Part One (to end): The Demo - Key Aspects of This Program For Both 1on1 and Group Instruction.

Part Two (to end): What Is Taught At Each Cognitive Interval.

Part Three (to end): Who Are The Students Who Can Use The Advanced Settings Of Proportional Reading Immediately?

Part Four (to end): Using This Reading Program to Also Improve Student Mental Health.

Part Five (to end): Assistive Book and Text Holders.

Go To SPED Page

Part One: The Demo

Key Aspects of This Program

For Both 1on1 and Group Instruction

(Free Live, Interactive, Online Demonstration)

Teacher Testimonial

This program is designed to greatly increase every teacher’s reach by allowing every student to read independently, simultaneously or at different times, with a voice and text reading experience that exactly matches his or her needs.

All students, or just one or two, in a class or at home, can read independently, using earphones, with interactive computer voice and text formatted to perfectly match their individual needs and pace of reading, in a progression of six different text formats and three different ways sound is used. All diverse students, including all ELL students, and all LD students, and all Gifted and Talented students, and all students with Physical or Mental Challenges, can be helped immediately and simultaneously.

Learn how we use this approach to reduce anxiety and increase grades. All students also get a free Phonetics Program that uses real human voice and can be done on any phone, iOS or Android, or any laptop or computer, Mac or PC.

The program can be expanded from one teacher and one student to all teachers and all students almost immediately. It primarily uses iOS devices or Apple laptops and desktops already possessed by students, with playback software already (right now) loaded on their devices and free.

At the same time this program will completely remove student frustration and the subsequent “slide” into avoidance, at-risk behavior, and then anger.

From an Administrator, Principal, Teacher or Parent’s point of view here are many key features:

1. •End your waitlists instantly. Everybody on the waitlist gets a Free 40 hour phonetics course to do independently, at home, with interactive, real human voice using any smartphone, or a Mac or PC.
   

2. •increase your customized, 1on1, interactive instruction to each student a hundred fold, both in class and out of class.
   

3. •Instantly increase student motivation, enjoyment and progress.
   

4. •Greatly reduce student training time and cost per student; reach many more adults.
   

5. •Use this one program for ESOL, ELL, ABE, Pre HISET, LD, and Transition (or their high school equivalents).
   

6. •Use our program to complement your existing instruction.
   

7. •Incorporate the dynamic of small group participation and collaboration into your classroom teaching, with its “group” help for teachers.
   

8. •Empower your students with the ability to learn on their own, and with the love and success of doing this independently, with just a little instruction; reap benefits from this extra learning time.
   

9. •Provide a summer and vacation program for all your students, done with distance learning.
   

10. •Enable your students to practice speaking English, as they improve their reading, with many hours of independent, interactive text and real human voice and/or computer voice.
    

11. •Provide a sophisticated vocabulary program, based on root words, interactive voice and text, and paragraphs of text for comprehension, with numerous multiple choice tests and doable on any smartphone or computer.
    

12. •Provide lifetime empowerment and create lifetime learners who love to read.
    

13. •Immediately provide for free a sophisticated structured phonetic course with real human voice for all your regular students, which they can do anywhere, using any smartphone or any computer.
    

14. •Achieve far greater results for each dollar of funding.
    

15. •Optionally create a coaching staff to help out.
    

Perhaps most importantly, every student who learns this approach will have a lifelong tool to experience the joy and power and peace of reading well, both in school and out.

The following paper describes in great detail exactly how this happens and what you need to understand to get started. Teacher training is very quick and easy, and teachers will immediately see how to augment their current programs with this approach. Please look at the Demonstration.

Here is a short statement of what we will be looking at today, and how it relates to you as administrators, teachers, and staff. This is a program for both improving student reading, and at the same time, and through the same means, automatically improving student mental health.

SIMULTANEOUS, INDIVIDUAL READING

We are going to look at a program which allows all students to work on a reading program simultaneously, with each student using customized settings and proceeding independently.

You will see that this program nicely augments other reading efforts. This same program can be used just for individual students, or just for a small group of students, or for all the students in a class, or for all the students in the school. You will also see how the same text can be read many different ways. These opportunities greatly reduce the cost of widespread student adoption, and for a lifetime of empowerment.

