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Maximum Power Learning & (Speed) Reading Program

1. How Your Mind Decodes Text: Use your unconscious to increase your understanding.

2. Speed Reading Mechanics: Quickly learn to increase your reading speed.

3. The Psychological Keys To Faster Reading: Unleash your brain’s full learning power and experience even higher reading rates.

4. Mastering Different Material: Learn to adjust your technique for reading for pleasure, self-study, studying, and mastery.

5. Knowing What To Learn: Anticipate the questions that will be asked at meetings or in the classroom.

6. Developing A Super Memory: Retain and recall vital facts and details when you need to learn them.

7. Developing Your Emotional Intelligence: Learn how to stay focused, alert, and calm to maximize your productivity.

8. Integrating Your Skills: Coordinate all your powerful skills to maximize your results.

Maximum Power Learning & (Speed) Reading

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Knowing the difference between learning types and how to properly use them will definitely improve the way you process your day to day information load. Many people measure their learning in terms of how much they can memorize, number of hours they study, or how much material they read. This is a waste of their time.

You don’t study the 9,000,000 word U.S. Tax Code before filing your taxes every year do you? Of course not. The tax preparers themselves don’t read the entire code. Even those who’ve taken my speed reading course! They only use the portions of the code that apply to their clients.

To make your life easier, it is vital to learn how to step back and see the big picture. Disseminate what you need to know in the area, how much you need to know and where to find that information quickly.

In this article I will teach you about the three types of learning. This is your first step in learning how to process information quicker and easier.

Literal Learning

Literal Learning is used to gain factual, often physical information. This is information that usually requires memorization. The alphabet, the home row of the keyboard, how to drive a car, etc. It can also include people, places, things, and their actions.

While memorizing vocabulary, names, numbers, and facts are all useful segments of learning, it does not always lead you to understanding how to apply the information. What truly matters for learning to take place, is having the understanding of the information so that you can apply it appropriately. Exposure to information and selective memorization is only the first step in applicable understanding.

Implied Learning

Implied learning is information that is not provided, but is presumed to already be known by your audience. If a passage says eat the orange. The presumption is being made that you know what is meant by the words, “eat”, and “orange”. While applying this information is simple with these two words, some words can be viewed differently by various individuals based on their prior experience.

For example, the word “marriage” can be viewed as horrific or blissful depending on your past experience. Phrases like, “Increase productivity” can cause workers to freeze as their thoughts jump to “Even more work”, while others get excited thinking, “I will save time”.

When corresponding or presenting information keep in mind that using Implied Information can cause a disruption in real understanding based on an individual’s point of view. This slows learning and can add costly delays to projects.

Inferential Learning

Inferential learning is understanding the meaning and significance of what is being taught. This occurs on several levels, and requires some prior experience or understanding of the content to be fully applied. Inferential learning is what you use to build upon current knowledge.

Let’s take a lawyer for instance. A new statute goes into effect in the state law. A lawyer will only note the new statute if it pertains to their specific area of law or effects their practice. If it does, then he or she applies the new statute to what they already know and move forward.

Here’s another example: You just read Donald’s Trump’s book, “Art of the Deal”, Trump’s negotiating strategies really appeal to you. Making a connection between Trump’s methods and your current practice you apply his strategies to your negotiations and move forward. Again, you’ve just used Inferential Learning.

Knowing how much to learn at each level can greatly improve your information gathering efficiency. Just as a highly successful lawyer won’t memorize the tens of thousands state and federal statutes. He or she can still be highly effective by only memorizing the core rules of law and looking up the specific statute when there’s a need.

Increasing the speed in which you learn or gather new information requires learning the difference between what you need to know for optimum results in your present work, versus resources for future use. Don’t waste time trying to memorize fine details you may never use. It’s best to copy and paste or scan and save what you think may be useful to you in the future. That way when you need certain data or resources, a quick search on your computer will provide what you need for further examination. When storing web content, your best bet is to copy and paste the content in to your hard drive. This way you won’t be disappointed if the website disappears and you can search terms easier on your computer. BE SURE TO BACK UP YOUR COMPUTER TOO.

One of the most important issues of today is the phenomenon of information overload. Since the dawn of the television era, technology has opened the flood gates for information. Studies have proven over the last forty years that information overload causes stress, anxiety, physical illness and even disrupts decision making abilities. I hope this article has given you something to build upon and look forward to having you on one of my upcoming webinars or as a student of one of our learning programs.

A. As a teacher, director of a college preparatory school and a grandparent, I view learning as a necessity. As a necessity, it needs to be affordable for as many people as possible. Study after study, as well as polls of students reflect that our educational system in the United States is broken. We are not being taught how to learn, rather how to regurgitate information. Being trained to be a parrot is not the same as learning. In calculus you can memorize all the equations and still fail the test, because you didn’t learn how to apply them.

