PhotoReading

Paul R. Scheele, M.A.

Exciting N e w 3rd Edition

Double your reading speed immediately
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R e m e m b e r m o r e of what you read

Excellent

Q u i c k l y r e a d e m a i l , w e b p a g e s , a n d e l e c t r o n i c files

Over 2 0 0 , 0 0 0 in print!

for t e c h n i c a l m a t e r i a l

The PhotoReading Whole Mind System

Read this B o o k in 25 Minutes

T h i s b o o k is uniquely d e s i g n e d so that y o u can easily read

it in w h a t e v e r a m o u n t of time y o u can c o m m i t right n o w .
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.
30 Additional M i n u t e s (Level 2) - Absorb the core
concepts of this b o o k well enough to discuss t h e m in just
thirty m i n u t e s m o r e .
P a g e t h r o u g h the b o o k again. This
t i m e s c a n for i c o n s o f E i n s t e i n j o g g i n g . R e a d t h e p a r a g r a p h
next to each j o g g i n g icon.
4 5 - 9 0 A d d i t i o n a l M i n u t e s (Level 3) - Fully >\
/
u n d e r s t a n d the P h o t o R e a d i n g skills by s p e n d i n g up to < 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.
A

-B

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..

PhotoReading combines all the most efficient reading strategies

proven in university studies over many yearswith what is now known about
the phenomenal perceptive capabilities of the human brain
It is undoubtedly the best accelerative reading improvement program
available today
A n d , it is presented so that the average person can benefit immediately,
and for a lifetime
Dr

Michael Bennett,
author of Efficient

University of Minnesota
Reading

for Managers

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

By following the PhotoReading Whole M i n d System, you can enhance

your learning and greatly reduce the time you spend regular reading You can
automatically single out the information you value and mentally highlight those
passages you want to savor
Charlotte

Ward writing in Simply Live It UP

PhotoReading has helped many, including myself, to blast through

materials at rates up to 25,000 words a minute
Bryan

Mattimore

writing in

Success Magazine

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

PhotoReading is a gem It contains powerful tools for excelling in life I

thoroughly recommend it
David McNally,

author of Even Eagles Need a Push

PhotoReading appears to be a natural step forward in the evolution of

human reading skills
Win Wenger, Ph D,
PhotoReading is literally eye-opening

writing in The Einstein Factor

The goal Let your unconscious

take a snapshot, imbibing a whole page in a glimpse

It may well be the

standard equipment for 21st Century SuperLearners

Sheila

Ostrander and Lynn

Schroeder writing in

SuperLearning 2000

PhotoReading has amazing potential for helping people use more of

their brain to accelerate learning
Paul McKenna,

Ph

D,

author of The Hypnotic World of Paul McKenna

W e live i n t h e a g e o f t h e a c c o u n t a n t ,
not the

in the age of the politician,

administrator, not the explorer

poet...

not the singer,

in the age of the

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
aspects to it

Paul's contribution has a number of noteworthy

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,
continuum of choices

Paul has decomposed reading into a

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
Well done, Paul Scheele

John
Co-Developer,

received the

Grinder

Programming

highest grade on every t e s t !

I w a n t e d to get my master's degree

months ago

Neuro-Linguistic

I tried taking a course eighteen

I was not able to complete it, because it took so much time and

my grades were not good (C or D before I dropped the course)

I tried the PhotoReading method on some Navy correspondence courses,
and it seemed to w o r k well

I needed to test it for real, t h o u g h

I enrolled in

t w o courses at the local junior college in business law and marketing I used only
the PhotoReading whole mind system
The results were astounding

With no more effort than just going to

class, I received not just A's, but I received the highest grade on every test in both
classes

The best part w a s that I still had plenty of time w i t h my family

People at work and my family all say that what I am doing is impossible

I w o u l d have agreed w i t h them one year ago, but instead I show them the
transcripts to prove my progress

