secretion. All
these functions are controlled at n o n c o n s c i o u s level. This m e a n s
that peaceful thoughts can register directly in the b o d y .
I t follows t h a t w h e n y o u are p h y s i c a l l y r e l a x e d a n d m e n t a l l y
alert y o u h a v e the m o s t flexibility a n d control o v e r the w a y y o u
t h i n k a n d feel. S i n c e l e a r n i n g i s a p r o c e s s o f c h a n g i n g t h e w a y y o u
t h i n k a n d feel, learning c a n take place m o s t easily in this
accelerative learning state.
T o s t r e n g t h e n y o u r skill a t a c h i e v i n g r e l a x e d a l e r t n e s s :
• Establish simple control over diet and exercise. A strong
and well nourished body and brain lead to a balanced and
h e a l t h y m i n d . E a t l o w fat, l o w s u g a r f o o d s . F o r P h o t o R e a d i n g ,
drink lots of w a t e r b e c a u s e w a t e r helps the b l o o d carry o x y g e n to
the brain.
• Take a m o m e n t n o w and then to breathe with deep
inhalations and slow exhalations. Notice the relaxation and
s o o t h i n g feelings w h i c h flow comfortably t h r o u g h y o u r b o d y .
• Listen to Paraliminal tapes and other relaxing audio
programs.
• P h o t o R e a d relevant b o o k s on autogenic training, self-
hypnosis, guided fantasy, Silva methods, meditation, and
contemplative prayer. R e m e m b e r , you do not have to activate
e v e r y b o o k i n o r d e r for t h e c o n c e p t s t o b e n e f i t y o u r life.
• Explore meditation. Y o u will discover countless varieties
including, Y o g a and Zen. M a n y reputable teachers and centers
throughout the world teach courses in meditation.
• Use Qigong (pronounced "chee gung"), the Chinese
s y s t e m o f f o c u s e d c o n c e n t r a t i o n a n d b r e a t h i n g . A n e x c e l l e n t self-
study course in these techniques is available t h r o u g h L e a r n i n g
Strategies Corporation.
Enrich Your PhotoReading Experience 103
t a k i n g t e s t s , a n d t a k i n g r e s p o n s i b i l i t y for y o u r o w n s u c c e s s .
Beliefhelps change limiting beliefs which may keep you
f r o m e n j o y i n g all t h e b e n e f i t s o f t h e P h o t o R e a d i n g w h o l e m i n d
system.
Dream Play h e l p s y o u p r o g r a m a n d r e c a l l y o u r d r e a m s
w h i c h c a n b e a n e f f e c t i v e a c t i v a t i o n t o o l for P h o t o R e a d i n g .
Prosperity h e l p s y o u e n j o y t h e b e n e f i t s o f P h o t o R e a d i n g b y
attracting p r o m o t i o n s , h i g h e r productivity, b e t t e r grades, etc.
Deep Relaxation helps access the P h o t o R e a d i n g state of
relaxed alertness.
Self-Esteem Supercharger h e l p s b u i l d a p o s i t i v e self-concept.
10-Minute Supercharger h e l p s your mind become mentally
a l e r t a n d p h y s i c a l l y r e v i t a l i z e d . I t i s g r e a t for l o n g s t u d y s e s s i o n s .
M o t i v a t i o n i s k e y . F o r t h e m o s t part, i f y o u w a n t t o r e m e m b e r
y o u r dreams, you will. For m a n y people, simply having the
intention to r e m e m b e r and reminding themselves of this intention
just before going to bed is enough.
To strengthen this resolve, k e e p p e n and p a p e r b e s i d e y o u r
bed, and create a mind m a p of y o u r dreams every time y o u w a k e
u p . T h i s activity h e l p s y o u r e m e m b e r m o r e d r e a m s i n the future.
A n o t h e r m e t h o d for r e m e m b e r i n g d r e a m s i s a s k i n g y o u r s e l f
each time you wake up: what was I just dreaming? This must be
y o u r first t h o u g h t u p o n a w a k e n i n g ; o t h e r w i s e , y o u m a y f o r g e t
s o m e o r all o f t h e d r e a m .
B e p a t i e n t a s y o u try t o r e m e m b e r d r e a m s . When you
a w a k e n in the morning, do not m o v e or think of anything else.
Pieces and fragments of the d r e a m will c o m e to you. E x a m i n e
y o u r t h o u g h t s a n d f e e l i n g s a s y o u lie i n b e d . T h i s o f t e n p r o v i d e s
t h e n e c e s s a r y c u e s for r e t r i e v i n g t h e e n t i r e d r e a m . K e e p a t it, e v e n
i f y o u r e c a l l n o t h i n g o f y o u r d r e a m s a t first.