The potential success and brain power of our society is being left untapped. How does this effect you? You spend a lot more time completing your work or assignments, you experience greater frustration and that can lead to unnecessary stress at school and in the workplace. Realizing the need in our communities for a learning program like Maximum Power Reading, we do everything we can to keep our costs as low as possible to pass those savings on to you.

We rely on Maximum Power Reading being the best speed reading program on the market. One that goes beyond teaching speed reading to actually helping our students to learn smarter and faster. By providing a comprehensive program that nearly everyone can benefit from and backed by a money back guarantee, our students refer their friends and family. These referrals help us keep our expenses to a minimum and provides you with the advantage of lower prices.

Q. What is different about your speed reading programs?

A. There’s several differences. I’ve outlined two:

1. I developed our core programs as a student myself and was amazed at the results I was able to achieve in a short period of time. Over the past 30 years I have personally taught thousands of students of all ages and a variety of professions how to speed read and my home study course has reached over 600,000 more students. My programs have been perfected through extensive research and the practical experience of working with the students of all ages. As a director of a college preparatory school, we want to give our students every advantage possible to achieve their dreams of scholarships and grants. We want to provide maximum results for each individual who completes the program, so great care has been given to the details of development.




2. Mr. Reader’s programs concentrate on the art of learning first, building speed second. What good is reading fast if you’re not able to benefit from what you’ve read? By integrating reading skills, schematic processing for speed and understanding, study skills, as well as memory skills, my programs teach you comprehensive strategies you can build upon for the rest of your life. My speed reading program will help you with reading and comprehension for a variety of materials as well. Whether you’re reading for pleasure, reading for study and learning a subject or new language, work and even technical reading. By completing the programs within our learning systems you can develop solid skills and strategies that last a lifetime.

Q. What kind of results can I expect from your speed reading program Maximum Power Reading?

A. While we’ve had students quadruple their reading speed and better with practice, the double blind efficacy test of my speed reading program found the average person ages 11 to 64 usually doubled their reading speed, while retaining their comprehension rate upon completion of the four hour program. Those same results were also found of the students who attended my live instruction of the same four hour program. Some students increased their speed by 50%, some 100% and yet others were able to triple their speed at the end of the four hours. How you use your learned skills and practice them will determine the final outcome of your benefit.

Q. Is this course for younger children as well? Can this course be used by the entire family?

A. My programs are based on adult learning and I do not have any data for children under the age of 11 taking the course. Children under the age of 11 have used my program, but children under 11 were not included in our efficacy study. I would recommend that anyone under 11 be on at least a sixth grade reading level.
Yes! Use the system with your entire family. Family night can also be “learning” night! The skills and strategies within the programs are the same whether you’re a student or professional. The only thing that changes is the material you are reading. I know of families who’ve even included the grandparents and all three generations learn together. You’ll love it! And studies show active brains are less effected by dementia and Alzheimer’s.

Q. If I buy your speed reading program can I get support in using the program?

A. Yes. I provide online web training for groups and associations using the same exact program you will receive. If you would like to be notified of when these sessions are held, I am happy to give you free admission to attend. You will have the flexibility to join at any point of the session and I answer student questions.

Q. What if I’m one of the few people who simply cannot learn the program? Can I get my money back?

A. Yes, all my programs have a money back guarantee. You are welcome to return the program for a full refund of the purchase price. Shipping costs are not included in the refund amount.

Q. Can I read your double blind efficacy study?

A. Yes, it is available by clicking here. If you have a question for Howard, feel free to contact us – click here.

Q. Can your programs be sold as a fundraiser?

A. Yes, we are happy to share the program with as many individuals and families as possible. For more information, click here.

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One of the most exciting aspects of living is gathering information. Information for your personal decision making, to work more effectively, get better grades on homework, all require the ability to cut through the garbage and target what you need to know.

More information is published each week than in all of human history through the year 1800; yet, the average person’s reading speed is only 200 wpm with a mere 10% of the material read typically retained into long term memory.

In the time it takes you to read this sentence, I can read this entire page…and another as well. Recognized as the world’s fastest reader, I want to help you learn to read faster, understand more and how to use advanced study skills to improve recall of your reading.

When you have the skills and strategy you need to finish your work faster, you have more time to spend on the things you want to enjoy in life!

THE ROOTS OF SLOW READING

You already possess the ability to rapidly read essential information. It is an innate ability. Let me prove this to you. Think about how much information your brain must process while driving an automobile on a highway. It must view and analyze the motions of the surrounding cars, road conditions, weather conditions, read signs, and at the same time avoid hitting animals or people who might cross the road. Instead of being overwhelmed by all this information you become so bored that you might turn on the radio, talk to other passengers, or make cell phone calls. If your brilliant brain is so adept at swiftly reading a road during a drive, then why can’t it read text just as quickly and easily? The answer is simple. Instead of seeing a book during reading, your brain hears a voice that pronounces the word sounds printed on the page. Quite simply, you don’t see a book—your hear it. Yet, vision is faster and more powerful than hearing. By becoming a more visual reader you will instantly increase your reading speed. Let’s begin this process together.