USE OF GREAT LITERATURE

We are going to be looking at great literature; almost all instruction in our program is done from the point of view of understanding great literature as you read it.

PROGRESSION OF THREE USES OF VOICE

We’re going to be looking at a progression of three different ways to use voice. These are the three main uses. As students improve their reading ability, they change the way they use voice. People begin by reading text out loud, before listening to the text read out loud. Later on in this presentation, and representing further progress by the individual, the student begins to read silently at the same time as listening to the text. Third, as a student progresses even further, the student starts to read silently ahead of the voice presentation.

PROGRESSION OF SIX COGNITIVE INTERVALS

Secondly, we are going to look at a progression of reading by increasing cognitive interval. A cognitive interval is all the text selected at one time. There are six basic cognitive intervals: a word, a phrase, a punctuation interval, a sentence, a paragraph, and the chapter. We will start by looking at reading a word at a time in a special format where there is no horizontal eye movement. This is used for exceptionally rare situations like Irlen syndrome, Macular Degeneration, Narcolepsy, and severe Dyslexia. Then we will look at reading a phrase at a time. Next we progress to reading a punctuation interval at a time. A punctuation interval is defined as all the words from the beginning of the sentence to the first comma or semicolon or period, whichever comes first. The second punctuation interval begins with the first word thereafter, and continues to the next comma, semicolon, or period. After this, we start reading by sentence, and then we begin to read by paragraph, and finally by a chapter at a time.

SIX PART PROGRAM WHICH MAKES POSSIBLE EASY IDENTIFICATION OF STUDENT PROGRESS

Each student begins the program with the cognitive interval and related instruction that is right for them, and then they advance forward. This means that each student has a very clear statement as to what level (1-6) that they are currently on, and when they have made and make advances.

UNIQUE COMBINATION OF USE OF SOUND WITH EACH COGNITIVE INTERVAL

By combining the different uses of sound with the different formats of text (by increasing cognitive interval), we can immediately match any student’s needs with interactive voice and text technology, which the student can take and read independently on his or her separate Apple device. Students do not all have to do the same thing. Each student has their own program and operates the controls individually.

In addition, the student can pause at any time to think, look up a word, take a note, repeat the section of text from the beginning of the section, or just from the present point to the end of the section, change the speed of the voice, or continue.

DIFFERENT SPECIFIC USES FOR EACH OF THE SIX FORMATS (COGNITIVE INTERVALS)

You will see the different and specific uses for each of the six formats (different cognitive intervals). You will quickly observe that there are a number of different uses for each cognitive interval, both in addressing the normal progression of reading skills, and for addressing specific challenges of individual students.

COMBINING SILENT READING WITH PHYSICAL CONTROLS FOR A FOCUSED “GAME”

You will see how operating physical controls as you read greatly improves focus and comprehension.

GREATLY INCREASING FOCUS AND CONCENTRATION BY READING AHEAD OF VOICE

You will see how this technique prevents stray and negative thoughts from distracting focus, as it instantly corrects occasional errors of silent reading, and greatly shortens overall reading time.

AUTOMATICALLY PAUSING PRESENTATION AS SOON AS ATTENTION/FOCUS DROPS

At the end of each paragraph the student must actively press a key to continue. This will not happen if focus or attention is elsewhere.

ACCESSING THE FREE CURRICULUM AND FREE LIBRARY

You will see how to access the free curriculum and free library; any student or teacher can access these collections from the Internet, and have access to 72 of the most famous books of all time. Almost all the books are presented in a number of different formats (cognitive intervals).

If a student had to buy every book on this list in hard cover, he or she would easily spend over $500.00. This multi-formatted collection that you can play on your iPhone, etc, is a tremendous gift to each and every student, and school district.

TEACHING COMBINED WITH EACH OF THE SIX FORMATS

You will observe that this program provides each individual with a number of different alternatives for reading text with good comprehension. At each level the student learns the appropriate concepts and techniques for that format, and when ready, progresses up to the next level. At the end the student is able to read any Internet text with these tools, as well as any book that he or she wishes to format.

IMPROVING OTHER AREAS BY IMPROVING READING

We will talk briefly about how this program improves your ability to listen, speak, remember, take notes, spell, and write, all by improving your reading.