I d e v e l o p e d t h e Dream Play P a r a l i m i n a l t a p e to a i d in
recalling d r e a m s . Y o u can also use this b o o k as a springboard
t o n i g h t . M u c h o f t h i s b o o k i s filled w i t h i n f o r m a t i o n t h a t w i l l
c h a n g e the w a y y o u look at printed p a g e s forever. This b o o k can
help y o u tap into the powerful reserves of y o u r brain. U s e it as
one of the m a n y tools at h a n d by P h o t o R e a d i n g it before y o u
sleep.
E n r o l l in a P h o t o R e a d i n g seminar. T h e s e m i n a r is different
than the b o o k in that y o u will be assisted by a professionally
trained, L e a r n i n g Strategies C o r p o r a t i o n certified, P h o t o R e a d i n g
instructor w h o uses special student course material published by
us. E a c h instructor has guided the individual successes of m a n y
participants before you. Y o u r individual needs and questions can
be addressed as y o u think of them. M o r e in-depth illustrations
a n d e x a m p l e s are offered that m e e t y o u r l e a r n i n g style. P l u s ,
m a n y e x p e r i e n c e s d u r i n g t h e s e m i n a r c a n n o t b e fully d e s c r i b e d
i n b o o k form. T h e y b r i n g rich m e a n i n g t o the chapters y o u h a v e
read here.
Enrich Your PhotoReading Experience 107
How it works
L e t u s say y o u h a v e a n i n t e r e s t i n a s u b j e c t a n d find a b o o k
y o u really w a n t to read. By P h o t o R e a d i n g and activating three
The PhotoReading Whole Mind System 110
1. Establish a purpose
T h e first a c t i v e s t e p o f s y n t o p i c r e a d i n g i s t o s t a t e a p u r p o s e
pt I 0 1
t h a t h a s m e a n i n g a n d v a l u e for y o u . 3
?
^ , . • , „ Read,
Be clear a n d specific—it is crucial. S u p p o s e y o u r p u r p o s e is ,„,„„(
to l e a r n m o n e y m a n a g e m e n t strategies. An effective p u r p o s e all 1 0
statement could be: steps
• I w a n t to l e a r n effective m e t h o d s to save m o n e y and
invest wisely so I can build my financial i n d e p e n d e n c e .
T h a t statement is clear and specifies a p u r p o s e w i t h p e r s o n a l
m e a n i n g . M e a n i n g also increases long-term retention. N o t i c e
h o w m u c h m o r e kick it has t h a n a b r o a d e r s t a t e m e n t like "I w a n t
to learn m o r e about financial planning."
2. Create a bibliography
Keymnt
s related.
v to theme to theme
Title S
' l U e
Author j Keywtnt
/ tothfime.
KATwnt
retorted.
to theme Theme 1
iei
3>
to theme
\
A
Theme
TurpoSft
Ky-pxiit
A
4
related
b theme Theme 3 A to theme
re(Aie<± . Ttle
I Ltte \ YeLcded.
to theme. . AuhrjT
Author I to theme.
T
retaKed. Yetted.
to theme to theme
( W r i t e t h e w o r d s about t h e m a j o r thentes a n d c o n c e p t s
a r o u n d the e d g e s . T h e s e are y o u r o w n w o r d s t o describe the t o p i c
as a w h i l e . )
Syntopic Reading for Life-Long Exploration 113
7. Discover themes
E x p l o r e y o u r m i n d m a p a n d y o u r b o o k s for s i m i l a r i t i e s a n d
differences a m o n g the various authors' v i e w p o i n t s . W h e n y o u
reach this stage, y o u will b e g i n to u n c o v e r the central t h e m e s that
all o r m o s t o f t h e a u t h o r s a r e a t t e m p t i n g t o a d d r e s s . M a k e n o t e
of these.
10. Apply
a c h i e v i n g y o u r p u r p o s e . W h e n y o u feel t h e p o w e r o f t h i s , y o u
really u n d e r s t a n d the thrill of syntopic reading. Since y o u c h o o s e
the u n i q u e c o m b i n a t i o n of authors, y o u m a y stumble on a n e w
point of v i e w that has not b e e n considered by anyone.
