Improving Student Reading and Student Mental Health:

Presentation to Administration, Faculty, and Staff

Of The Proportional Reading Program

(Parts 2-5)

 

Part One (to end): The Demo - Key Aspects of This Program.

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 Improve Student Mental Health.

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


Go To SPED Page


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. They become successful deniers, resulting in long term personal loss. 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. For example, these individuals 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 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.


  1. 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

  



Raised, Rotating and Tilting

Device Holder

For All iPhone and iPad Models

(For Use With or Without a Case)

Easily Hold Your Large Screen





  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. Prevent damage from spilled fluids.

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


Cost: $39.00 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 White Paper:

www.helpmyreading.com/Site/Admin.html


Part One (to end): The Demo - Key Aspects of This Program.

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 Improve Student Mental Health.

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


Back To SPED Page


Updated by Proportional Reading, 2017