BECOMING A MORE VISUAL READER

Watch a young child read and what do you see? You see them reading words one letter at a time, such as D O G spells dog. As an adult, your brain barely notices the letters appearing on the page. Instead you see entire words like dog, or even entire phrases like “hot dog”, “ice cream”, or “United States of America”. “United States of America” contains four distinct words, almost the width of an entire column in a textbook or newspaper.

If you can see four words then why can’t you see entire lines, sentences, paragraphs, or even an entire page at a glance? You can! You just need a simple system that improves your brain’s visual reading efficiency.

The first step is understanding how your magnificent brain is decoding text on the unconscious level. Once you become conscious of this unconscious activity you will be able to speed it up to a higher reading speed still being able to comprehend, store, and recall essential information.

As a student, I trained to become a Psychobiologist at the State University of New York at Binghamton. During my studies I learned how our brain uses schema, or more simply our map of the world, whilst decoding text. Each of us has a lifetime of experiences stored in our memory map. Stored experiences that writers expect us to possess and use while reading.

Let’s use an example to learn how you can use schema to interpret text. Imagine I wrote a story and told you, “the woman wore a red dress.” I would expect you to know what I meant by the word woman. As a reader you don’t expect me to explain to you that a woman is a female. You already know this information. You are using your schema or life database to read this text.

Probably the best way to demonstrate schema’s important role in making text meaningful is by giving you a paragraph to read that is completely lacking any schematic clues. Although the words in this passage taken from my Maximum Power Speed Reading Program are simple and familiar you will find them almost impossible to read:

“This is an easy thing to do. If possible you will do it at home, but you can always go somewhere else if it is necessary. Beware of overdoing it. This is a major mistake and may cost you quite a bit of money. It is far better to do too little than attempt to do too much. Make sure everything is properly placed. Now you are ready to proceed. The next step is to put things into another convenient arrangement. Once done you’ll probably have to start again real soon. Most likely, you’ll be doing this for the rest of your life.”

It’s pretty tough decoding this text since it lacks any schematic clues. Did you guess that this paragraph is discussing doing a load of laundry? Picture the word laundry printed right above this text as a single word title, and read this passage once again. Isn’t it amazing how much clearer this passage becomes simply by adding a single schematically significant word? Even a single schematic clue can make text understandable. From this example it is clear that schema plays a major role in making text meaningful, but how do you know where to look for schematic clues while reading?

This is a free lesson on the subject of speed reading to our members. If you’d like to complete this lesson and receive other valuable monthly lessons absolutely free, please provide the information below. Your lesson will arrive seconds after your confirmation e-mail. We never sell or share our member’s information and you are welcome to opt out of our lessons at anytime.

Maximum Power Speed Reading isn’t just reading, it’s speed learning.

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Introducing: Speed reading, Speed writing, Speed memory, Speed learning, And Speed math

Take a look at this sentence: “I didn’t say she ate the sandwich.” Did you find it confusing? Inflecting the words in this sentence will profoundly alter meaning. To simulate inflection, I will bold the word in the sentence that I want you to hear in an emphasized tone.

What does this sentence mean: “I didn’t say that she ate the sandwich?” The emphasis on the word “I” is my why of saying it wasn’t me but someone else who ate the sandwich.

Now let’s place the emphasis on the word “SAY.” I didn’t SAY that she ate the sandwich. What does this mean? I might have pointed at her, or implied that it was she, but I never actually said it to you verbally.

When I put the emphasis on “SHE”, we again get a totally different meaning: “I didn’t say that SHE ate the sandwich.” I told you that someone else was responsible for eating it.

Now I’m going to emphasize the word “ATE”: I didn’t say that she ATE the sandwich. Now we get a completely different meaning. Perhaps I said she threw the sandwich away, or that she ate the desert, but in no way did I say that she was responsible for eating the sandwich.

In our final example, I shall place the emphasis on the word “SANDWICH”: I didn’t say that she ate the SANDWICH. Perhaps I told you that she ate an apple, but I never told you that it was a sandwich that was eaten by her.

Notice how by simply changing the emphasis of a single word in a sentence, I altered the meaning. Fortunately there is an easy solution to this problem. If a writer used inflection to create meaning in a sentence, and your brain is hearing the wrong inflection pattern, then you might try reading the sentence placing emphasis each time on a different word to see if that changes its meaning and makes the sentence comprehensible. I don’t recommend doing this very often, but if a sentence is particularly important and if inflection is causing the comprehension problem, then this is an easy way to fix it.

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