A stunning example is reported by Patricia D a n i e l s o n about
one of her students. A physician from Brussels used syntopic
r e a d i n g i n h i s field o f h o m e o p a t h y . E v e r y q u a r t e r , a n u m b e r o f
h o m e o p a t h i c physicians from across E u r o p e gather to share
r e s e a r c h p a p e r s . I n p r e p a r a t i o n for a p r e s e n t a t i o n , h e s y n t o p i c a l l y
read and mind m a p p e d the major textbooks of h o m e o p a t h y .
W h e n he looked at his m i n d m a p s , they s e e m e d nonsensical. He
p u t t h e m i n a file for l a t e r r e v i e w .
T w o m o n t h s later, h e p u l l e d o u t his m i n d m a p s a n d laid
t h e m o n t h e f l o o r . A m a z i n g l y , t h e y all m a d e t o t a l s e n s e t o h i m . I n
fact, t h e n e w i d e a s t h a t c a m e t o h i m w e r e r e v o l u t i o n a r y . H e
quickly p r e p a r e d his p a p e r and a few w e e k s later p r e s e n t e d it at
the quarterly meeting.
D o c t o r s at the m e e t i n g w e r e a s t o u n d e d w i t h the insights
this m a n h a d revealed. One doctor c o m m e n t e d that never in
twenty years had he m a d e the connections explained in this
presentation. W h e n the assembly inquired h o w the P h o t o R e a d e r
had made such leaps in his thinking, he described the
PhotoReading process and syntopic reading. The next
PhotoReading seminar in Brussels had seven of those doctors in
attendance.
S u p e r r e a d a n d d i p t o find r e l e v a n t p a s s a g e s a n d m i n d m a p
t h e s e . A s y o u n o t i c e p a t t e r n s e m e r g i n g , a d d a list o f y o u r o w n
terms around the b o r d e r of y o u r m a p to s u m m a r i z e y o u r findings.
Explore the themes being addressed. M i n d m a p these along with
significant points of v i e w w h i c h relate to issues of c o n t e n t i o n
b e t w e e n authors. R e m e m b e r , y o u r objective is not to figure out
t h e b o o k s . Y o u r o b j e c t i v e i s t o fulfill y o u r p u r p o s e .
F e e l t h e c u m u l a t i v e p o w e r o f all this i n f o r m a t i o n . I t i s a s i f
the a u t h o r s w e r e all p r e s e n t , s p e a k i n g t o y o u r p u r p o s e . I m a g i n e
applying the valuable insights y o u gain in a most meaningful
w a y for y o u . A s y o u c o n c l u d e y o u r v i s u a l i z a t i o n , e x p e r i e n c e the
thrill of syntopic reading.
A successful real estate developer was a true self-made man. He dropped out
of school in the tenth grade and never looked back. In his entire life of fifty years,
he had read a mere three books. After learning PhotoReading, he r e p o r t e d , " It's
just w o n d e r f u l . I've read a dozen books in the last two weeks, and I'm loving
it. The PhotoReading course has been one of the most enjoyable experiences
of my life." For many years, he never considered himself a person w h o could
learn. Through PhotoReading, he demonstrated he could.
A 17-year old high school student disliked reading. Now she reads more than
ever before. "It's turned my life a r o u n d . "
Questions and A n s w e r s
for the B e g i n n i n g P h o t o R e a d e r
see m o r e .
Y o u do not have to study Z e n to learn PhotoReading. There
i s a p l a c e for r u l e s a n d for b e i n g t h e e x p e r t . T h e r e i s a l s o a p l a c e
for q u e s t i o n i n g e v e r y t h i n g . P h o t o R e a d e r s h a v e b o t h a t t i t u d e s .
W e h o n o r t h e c o n s c i o u s , r a t i o n a l m i n d , w i t h its a b i l i t y t o set
goals. We also a c k n o w l e d g e and use the e x p a n d e d capabilities of
t h e b r a i n w i t h its a b i l i t y t o f i n d c r e a t i v e w a y s t o r e a c h o u r g o a l s .
U s i n g P h o t o R e a d i n g , y o u k e e p y o u r p r e s e n t r e a d i n g skills
and gain new options. Y o u not only w i n a n e w relationship with
t h e p r i n t e d w o r d , y o u a l s o find o u t h o w t o r e s p o n d w h e n t h e
w o r l d c h a n g e s at a hectic pace. As an adult w i t h a b e g i n n e r ' s
mind, y o u will rediscover the j o y of continual learning.
fl.utorr*rtt»(J
frustration
vs.
excitei*er>t
L e a r n i n g m e a n s passing t h o u g h the stage of consciously
realizing our i n c o m p e t e n c e — k n o w i n g that we do not k n o w
something important or that we lack a desired skill.