A n d still they do not believe

I certainly am impressed
Randy Now
North

Highlands,

California

I u s e d P h o t o R e a d i n g to b e c o m e a s p e c i a l i s t in
rheumatology

and

physiotherapy

I had thousands of pages to study for a critical e x a m . I PhotoRead and

activated daily over a m o n t h , and I mind mapped the rheumatology textbook.
W h e n I took the written test, I both knew and felt the correct answers.
My score was the second highest. I also did very well in the three-day, practical
part of this medical exam, and I was the top student on the oral exam.
Ildiko Kiss,

M.D., Zalaegerszeg,

W h a t used t o t a k e m e t w o
I can

Hungary

hours,

n o w do in t e n m i n u t e s

As a tax consultant, I use PhotoReading to slash the time it takes to dig

information from the 33-volume IRS code. I find the section I want in the index.
Then I PhotoRead that section30-40 pages. Immediately the answers appear
to j u m p off the page.
Fred Fredricks,
I'm

more

Hong Kong

productive at w o r k

I PhotoRead my software manuals. Now, w h e n I program, the code

seems to come out of my head, and I hardly ever stop to look in the manuals
as before. I intuitively know the program will w o r k , and it does. Previously I
w o u l d have written a bit, tested it, tweaked it, referred to the manual...
Lou Wilson,
I got a 100%

Middlesex,

England

salary increase

After learning PhotoReading, I lowered my reading backlog by 40 books

in the next 28 days.

I applied the PhotoReading techniques to a business

presentation and got a job offer with a 1 0 0 % salary increase.

Joan Jimenez,

General Council of Education,

My

business

Rio Piedras,

Puerto Rico

doubled

As a business owner, I am always looking for ways to increase my sales.

I PhotoRead marketing books that I hadn't found time to read, and then put
together a new sales piece that yielded twice what I had done before.
John DuCane, St. Paul,

Minnesota

I w r o t e 20 pages of notes
without opening

the

book again

Yesterday I PhotoRead a law book. This morning I activated it. I then

dedded to make just a few notes...

I am a s t o u n d e d !
Ray Simons, Las Vegas, Nevada

The
PhotoReading
Whole Mind System
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
Learning Strategies Corporation is a Private Vocational School licensed by the
Higher Education Services Office of the Minnesota Department of Education.
Board of Directors and Corporate Officers:
Paul R. Scheele, Chairman; Peter Bissonette, President;
William J. Erickson, General Counsel, Secretary; David A. Heit, CEO, Treasurer
"PhotoReading," "Paraliminal," "Personal Celebration," "EasyLearn,"
"Natural Brilliance" and "Accelements" are worldwide trademarks of
Learning Strategies Corporation.
"Mind Mapping" is a trademark of Tony Buzan
Cover design by MartinRoss Design
"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."
Photograph of Paul R. Scheele by
Sonia Katchian / Photo Shuttle: Japan Copyright 1996
Illustrations by Jillian Walz
Library of Congress Catalog Number: 99-066760
ISBN 0-925480-53-3
Third Edition
Copyright 1999 by Learning Strategies Corporation
(First Edition: Copyright 1993)
ALL RIGHTS RESERVED WORLDWIDE.
Printed in the United States of America
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

1 - Increase Your Choices

1. T h e O r i g i n s of P h o t o R e a d i n g
2.

Old R e a d i n g Habits or N e w Reading Choices

10

2 - Learn the PhotoReading Whole Mind System

3. Prepare

24

4.

Preview

32

5. P h o t o R e a d

40

6.

Activate

*.

7. Rapid R e a d

53
71

3 - Develop and Integrate Your Skills

8 . M a k e P h o t o R e a d i n g P a r t o f Y o u r D a i l y Life

80

9.

91

Share Information Through Group Activation

10. E n r i c h Y o u r P h o t o R e a d i n g E x p e r i e n c e

98

1 1 . U s e S y n t o p i c R e a d i n g for L i f e - L o n g E x p l o r a t i o n

109

12. Q u e s t i o n s a n d A n s w e r s for t h e B e g i n n i n g P h o t o R e a d e r

118

1 3 . D i s c o v e r Y o u r G e n i u s P o t e n t i a l w i t h D i r e c t L e a r n i n g ...

135

14. T h e S e c r e t 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 S y s t e m ....

142

Q u i c k Reference Guide.

146

Bibliography

150

Index

154

B o o k s , Tapes, & Courses by Learning Strategies Corporation...