Now let’s discuss a few other specific features of this program which are important for administering it.

USE OF MACINTOSH EQUIPMENT

The program uses Macintosh equipment (iOS devices, Mac laptops and Mac desktops) for doing the voice and text presentation. If you don't want to do the voice and text combination, you can use any smart phone, laptop, or desktop. This program is primarily designed to use iPhones, iPod touches, iPad minis, and iPads, or a Mac laptop, as almost everybody has access to one of these devices.

USE OF SAFARIS BROWSER

Voice and text presentation requires the HTML  articles to be read online or offline, with the Safaris browser. The browser choice is set in the General Preferences pane.

USE OF KEYBOARD TO OPERATE COMMANDS

A keyboard, either wired or Bluetooth, is used to execute the operating commands.

GROUP SESSION TRAINING FOR BASIC SETTING UP OF DEVICE

Basic instruction in how to set up your iOS device or laptop is done in group session. Every participant should bring their own iOS device.

GROUP SESSION TRAINING FOR TEACHING FIVE BASIC COMMANDS AND SEARCHING

Teaching the basic commands for doing VoiceOver on an iOS device, or on a laptop or desktop from Macintosh, is taught in group session along with searching.

OVERVIEW OF BASIC PROGRESSION TAUGHT IN GROUP SESSION

The basic progression of steps and what is taught at each stage in the progression can be taught to a large group or auditorium full of students. This is a wonderful way for everybody to see where they are at currently, i.e. what they feel comfortable with, and where they will be going shortly in their instruction.

USE OF EARPHONES IN CLASS TO LISTEN TO TEXT READ OUT LOUD

Texts are meant to be read in class using earphones. Also, use earphones outside, at the gym, or at home, or in large gatherings.

FORMATTING TEXT

In addition to the extensive text which is provided as curriculum and free library, any textbook, novel or Internet article, or set of concatenated Internet articles can be formatted and read by all students. The formatting is done on a Macintosh computer and then the resultant HTML articles are sent to individual teachers who disseminate them through Dropbox, from the teacher to her individual students’ accounts on the students’ devices.

READING TEXTS OFFLINE

Students can read text directly from the Internet or WiFi on their iPhone or other iOS device, if there is Internet or Wi-Fi access. In addition they can save any book or article in Dropbox as an off-line item, and read it without any access to the Internet or Wi-Fi. This is ideal for public transportation, riding as a passenger in a car, camping trips, walks, hikes, and vacations.

FREE DISPLAY SOFTWARE FOR VOICE AND TEXT

The software for doing VoiceOver is free and already on all iOS devices, as well as Mac laptops and Mac desktops. All VoiceOver reading needs to be done with the Safari browser which is also installed for free on all Macintosh devices.

LIST OF BASIC GOALS

The basic goals may be stated as follows:

1. 1.Get the student to think as they read, and read at the speed they think.
   

2. 2.Overcome the 18 Bad Reading Habits.
   

3. 3.Learn how to set up the Proportional Reading approach to VoiceOver, for reading any article in HTML.
   

4. 4.Learn how to adjust voice speed, perform the basic commands, execute pause and repeat, and continue at will.
   

5. 5.Gain immediate empowerment for reading at grade level, with an understanding of what to do to correct basic flaws.
   

6. 6.Prevent any decline into reading anxiety, excessive control, inability to hear an inner voice, and inability to hear your real self.
   

AVAILABILITY OF PROGRAM TO STUDENTS

In contrast to many public schools where enrollment has to be limited because of teacher shortage or funding limitations, Proportional Reading is for every student in the school, or extra-school program, and the text curriculum is both provided and free. In addition, there is no initial requirement of specific interest or capability for any of the students.

EVALUATION OF STUDENTS

Evaluation of students is simple: the English, history, and language arts grade score goes up after a semester of use.

In addition, each day after reading, all the students write for at least three minutes on a new page in their blue book, with the day’s date at the top. The students are to write about what they have read. This blue book provides a progressing statement about how and what the students are able to write about from their reading.

The teacher has a specific duty to do in each reading class. While the students read with earphones, each at their own settings, the teacher spends 5-8 minutes per student on a rotating basis, evaluating their reading and recent writing, and making changes in the settings for each student. The teacher keeps a progress report on each student, with dates of changes in settings and what they were. All students in the class are individually evaluated each week.