Not surprisingly, certain emotions often accompany this
d i s c o v e r y : c o n f u s i o n , f r u s t r a t i o n , fear, a n d a n x i e t y .
Questions and Answers 125
M y s u g g e s t i o n i s s i m p l e : l o v e i t all. N o m a t t e r w h a t c o m e s Q3>
u p for y o u a s y o u l e a r n P h o t o R e a d i n g , e m b r a c e it. N o e m o t i o n jfjf
y o u e x p e r i e n c e i s w r o n g , a n d all y o u r f e e l i n g s s e r v e a p u r p o s e . *
Confusion can create curiosity. C h a o s can lead to clarity.
W h e n I t e a c h P h o t o R e a d i n g s e m i n a r s a t L e a r n i n g S t r a t e g i e s in¬
c o r p o r a t i o n , I love hearing people m o v e t h r o u g h such feelings.
A
W h e n p e o p l e say t h e y a r e c o n f u s e d , I c h e e r . W h e n t h e y s a y t h e y
are frustrated, I quickly do w h a t I c a n to m o v e t h e m into confusion.
B e h i n d this apparent craziness is a key insight: confusion is one
step we climb on the w a y to excellence. Confusion signals that
people are c o m m i t t i n g an act of learning.
In contrast, a p p r o a c h i n g p r o b l e m s w i t h a sense of certainty
a n d a n u n w i l l i n g n e s s t o let g o o f o l d b e l i e f s l e a d s t o f r u s t r a t i o n .
We get stuck in a state of l e a r n e d h e l p l e s s n e s s , a state of n o t
k n o w i n g . T h e s e t w o p a t h s are s u m m a r i z e d i n t h e f o l l o w i n g d i a g r a m :
The PhotoReading Whole Mind System 126
T h e c o m p o s e r s t a r t s w i t h h i s t h e m e , a n d t h e t h e m e i s a gift
from H e a v e n . He doesn't k n o w w h e r e it c o m e s from—has
n o c o n t r o l o v e r it. I t c o m e s a l m o s t l i k e a u t o m a t i c w r i t i n g .
Questions and Answers 131
P h o t o R e a d i n g m a y seem like a b u n d l e of p a r a d o x e s , b e c a u s e
it is. T h i n k a b o u t w h a t I am s u g g e s t i n g : to get m o r e out of y o u r
r e a d i n g , s p e n d l e s s t i m e w i t h it; t o g a i n m o r e i n f o r m a t i o n , d o n o t
worry about conscious comprehension; to succeed at reading,
quit t r y i n g so h a r d and start p l a y i n g ; and to get w h a t y o u w a n t ,
let g o o f y o u r n e e d for r e s u l t s .
During one seminar I met a woman who understood
p e r f e c t l y t h e p a r a d o x i c a l n a t u r e o f P h o t o R e a d i n g . S o o n after w e
b e g a n P h o t o R e a d i n g b o o k s , the n u m b e r of her correct answers
on c o m p r e h e n s i o n tests c l i m b e d into the 90 percent range and
stayed there. I asked her h o w that happened. "I simply decided
u p f r o n t t h a t I h a v e n o t h i n g t o p r o v e . I f t h e t e c h n i q u e s w o r k , fine.
If they don't, fine. F o r me the i m p o r t a n t t h i n g is to simply
experience a n e w a p p r o a c h to reading."
W h e r e v e r I t e a c h P h o t o R e a d i n g , I find t h e s a m e a t t i t u d e s i n
s u c c e s s f u l P h o t o R e a d e r s . P e o p l e w h o "try h a r d t o d o r e a l l y w e l l "
with PhotoReading often strap themselves with a big
r e s p o n s i b i l i t y . R i g h t a w a y , t h e y feel a p e r s o n a l o b l i g a t i o n t o
p r o v e or disprove the w h o l e m i n d reading system. T h a t is like
w a n t i n g t o t a k e t h e final e x a m i n c a l c u l u s b e f o r e y o u h a v e
learned how to a d d — a n d then claiming that y o u are lousy
in math.
Y o u do not have to believe everything about P h o t o R e a d i n g
u p front. A little s k e p t i c i s m a b o u t t h e t e c h n i q u e i s fine. N o
n u m b e r of testimonials can replace the results y o u p r o d u c e with
y o u r o w n efforts. B e w i l l i n g t o g i v e P h o t o R e a d i n g a fair t r i a l a n d
r e m a i n o p e n for p l e a s a n t s u r p r i s e s . A r e q u i r e m e n t for s u c c e s s i s
The PhotoReading Whole Mind System 132
an open mind.