159

S p e c i a l Offer C e r t i f i c a t e

166

Foreword

W e l c o m e to the most innovative reading p r o g r a m available.

PhotoReading goes b e y o n d mere speed reading. It is an educational
experience that taps y o u r m i n d ' s vast r e s o u r c e s . It explores and
expands your o w n potential.
W e l i v e i n a n a g e w h e n t o o little t i m e a n d t o o m u c h i n f o r m a t i o n
c o m p e t e . I f w e a r e t o s u c c e e d , w e r e q u i r e n e w s k i l l s for p r o c e s s i n g
and learning from information. P h o t o R e a d i n g is about w o r k i n g
with the greatest information processing device k n o w n to mankind:
the h u m a n m i n d .
I n t h i s b o o k y o u w i l l l e a r n t e c h n i q u e s for u s i n g t h e p o w e r s o f
your whole mind. PhotoReading will teach y o u notjust how to read
f a s t e r b u t learn a t s p e e d s m a n y t i m e s f a s t e r t h a n b e f o r e .
W h e n y o u learn P h o t o R e a d i n g , y o u will experience w h a t
might sound impossible. Y o u will P h o t o R e a d the written page at
rates exceeding a page per second, directing information into the
expanded

processing

capabilities

of your brain.

There

the

i n f o r m a t i o n c o n n e c t s t o y o u r prior k n o w l e d g e and b e c o m e s useful

to a c c o m p l i s h i n g y o u r p u r p o s e s . Y o u get y o u r reading done in the
time y o u have available, at a level of c o m p r e h e n s i o n you need.
W i t h the P h o t o R e a d i n g w h o l e m i n d system, y o u will develop
extraordinary c o m m u n i c a t i o n with the y o u r brain. P h o t o R e a d i n g
b y p a s s e s the limited capabilities of the conscious m i n d and helps
y o u find y o u r p e r s o n a l g e n i u s .
The book contains three parts. In Part One, y o u will overview
the P h o t o R e a d i n g w h o l e m i n d system and the n e w choices y o u
have available as a reader. Part T w o guides you step-by-step to
learn the P h o t o R e a d i n g w h o l e m i n d system. Part T h r e e helps y o u
i n t e g r a t e y o u r n e w k n o w l e d g e a n d skills s o y o u c a n successfully
use them every day.
P h o t o R e a d i n g i s a t r i u m p h o v e r i n f o r m a t i o n o v e r l o a d for
t h o u s a n d s P h o t o R e a d i n g course participants w o r l d w i d e . N o w , the
details of this s y s t e m are e x p l a i n e d in an easy-to-read format.

Acknowledgments

As

this

Third

Edition

of

The

PhotoReading

Whole Mind

System g o e s t o p r e s s , P h o t o R e a d i n g c o n t i n u e s t o e v o l v e t h a n k s t o
the c o n t i n u i n g w o r k of o v e r a h u n d r e d d e d i c a t e d p e o p l e .

T o them,

I dedicate this book.

I a c k n o w l e d g e the spirit a n d c o m m i t m e n t of the certified
P h o t o R e a d i n g instructors. T h e y are today's p i o n e e r s , forging a
n e w form of e d u c a t i o n . T h e y significantly influence P h o t o R e a d i n g
by creatively exploring new w a y s to teach and use PhotoReading.
The most important contributor to P h o t o R e a d i n g is the
P h o t o R e a d i n g student, w h o s e insights and b r e a k t h r o u g h s are
invaluable to PhotoReading's continued evolution.
K u d o s to the people of Learning Strategies Corporation and
o u r w o r l d w i d e m a r k e t i n g a s s o c i a t e s for t h e i r d i l i g e n t w o r k i n
helping spread the w o r d about P h o t o R e a d i n g . Thanks to them,
we have tens of thousands of additional PhotoReaders around
the w o r l d .
I s a l u t e all t h o s e w h o c o n t r i b u t e d t o t h e e a r l y d e v e l o p m e n t
of PhotoReading.