Secondly, teachers find teaching each class is more fun and enjoyable because the students are better prepared, have done their assigned reading, and want to participate.

Attention span will greatly increase with voice and text, and at least during reading class, incidents of misbehavior as reported and charted will decline.

USE OF CONTINUOUSLY UPDATED SOFTWARE FOR PLAYBACK

In the past, we used to provide our own operational software and had to charge for it. Now we use the free and continuously updated software from Apple called VoiceOver. This is possible because this basic software can be customized and personalized hundreds of thousands of ways, to create just the program wanted for sighted people to read with voice assistance, and with maximum control. Our specific list of setup choices is essential and must be followed during initial setup of the program.

TRAINING AND COSTS

Most of our training can be done by group instruction, with live presentation over the Internet. There is a rough cost of $5K for this instruction for a small school district, large school, or college. This assumes large group instruction. Otherwise, the cost is born by smaller groups on an individual basis. Secondly, there is a royalty charge of $1 per student per year in each participating institution; all students are included in this calculation. The royalty charge is waived the first year.

We have a Turnkey Training Program for a Single Teacher consisting of five lessons, taught live and online, where we get the teacher fully set up and familiar with how the program works, and actually teach one or two students together. Each lesson is 40 minutes long. The cost of this package of five initial lessons is $250.00. The trained teacher should then be able to teach other teachers and individual students.

Group Presentations to 10-50 Teachers at a time are $250.00 each for a two hour live, online presentation, which includes demonstrations with live students if desired.

PART 2:

WHAT IS TAUGHT/LEARNED AT EACH COGNITIVE INTERVAL

Level One (One Word at a Time)

1. 1.Learn about large type, and how to adjust font size.
   

2. 2.Learn about vertical peripheral vision.
   

3. 3.Learn about enlarging or shrinking font size, if possible on your device.
   

4. 4.How specific help for Dyslexia, Irlen Syndrome, and Macular Degeneration works.
   

5. 5.Learn how to read vertically, with or without sound.
   

6. 6.Learn how to avoid falling asleep when reading, and how to adjust background and lighting. This topic can be presented at any level.
   

7. 7.Learn about proper reading posture. This topic can be presented at any level.
   

Level Two (A Phrase at a Time)

1. 1.Learn how short direction words are followed by longer object words.
   

2. 2.Learn how preposition phrases create questions and answers.
   

3. 3.Learn how to read more than one word at a time, for first graders.
   

4. 4.Learn how to prevent stuttering.
   

5. 5.Learn Echo technique (for developmentally delayed students).
   

6. 6.Learn Clue and Read technique for Autism: hear section then read one word at a time.
   

7. 7.See yourself projecting, and learn how to stop.
   

8. 8.See yourself perseverate, and learn how to stop.
   

9. 9.Learn how to stop “wiggling” and “punching at” words.
   

10. 10. See yourself adding letters or syllables that aren’t present.
    

11. 11. Fill in gaps in Structured Phonetics if necessary.
    

12. 12. Help for Delayed Audio Processing.
    

13. 13. Learn how to read out loud before sound.
    

Level Three (A Punctuation Interval at a Time)

1. 1.Help for being overwhelmed by too much text at a time.
   

2. 2.Additional help for Delayed Audio Processing.
   

3. 3.Improve Fluency.
   

4. 4.Reread second time with fluency, if stumbled, or got stuck.
   

5. 5.What is auditory memory?
   

6. 6.Learn how to answer questions with Auditory Memory.
   

7. 7.Learn how to use auditory memory to check meaning; reread if necessary.
   

8. 8.Understand the Questions and Answers in each Punctuation Interval.
   

9. 9.Continue to read out loud before sound, but fluently.
   

10. 10. Hear the music in each sentence.
    

11. 11. Learn how to make pictures of visual text.
    

Level Four (A Sentence at a Time)

1. 1.Learn how punctuation Intervals relate to each other.
   

2. 2.What are the basic 10 types of relationship, including four types of sentence and four types of list.
   

3. 3.See the big Question and Answer in each sentence.
   

4. 4.Learn how to connect separate images into a movie.
   