I urge people to ease into the experience of P h o t o R e a d i n g —
to play, embrace confusion, and tame the gremlins. Ironically, it
is w h e n we stop trying so hard to succeed that our intuition
flowers a n d w e r e k i n d l e o u r natural skill a t l e a r n i n g . W h e n w e let
go of s u c c e s s or failure, we start to get w h a t we w a n t .
e s s e n t i a l p e r i o d o f i n c u b a t i o n a n d fine t u n i n g n e c e s s a r y t o a c h i e v e
the end result?
A P h o t o R e a d i n g student d e s c r i b e d his e x p e r i e n c e like this:
"I realized that w h e n using the P h o t o R e a d i n g whole mind
system, I am actually adding time to do extra things to my
reading. I naturally resisted. I c o u l d j u s t start r e a d i n g a n d
c o m p r e h e n d i n g as I go. Or, I c o u l d u s e this n e w s y s t e m — a d d i n g
time to p r e v i e w and P h o t o R e a d before I c o u l d a c t i v a t e for
c o m p r e h e n s i o n . M y natural response w a s , w h y ? W h y not j u s t get
i n t o it?
" I ' v e b e e n t e l l i n g m y k i d s for y e a r s t h a t y o u h a v e t o i n v e s t
a little b i t e x t r a i n t h e l e a r n i n g c u r v e u p front b e f o r e t h e p a y o f f
comes. W h e n y o u go to school, it is not the information y o u need.
W h a t y o u are really learning is h o w to l e a r n — s o w h e n y o u get
into the real world, y o u will be able to get w h e r e y o u w a n t to go
i n life. H e r e , I h a d b e e n g i v i n g t h i s a d v i c e w i t h o u t t a k i n g i t
myself!
" I s o o n d i s c o v e r e d t h a t t h e f e w m i n u t e s I i n v e s t e d u p front
paid back huge dividends. I could save hours reading reports by
t a k i n g five m i n u t e s t o p r e v i e w a n d P h o t o R e a d . I c o u l d s a v e t e n
to eighteen hours or more on b o o k s that used to take twenty
hours to read regularly."
m u l t i d i m e n s i o n a l a n d m o r e useful.
• The expanded data base we access while PhotoReading
o u t w e i g h s the data base of the c o n s c i o u s m i n d by ten billion to
one.
• The goal of comprehension is achieved in layers.
P a r a d o x i c a l a s i t m a y s e e m , t o a c h i e v e y o u r g o a l , y o u m u s t let
it g o .
The PhotoReading whole mind system works. Y o u must
u s e i t t o d e m o n s t r a t e t h e b e n e f i t s i n y o u r o w n life. A f t e r y o u h a v e
enjoyed h o w easily y o u can p r o d u c e results with P h o t o R e a d i n g ,
y o u might consider h o w your inner mind can b e c o m e an active
ally i n p e r s o n a l d e v e l o p m e n t . I n C h a p t e r 13, y o u will explore
p o w e r f u l n e x t s t e p s a n d find...
An executive went from being computer illiterate ("I mean, I barely even t y p e ! " )
to a daily user of his machine by PhotoReading computer books, magazines,
and manuals. "After about a month of doing this, I suddenly realized that those
stupid machines were starting to make sense!"
A CPA attended a continuing education seminar for her profession. Since she
arrived early, she had the luxury of reviewing the handout materials before the
presentation. Entering the PhotoFocus state she quietly and quickly reviewed
the materials. As the day progressed she realized she had a firm grasp of the
subject even t h o u g h she had not previously studied it. She attributes the
immediate comprehension of the material to having PhotoRead the handouts.
An executive reads his email in three minutes, instead of never getting to it.
1 3
A t L e a r n i n g S t r a t e g i e s C o r p o r a t i o n , w e often a s k o u r c l i e n t s ,
" N o w that y o u can P h o t o R e a d , w h a t else can y o u r brain a c h i e v e ? "
W h e n t h e y r e a l i z e w e are s e r i o u s , t h e y b e g i n a s k i n g u s , " W h a t i s
the next step b e y o n d P h o t o R e a d i n g ? "
S i n c e first d e v e l o p i n g t h e P h o t o R e a d i n g s e m i n a r , I h a v e
discovered ways to access remarkable abilities that extend
P h o t o R e a d i n g far b e y o n d m e r e l y g a t h e r i n g i n f o r m a t i o n . T h r e e
c o n c e p t s p r e s e n t e d h e r e can h e l p y o u t o e x a m i n e and enjoy
powerful n e w skills right a w a y .