T h e n a m e s of these talented and insightful

associates are on p e r m a n e n t r e c o r d in the First a n d S e c o n d

Editions of this b o o k .
I also thank Dr. J. M i c h a e l Bennett, Professor E m e r i t u s from
the University

o f M i n n e s o t a D e p a r t m e n t o f R h e t o r i c for h i s

excellent contributions.

H i s insightful

additions

of rhythmic

perusal and skittering to the P h o t o R e a d i n g whole m i n d system

h a v e p r o v e n v a l u a b l e a c t i v a t i o n t o o l s for t h e m a n y P h o t o R e a d e r s
now using them.
F i n a l l y , I a c k n o w l e d g e y o u , t h e r e a d e r , for r e c o g n i z i n g y o u
have the p o w e r within to a c c o m p l i s h most anything y o u desire.
Y o u make breakthroughs such as P h o t o R e a d i n g a reality. Please
write me of your successes.
Paul R.

Scheele

About the A u t h o r
Paul R. Scheele, M.A., co-founder of Learning Strategies
Corporation,

is the principal developer of the P h o t o R e a d i n g

whole mind system.

His education has focused on adult learning, psychology,
biology, neuro-linguistic programming,
preconscious

processing,

and

accelerative learning,

educational kinesiology.

He

received his B a c h e l o r of Science degree from the University of

M i n n e s o t a and his M a s t e r s of A r t s d e g r e e from St. T h o m a s
University.
Paul is the developer of Paraliminal and Personal Celebration
tapes. These audio programs use advanced recording technology
to access the whole brain and enhance personal performance.
P a u l a l s o d e v e l o p e d Natural Brilliance,

a f o u r - s t e p m o d e l to

h e l p p e o p l e m o v e f r o m f e e l i n g s t u c k t o r e l e a s i n g g e n i u s for
achieving success. Natural Brilliance is key to Direct Learning, an
application of P h o t o R e a d i n g that involves learning behaviors
directly from printed p a g e s .
Paul authored the highly acclaimed teacher development
course

t i t l e d Accelements.

innovative,
PhotoReading,
He

is

self-study,
Natural

And

for l e a r n e r s

personal

Brilliance,

an insightful

learning

Ideal Mindset,

public

speaker

of all

ages,

courses

his

include

and

Decisive Action.

and

consultant to

companies and organizations worldwide.

Paul lives w i t h his wife L i b b y and their three sons, B e n ,
John, a n d Scott, in a suburb of M i n n e a p o l i s , M i n n e s o t a .
He

may

be

reached by

writing

Learning

Strategies

Corporation, 900 East W a y z a t a Boulevard, Wayzata, Minnesota

55391-1836 or email info@LearningStrategies.com
Paul

lovingly dedicates

his

work to

his family.

Their passion for reading and zest for life inspires and
motivates

him

every

day.

Part One:
Increase Your Choices

1
The Origins of P h o t o R e a d i n g

PhotoReading at 25,000 words per minute means you could

"mentally p h o t o g r a p h " this b o o k in fewer t h a n three m i n u t e s .
A l t h o u g h this m a y sound like a radical n e w idea, the concept
existed hundreds of years before I coined the term PhotoReading.
Y o u c a n find e v i d e n c e t h a t s u c h m e n t a l p r o c e s s i n g i s p o s s i b l e
and has b e e n u s e d in diverse settings from military training and
m a r t i a l arts to a n c i e n t religious t r a d i t i o n s .
The challenge is not in deciding whether PhotoReading is
possible. The challenge is how to teach you, as an individual
r e a d i n g this b o o k , to effectively transfer this natural ability into
d a i l y a p p l i c a t i o n s for r e p o r t s , j o u r n a l s , n e w s p a p e r s , b o o k s , w e b
pages, or whatever you want to read.
My

background

in

neuro-linguistic

programming

and

accelerative learning gave me a w a y to m e e t that challenge. T h e

P h o t o R e a d i n g whole mind system has b e e n learned by others
a r o u n d t h e w o r l d , a n d n o w t h e t i m e i s r i g h t for y o u t o l e a r n i t t o o .
T h e s t o r y t h a t f o l l o w s e x p l a i n s h o w i t all s t a r t e d .
S e v e n y e a r s after g r a d u a t i n g w i t h a s c i e n c e d e g r e e f r o m t h e
U n i v e r s i t y of M i n n e s o t a , I t o o k a s p e e d r e a d i n g test. I s c o r e d 1 7 0
w o r d s per minute at 70 percent comprehension. I w a s embarrassed
w h e n I r e a l i z e d m y 1 6 - p l u s y e a r s i n p u b l i c s c h o o l s left m e b e l o w
average