5. 5.Learn how to add auditory memory and thinking about Q&A to make a full movie.
   

6. 6.Learn how to answer questions by playing back the movie you have created.
   

7. 7.Read silently with sound.
   

8. 8.Watch 6 movies about overcoming subvocalization.
   

9. 9.Learn how to read just ahead of sound, pausing briefly on larger words, then at punctuation points.
   

10. 10. Learn how to use your peripheral vision to read proportionally to sound, at any speed. Proportionally means longer time spent on longer words and pausing at the end of punctuation intervals and sentences, just as in speech, regardless of speed, even at 350-500 wpm. and higher.
    

11. 11. Learn how to pause and then continue the sentence, repeating the sentence if necessary.
    

12. 12. Learn how to change voice speed.
    

13. 13. Learn how to look up word, and build a vocabulary file without any typing.
    

Level Five (A Paragraph at a time)

1. 1.Learn about Choice of one sentence at a time in Paragraph, or whole paragraph at a time.
   

2. 2.Learn how sentences relate to each other.
   

3. 3.Learn about the hierarchy of meaning: key thought.
   

4. 4.Learn how to identify the key word of each paragraph.
   

5. 5.Learn how the sentences in the paragraph relate to this key word.
   

6. 6.How to build a vocabulary file.
   

7. 7.Be sure to check out the graphics and animations.
   

8. 8.Learn to re-read paragraph asking questions, and answering before hearing.
   

9. 9.Learn how to pause whenever confused and then continue on; or select rest of paragraph to be read.
   

10. 10. Learn how to copy notes without any typing.
    

Level Six (A Chapter at a time)

1. 1.Learn how the Key words of the succeeding paragraphs relate.
   

2. 2.Build a mind map.
   

3. 3.Check your place in outline of chapters and chapter sub-titles.
   

4. 4.Use of classical music.
   

5. 5.Learn how to use a copy of the book’s Outline.
   

6. 6.Learn about dictating mind map as you read and create it.
   

Optional Subjects

1. Dictionary Course: How to Use

2. Vocabulary Course

3. Audio Editing

4. How to Format Text

5. Use of Tape Recorder for Writing

6. Dictation Skill

How to Correct the Student At Each Level and for Each Bad Reading Habit

1. Give first syllable only: just key.

2. Reinforce with “good”, “that’s right”, “correct” only as often and if desired.

3. Allow student chance to correct mistake before correcting.

Part 3:

Who Are the Students Who Can Use the Advanced Settings of Proportional Reading Immediately?

All of the groups described below have trouble reading accurately and with fluency, and hearing an inner voice. They also usually have trouble using their peripheral vision correctly. As a result they never get to hear their inner voice, or their real self, and/or hear a discussion between their inner voice and their real self. Consequently, their personal decisions are based on denial and avoidance rather than from listening to their real feelings. Negative feelings and escalating poor personal choices follow.

Specifically, for any of the reasons listed below (inaccurate decoding, projecting, lack of focus, distracting sounds or voices, obsessive and compulsive behaviors, avoidance, denial, etc.) a reader will fail to read text accurately and fluently, fail to visualize descriptive words, not think about the meaning of each punctuation interval in turn, and the relationship of each punctuation interval to the next in the sentence, and the relationship of the sentences to each other in the paragraph, and the relationship of the paragraphs to one another in the chapter. Because of all these reasons and lack of practice, the student will fail to use his or her peripheral vision correctly and never achieve the speed necessary to hear an inner voice easily, or to enter the theta state of maximum creativity, when and where one continues to visualize text and hears the real self and a discussion between the inner voice and the real self.

All the groups listed below can benefit immediately by reading silently as they hear text pronounced. The presence of voice with the text stops almost all of the problems listed above as well as providing instant correction. Then, with a little training and practice, these students can increase speed to where they read silently just ahead of the voice, as they think about what they are reading.

The same downward slide described in #1 below (ADHD) can and will often occur individually in each of the other groups listed here. The originating circumstance may be different, but the “slide” often takes the same or very similar path.