I n t h e first p u b l i c P h o t o R e a d i n g s e m i n a r i n J a n u a r y , 1 9 8 6 ,
I a s k e d a q u e s t i o n at the b e g i n n i n g of our third session: " W h a t
different o r u n u s u a l e x p e r i e n c e s h a v e y o u n o t i c e d s i n c e b e g i n n i n g
to PhotoRead?"
Discover Your Natural Brilliance 141
T o m , w h o h a d b e e n fairly s h y u p t o t h a t p o i n t , s t o o d u p
b o l d l y a n d said, "I don't k n o w if this h a s a n y t h i n g to do w i t h
P h o t o R e a d i n g , b u t I w a s h o p i n g m a y b e y o u could explain this to
m e . I am a v o l u n t e e r fireman. On W e d n e s d a y night last w e e k , I
a w o k e t o t h e fire a l a r m , g o t d r e s s e d , a n d w e n t o v e r t o t h e s t a t i o n .
I w a s s u r p r i s e d t o f i n d t h a t I w a s t h e first p e r s o n t h e r e . I h a d n e v e r
b e e n first b e f o r e . I s t o o d t h e r e a m i n u t e , a n d s u d d e n l y t h e a l a r m
w e n t off. I had actually r e s p o n d e d to the alarm ten m i n u t e s
b e f o r e i t w e n t off! C a n y o u e x p l a i n h o w t h i s h a p p e n e d ? "
For years, I had taught seminars designed to help people
gain access to their intuitive powers. Tom's uncanny experience
typified h o w people's intuition can spontaneously a w a k e n . W h a t
appeared as an improbable coincidence was a demonstration of
h o w t h e finely t u n e d i n n e r m i n d c a n c o m m u n i c a t e i n a p u r p o s e f u l
way.
When you PhotoRead and activate, you increase the
communication b e t w e e n your conscious and other-than-conscious
mind. That is exactly what intuition is—the conscious
communication of other-than-conscious perceptions. Here is
h o w y o u can increase access to y o u r o w n intuitive awareness:
• Explore the sensory representations inside y o u including
y o u r inner pictures, inner dialog, and inner feelings.
• Notice information at the periphery of y o u r awareness by
opening your peripheral vision. Listen to multiple auditory
information such as several conversations in b u s y places like
restaurants, and the multiple voices on Paraliminal tapes. Also
notice subtle kinesthetic experiences. For example, right n o w
notice the feeling of h o w y o u are sitting, y o u r e m o t i o n s , a n d the
temperature on the b a c k of y o u r neck.
• Be curious and receptive to information c o m i n g to y o u
from y o u r external and internal e n v i r o n m e n t s .
• Play g a m e s with y o u r intuition. W h e n standing at a b a n k
of elevators, p u s h the call button, and guess w h i c h one will o p e n
first.
T h e d u a l b e n e f i t t o y o u for a w a k e n i n g y o u r i n t u i t i o n i n c l u d e s
enhancing your PhotoReading and activation skills while
simultaneously enriching the quality a n d e a s e o f y o u r life.
14
W e w i l l p r o b a b l y n e v e r p e r c e i v e fully t h e m u l t i p l e w a y s w e
influence our reality. B u t simply b e i n g o p e n to the possibility
i s e n o u g h t o free o u r t h i n k i n g .
A mountain biker flies d o w n hills faster, because his field of vision opened up
"I trust my inner knowing I feel relaxed, and the bike floats over b u m p s "
A new employee attended a meeting on the first day of her j o b She had spent
a few minutes PhotoReading reports before the meeting and contributed to the
conversation as if she had been working there forever "The meeting was an
activation of the materials I don't know w h o as more surprised, me or my new
coworkers'"
Two friends read novels in front of the fireplace during the evenings while on
a skiing vacation The PhotoReader brought five novels, the other just one
A chemist discovered that PhotoReading his college text books helped develop
his understanding of charts which in the past presented problems
Two friends played tennis for years One of them took the PhotoReading course
and PhotoRead five books on tennis His game immediately improved so
significantly that the other man was stunned W h e n he discovered how the
miraculous improvement occurred, he signed up for the next PhotoReading
class The end result was the same improvement in his own tennis game
A beginning PhotoReader PhotoRead ten books a day for several weeks so that
the process became second nature One morning he PhotoRead a book on how
quantum physics relates to the brain That afternoon, during a slow period of
a Minnesota Vikings football game, he spontaneously imagined thoughts,
ideas, concepts, principles, and theories about physics Several days later, he
told colleagues of his experience, one of w h o m was a physics expert After
quizzing the PhotoReader, the physics expert said that the PhotoReader, as a
lay person, knew a heck of a lot about physics The PhotoReader had
tremendous confidence that, if he went back to the book and activated it, he
w o u l d easily gain additional knowledge since PhotoReading had given htm a
solid basis of understanding
Quick Reference Guide:
Steps of the P h o t o R e a d i n g
W h o l e Mind System
Step 1: Prepare
• C l e a r l y s t a t e y o u r p u r p o s e for r e a d i n g .