in

reading

skills

and

an

expert

at

putting

off

reading.
I t h o u g h t t h a t t o r e a d p r o p e r l y I m u s t s t a r t o n t h e first w o r d
of a text and slog t h r o u g h to the end. I m u s t concentrate on seeing
all t h e w o r d s c o r r e c t l y , m a k e s e n s e o f t h e m a s I w e n t a l o n g , a n d
r e m e m b e r w h a t they said. I also b e l i e v e d the u l t i m a t e m e a s u r e of

The

Origins

of

PhotoReading

my reading effectiveness w a s total recall and critical analysis

of meaning.
I d i d n o t q u e s t i o n m y d e f i n i t i o n o f r e a d i n g . I felt s t u c k a t
slow

s p e e d s . I k n e w that the faster I read, the w o r s e my

c o m p r e h e n s i o n b e c a m e . A f t e r s e v e n y e a r s o f p r o f e s s i o n a l life
as a h u m a n resource d e v e l o p m e n t consultant, I h a d m a d e no
i m p r o v e m e n t in my reading skills.
In 1984, the logical solution m e a n t enrolling in a speed
r e a d i n g c o u r s e . A f t e r five w e e k s o f t r a i n i n g , m y s p e e d r e a d i n g
scores

averaged

5,000

words

per

minute

at

70

percent

comprehension.
D u r i n g one of the class sessions, a y o u n g w o m a n sitting
next to me l a m e n t e d b e i n g stuck at

1,300 w o r d s p e r m i n u t e

t h r o u g h ten w e e k s of c l a s s e s . I s u g g e s t e d to her, " I m a g i n e w h a t

it w o u l d be like if y o u could b r e a k t h r o u g h to h i g h e r speeds
n o w . " On her next book, her speed reading reached over 6,000
w o r d s per minute w i t h h i g h e r c o m p r e h e n s i o n test scores than
ever before.
As great as that sounds, speed reading did not appeal to m e .
P u s h i n g m y eyeballs d o w n the p a g e soon b e c a m e u n r e w a r d i n g
d r u d g e r y . T h r e e m o n t h s after l e a v i n g t h e c o u r s e , I r a r e l y u s e d t h e
techniques but remained intrigued about the mind's potential
for p r o c e s s i n g w r i t t e n w o r d s .
I b e g a n r e a l i z i n g m y p r o b l e m I felt t r a p p e d b e t w e e n t w o
o p p o s i n g belief s y s t e m s . O n e belief c a m e from the elementary
education m o d e l of reading. An opposing belief c a m e from
k n o w i n g t h a t t h e h u m a n m i n d c a n a c h i e v e far m o r e m a g n i f i c e n t
results. T h e same trapped and confusing feeling grabbed me
once during private pilot's training.
I

r e m e m b e r w h e n my

instructor took me

up to

eight

t h o u s a n d feet a n d t o l d m e t o fly a t a m i n i m u m a i r s p e e d j u s t a s I
w o u l d w h e n l a n d i n g . To do so, I s l o w e d d o w n the e n g i n e and
pulled back on the control y o k e to maintain my altitude.
Soon, the nose of my plane pointed almost straight up. The
w i n d f l o w i n g o v e r m y w i n g s n o l o n g e r c r e a t e d e n o u g h lift t o
h o l d u p t h e a i r p l a n e . I t c o u l d n o t fly s o i t d r o p p e d o u t o f t h e s k y
like a rock, diving straight d o w n t o w a r d the g r o u n d .
Terrified, I i m m e d i a t e l y b e g a n pulling b a c k on the control
y o k e , t r y i n g d e s p e r a t e l y t o g e t t h e n o s e u p a n d fly t h e p l a n e .