1. ADHD students are easily distracted because they are bored. The reason why they are bored is that they can not input text anywhere near as fast as they can process text. The resulting discrepancy causes boredom and a desire to speed up, resulting in projecting and many decoding errors, which in turn leads to poor performance, low self esteem and avoidance. These people often become obsessive controllers who avoid situations where they may fail again. Pretty soon there is unrecognized, accumulating guilt and shame, and more avoidance. Soon they box emotions, create walls with power plays, or just stop feeling, because to feel is too painful; alternatively, they engage in extreme behaviors where it is easier to feel (get a high). They are often not open minded, can not hear an inner voice, or listen to their real self. Often these problems do not show up in casual day to day, or business relationships; instead, they manifest themselves in serious personal relationships, and over and over again. These people become successful deniers, resulting in long term personal loss. For example they can not grieve or commit, and often need extreme behavior to even feel. They can not read text with fluency, using peripheral vision and hearing an inner voice.  ADHD readers often never get to hear a discussion between their inner voice and their real self. Instead they control their life to avoid possible conflict.

As adults they are sometimes successful as small business people or professionals, who run and control their own business, and have created, or stumbled into, a niche where they provide a service that attracts increasing numbers of customers. This belies the fact that they are not open minded, and also can not hear an inner voice or listen to their real self, with long term personal loss.

Alternatively, these people, who are often very intelligent, find excuses. They may set up phobias for self-justifying their inability to perform, often with forced parental support. What they create is a self-fulfilling prophesy of failure.

2. At risk students who are so beset with the repeated occurrence of failure that they look to drugs, violence, gambling, being a sexaholic or shopaholic, racism, or radicalism as escapes.

3. ESL students who make errors often in as many as one out of ten words. In addition, they frequently do not pause at commas, semicolons, and periods; and they often add an “s” sound to many words. They can get discouraged.

4. Dyslexic students who get one out of ten words twisted up. Often these people perseverate or re-read in an effort to avoid making mistakes. They may physically “punch” the word they are trying to read, or start shaking or wiggling (in a subconscious attack on the word). They also courageously create work arounds and obsessive and compulsive behaviors as coping mechanisms, which often are better than nothing, but do not work very well in comparison to the latest solutions. They can also be obsessive controllers and deniers who do not hear an inner voice or their real self.

5. Average readers who decode one out of ten words wrong, for many normal reasons. Also, average readers who are spending all their focus on pronouncing the words accurately and fluently, and as a result do not think at all about what they are reading.

6. PTSD victims who are obsessive controllers.

7. Sufferers of Personality Disorders who are obsessive controllers.

8. People with Anxiety and Panic attacks who are obsessive controllers.

9. Schizophrenics who hear internal voices.

10. Gifted and talented students who are bored with the slow pace.

11. All regular students and adult beginners who are going through the normal progression of instruction and skill acquisition, and not getting the stage-appropriate instruction.

12. All readers who are just learning how words look with peripheral vision, or who are making occasional mistakes with their peripheral vision.

Part Four:

Using Proportional Reading Instruction on a School and Community Level to Stop the Gradual Slide Into Mental Illness and Escalating Poor Personal Choices

1. This program interrupts the downward cycle of frustration, anxiety, negative suggestion, boxed emotions, avoidance, guilt, shame, defensiveness, paranoia, denial, closed mindedness, inability to admit one is wrong (with withdrawal instead of growth), inability to grieve or commit, self-limited options, poor choices, then increasing levels of at-risk behaviors (including eating disorders), addictive behaviors, depression, radicalism, schizophrenia, depersonalization, and antisocial personality disorder (sociopathic and psychopathic behavior).

Specifically,  the Proportional Reading technique for reading silently just ahead of computer voice produces such focus and concentration that negative evaluations and projections, anxiety, guilt, shame, and other “Voices” can not make themselves heard. In addition, this new algorithm corrects decoding and recognition mistakes as fast as one reads. Thirdly, this approach enables increased speed so one can get beyond reading out loud and subvocalization.

Make no mistake about this, there is something new here. Each one of these three empowerments individually counters obstacles to mental health, but there is even more good news when these three empowerments work together.

2. The result is that this program opens up the mind to hearing an inner voice, hearing your real self, and hearing a discussion between the inner voice and the real self. These capabilities provide a positive alternative to obsessive control and personal decline into severe antisocial behavior. This is nothing less than the rebirth of the conscience.