• E n t e r the ideal state of m i n d for l e a r n i n g . T h i s is t h e state
of relaxed alertness.
Step 2: Preview
Step 3: PhotoRead
• P r e p a r e to P h o t o R e a d .
• E n t e r the accelerative learning state.
• Affirm y o u r personal abilities and the goal y o u will
achieve from these materials.
• E n t e r the P h o t o F o c u s state by getting a fixed p o i n t of
a w a r e n e s s (tangerine technique) and the "blip p a g e . "
• M a i n t a i n a steady state w h i l e t u r n i n g p a g e s a n d chanting.
K e e p y o u r breathing deep and even.
• I n c l o s i n g , affirm t h e i m p a c t t h e i n f o r m a t i o n h a s h a d a n d
y o u r a b i l i t y t o a c t i v a t e it.
• If y o u kept your preview to a m i n i m u m before
P h o t o R e a d i n g , consider performing y o u r p o s t v i e w at this point.
That m e a n s playfully explore the text to survey, pull out trigger
words, and formulate questions without reading to answer them.
10 to 15 m i n u t e s is u s u a l l y sufficient.
Step 4: Activate
Syntopic Reading
1. E s t a b l i s h a p u r p o s e .
T h e first a c t i v e s t e p o f w h o l e m i n d s y n t o p i c r e a d i n g i s t o
state a p u r p o s e that h a s m e a n i n g a n d v a l u e for y o u .
2. C r e a t e a b i b l i o g r a p h y .
T h e s e c o n d a c t i v e s t e p i s t o c r e a t e a b i b l i o g r a p h y — a list o f
b o o k s that y o u plan to read. P r e v i e w y o u r b o o k s to determine if
t h e y fit y o u r p u r p o s e .
3 . P h o t o R e a d all m a t e r i a l s 2 4 h o u r s b e f o r e a c t i v a t i n g t h e m .
The mind needs incubation time to create new connections.
PhotoRead your selected b o o k s 24 hours before y o u plan to
activate them.
Quick Reference Guide 149
4. Create a giant m i n d m a p .
K e e p y o u r b o o k s , a large sheet of paper, and s o m e colored
m a r k e r s o n h a n d for m i n d m a p p i n g . U s e m i n d m a p p i n g t o t a k e
notes during the r e m a i n i n g steps of syntopic reading.
5. Find relevant passages.
S u p e r read a n d dip t h r o u g h e a c h of the b o o k s to find
p a s s a g e s that are relevant to y o u r purpose.
6. Summarize in your own words.
S t e p b a c k a n d l o o k a t all t h e p a s s a g e s y o u h a v e w r i t t e n o n
y o u r m i n d m a p . Briefly s u m m a r i z e w h a t y o u think the subject is
all a b o u t u s i n g y o u r o w n t e r m i n o l o g y .
7. Discover themes.
L o o k for s i m i l a r i t i e s a n d d i f f e r e n c e s b e t w e e n a u t h o r ' s p o i n t s
o f v i e w . W h a t a r e t h e p r e d o m i n a n t t h e m e s t h a t all t h e a u t h o r s
seem to address. M a k e note of these.
8. Define the issues.
O p p o s i n g v i e w p o i n t s b e t w e e n authors are the k e y issues
about y o u r subject. U n d e r s t a n d i n g these points of c o n t e n t i o n
greatly e n h a n c e s y o u r k n o w l e d g e o n the subject. S u p e r read and
dip to find k e y p o i n t s r e l a t e d to t h e s e i s s u e s .
9. Formulate your own view.
In discovering issues, you begin to synthesize y o u r o w n
v i e w p o i n t . T h e skilled s y n t o p i c r e a d e r l o o k s a t all sides a n d t a k e s
n o s i d e s a t first. A f t e r g a t h e r i n g e n o u g h i n f o r m a t i o n , f o r m u l a t e
your o w n position.
10. A p p l y .
A c c o r d i n g to y o u r o w n needs, apply the k n o w l e d g e y o u
have acquired.
PhotoReading
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Bibliography 153
D a i l y news 82 G
Danielson, Patricia 109, 116
D a v i s , Ron 30 Gallwey, Tim 100
decision m a k i n g 60, 94 Gardner, H o w a r d 129
decoding 128 genius 7, 8, 140, 142
diet 102 giant m i n d m a p 113
d i p 20, 58, 60. See also goals 43
activation: dip in reading 104
direct learning 135 gremlins 119, 132
h o w to 137 group activation 91
mental simulation 137
distractions 49 guilt 26, 60
document shock 14
dreams 105 H
fear 4, 2 1 , 143
The PhotoReading Whole Mind System 156
K 3 respond 139
4 witness 140
Kline, Peter 108 negative attitudes 17. See also
limitations
L neural networks 69
Noah Gordon 101
Lao Tsu 127
nonconscious data base 57, 59
learned helplessness 125
nonconscious m i n d 7, 39,105
left hemisphere 15
nonconscious storage capacity of
limitations 7
the brain 130
perfectionism 17
NOPS 119
limits 13
o
Lozanov, Georgi 128, 143
oscillation 139
M
other-than-conscious m i n d 7,16,
magazines 82 4 2 , 44, 7 4 , 1 0 5 , 1 4 1 , 1 4 3
martial arts 100 overwhelmed 14
Maslow, Abraham 127
M c K e n n a , Paul 84 P
meaning 61
meditation 102 paraconscious m i n d 7
m e m o r y 33, 68, 105 paradigm 13,15, 60, 6 8 , 1 2 2 , 1 4 3
tip of the tongue p h e n o m e n o n shifts 17
105, 130 paradoxes 131
m e n t a l s u m m a r y 64 Paraliminal tapes 43, 87, 103
m i n d . See conscious m i n d ; inner helpful titles 103
mind; other-than-conscious payoffs 27
m i n d ; nonconscious m i n d perceptual defense 46
mind map 115 peripheral awareness 99. See
mind mapping also p e r i p h e r a l vision
h o w to 65 applications of 100
m i n d m a p p i n g . 20 peripheral vision 20, 99, 141
m i n d probing 57. See also PhotoFocus 44, 4 5 , 59
questions blip page 47
more-than-conscious m i n d 7 cocktail weenie effect 46
m o t i v a t i o n 36 PhotoReading 14, 40, 62, 69
m u l t i p l e intelligences, theory of a f f i r m 43
spatial intelligence 67 close 51
M u s a s h i , M i y a m o t o 45 enter the accelerative learning
music 87 state 41
in business 76
N mentally p h o t o g r a p h 2
m i n d m a p of 66
N a t u r a l Brilliance
next step 135
four-step m o d e l 138
payoffs 6, 144
1 release 138
prepare 41
2 notice 139
r e q u i r e m e n t f o r s u c c e s s 132
Index 157
P h o t o R e a d i n g P e r s o n a l Learning w h e n to do it 71
reading 2
Course 107
PhotoReading seminar 106 speed 13, 72
metaphor 4
unconscious mind 7
spontaneous activation 74. See
also a c t i v a t i o n V
stages of learning 123
vision training 99
state of m i n d . See accelerative
visual cues 58
learning state; ideal state
visual field 59. See also
Stauffer, Russell 61
peripheral vision
stuck state 139
visual m e m o r y 67, 99
study skills 7 1 , 85
sub-conscious m i n d 7
subliminal perception 5
w
subvocalizing 98
w e l l - f o r m e d goals 1 0 4 . See also
success teams 96
goals
super read 20, 58. See also
W e n g e r , W i n 37, 130
activation: super reading
whole mind 74. See also m i n d
a n d d i p 71 Wycoff, Joyce 67. See also m i n d
payoffs 64 mapping
versus rapid read 73
S u p e r m a n analogy 58 z
survey 19, 33. See also p r e v i e w
h o w to 33 Z e n 100, 102, 122. See also
S u z u k i , S h u n r y u 122 meditation
syntopic reading 109
power of 115
steps of 111
T
t a k i n g tests 87
tangerine technique 27, 29 y 30
tests 104, 121
time m a n a g e m e n t 26
prioritize 81
strategies 81
time required to learn 123
traditional education
reading 126
train of thought 62
transformations 7
trigger w o r d s 34. See also
preview
tunnel vision 139
u
unconscious incompetence
123. See also stages of
learning