Reading great literature with enlightened technique is the key to receiving personal insight and a guiding force on your most personal issues. With practice one comes to realize that the ability to grieve, or just feel pain, is often followed by the Real Self providing insight about how to move forward. This is the promise of pain and sorrow.

Using the the techniques of Proportional Reading, one can easily learn how to bring forth the Real Self when reading great literature; then one can use this learned skill as a transferrable skill that you can use independently of literature, whenever you are willing to experience your deep feelings of pain and sorrow. This is all on top of rebuilding self-esteem and the ability to get better grades.

3. Almost everybody already owns, or has access to, the necessary hardware. The necessary hardware has the updated operational software on it for free. Also, a full curriculum and formatted library for developing transferrable skills is already available for free. Implementation costs are minimal.

4. This program is done entirely within the purview of Reading Instruction. No psychiatrists are involved, and this program in no way requires separate permission as a psychological/psychiatric study. This is ideal because the psychological model is both late to help, being remedial and after-the-fact in nature, and it is completely unaffordable on a widespread basis. Furthermore, it often takes a long time to work individually, if at all.

5. Proportional Reading helps people both proactively and prophylactically before they develop frustration, negative self-evaluation, and avoidance to never have these issues. It also shows them how to counter the presence of negative voices if they do have them. Thirdly, it helps people remedially, who do have these negative voices, learn how to get rid of them and hear an inner voice and hear their real self again, at any point in their life. All this is done through implementing a specific way of reading.

6. No one is saying here that genetic factors, illness, environmental chemical exposure, and certain narcotics do not in themselves often cause mental illness. What is true, however, is that stress is often the last feather to bring on onset of these symptoms. This stress often begins with failure to read well. To this extent Proportional Reading can often act to delay, or offset, or remediate these symptoms in people, with training, assistive technology, and transferrable skills.

7. These mental health benefits occur automatically and within the program of improving a person’s reading. The cost/benefit ratio to society for implementing this mental health program is therefore phenomenal, as the benefits are extremely high and the costs as a mental program are essentially nothing. The reading program desperately needs to be done immediately and anyway.

8. 8.Testing out and verifying these ideas is quick, easy, and inexpensive. Using Proportional Reading in K-12 schools, colleges, literacy centers, libraries, and community programs is the the best approach for rapid, cost effective, deployment.
   

Part Five:

Assistive Book and Text Holders

Adjustable Neck Strap (Lanyard) for Any iPhone or iPhone Case, or Any Other Smartphone or Smartphone Case.

-

Read IN BED

Eye-Level Book Stand with Adjustable Height: 24”-40”, Adjustable Width, Adjustable Tilt, and Adjustable Distance From Eyes. Ideal for large books and Bibles.

Read iPad or Tablet in Any Chair, Bed, or Sofa with iPad/Tablet Floor Stand.

  

Book Maid

Rotating and Tilting iPad Holder

With Adjustable Height

 

  

1. •Read sitting up in a chair or bed, lying down on your back, or resting on either side in bed.
   

2. •Rotates and tilts as needed, and clears obstacles.
   

3. •360 degree rotation, with or without charging cable.
   

4. •Adjust Height.
   

5. •Add keyboard easily.
   

6. •Prevent damage from spilled fluids.
   

7. •Ideal for all crowded desks and tables, all adjustable bed tables, and all mattresses.
   

Cost: $95.00 each, with Free shipping anywhere in USA. We accept Visa, Master Card, American Express and PayPal.

Proportional Reading

Contact Person: John F. Adams

50 Broadway, #31

Beverly, MA 01915

Phone (978) 927-9234

E-mail: proread@tiac.net

www.helpmyreading.com/Site/SPED.html

Extra Copies of This Introduction:

www.helpmyreading.com/Site/Admin.html

Part One (to end): The Demo - Key Aspects of This Program For Both 1on1 and Group Instruction.

Part Two (to end): What Is Taught At Each Cognitive Interval.

Part Three (to end): Who Are The Students Who Can Use The Advanced Settings Of Proportional Reading Immediately?

Part Four (to end): Using This Reading Program to Also Improve Student Mental Health.

Part Five (to end): Assistive Book and Text Holders.

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Updated by Proportional Reading, 2019