The

PhotoReadittg

Whole Mind

System

This made things m u c h worse. My

instructor s e e m e d to enjoy w a t c h i n g
my panic.
Why wasn't it working? Why
w o u l d n ' t the plane fly? D i v i n g t o w a r d
the g r o u n d at an accelerating rate, my
instructor

calmly

said,

"Push

forward."
I k n e w he did not h a v e a clue
a b o u t o u r p r o b l e m . W h i l e I t r i e d t o lift
the plane up by the control y o k e , he
w a s telling me to dive d e e p e r into the
g r o u n d ? Clearly he h a d lost his m i n d .
T h e p l a n e e n t e r e d a tail spin,
and the earth b e c a m e a spinning blur
rushing toward us. Every part of me
resisted his c o m m a n d as he insisted
m o r e firmly, " P u s h into the spin!"
Finally, my instructor broke my
white-knuckled grip and p u s h e d the
control

yoke

forward.

This

push

i m m e d i a t e l y s m o o t h e d out the w i n g s and elevator section of the

t a i l , w h i c h c o r r e c t e d t h e a i r f l o w o v e r t h e m a n d g e n e r a t e d lift.
The plane stabilized and slowly he pulled b a c k the control y o k e
to regain altitude, leaving my heart in my throat. W o w .
W h a t connection does this have to reading? T h r o u g h o u t
m y life I r e a d o n l y a s fast a s I c o u l d c o m p r e h e n d t h e w o r d s o n t h e
p a g e . E v e r y t i m e I w e n t t o o fast t o c o m p r e h e n d , I g r a b b e d c o n t r o l
a n d p u l l e d b a c k as a fear r e a c t i o n . I w a s afraid I w o u l d fail as a
r e a d e r if I did not u n d e r s t a n d everything. My a t t e m p t e d strategies
to read b e t t e r a n d faster only m a d e t h i n g s w o r s e . I w a s c a u g h t in
the spin,

a n d r e a d i n g felt l i k e n o s e d i v i n g m y a i r p l a n e i n t o

the ground.
H a v e y o u e v e r w i s h e d for a m e n t o r t o c o m e a l o n g a n d p u l l
y o u o u t of a n o s e d i v e ? I d i d . U n f o r t u n a t e l y , I d i d n o t r e a l i z e a
larger, m o r e powerful capacity of m i n d could solve my reading
p r o b l e m . Fortunately, miracles h a p p e n . Several events in the
n e x t f e w y e a r s s h a p e d a n e w d i r e c t i o n for m e .
I n t h e fall o f 1 9 8 4 , 1 e n t e r e d g r a d u a t e s c h o o l t o s t u d y a d u l t

The

Origins

of PhotoReading

learning and h u m a n development technologies.

I wanted to

k n o w h o w p e o p l e learn m o s t effectively. M y c o m p a n y , L e a r n i n g
Strategies Corporation,

w a s over three years old with m a n y

clients w h o c o u l d benefit from my studies. I w a s also strongly

m o t i v a t e d to i m p r o v e my o w n skills as a learner.
W h i l e a t t e n d i n g different s e m i n a r s a n d c o u r s e s , I h e a r d
about an instructor from a speed reading school in P h o e n i x ,
Arizona. The instructor had suggested a bizarre experiment to
one

of his

backwards

classes.
to

After flipping p a g e s

learn eye-fixation patterns,

upside
he

d o w n and

instructed the

s t u d e n t s t o t a k e a c o m p r e h e n s i o n t e s t o n t h e b o o k , j u s t f o r t h e fun
o f it. T h e i r s c o r e s t u r n e d o u t t o b e t h e h i g h e s t t h e c l a s s h a d e v e r
achieved. W a s it a fluke? T h e instructors at the school h y p o t h e s i z e d
that m a y b e they w e r e turning the page into a stimulus that is
processed subliminally.
A b o u t the same time I heard that hypothesis, I attended a
workshop with Peter Kline, an expert in accelerative learning.
W h e n I told h i m about my interest in researching b r e a k t h r o u g h s
in r e a d i n g , he offered me a c h a l l e n g e . A client of his, I D S /
American Express,

wanted

speed reading

application of

accelerative learning. Suddenly, a consulting j o b , my master's

d e g r e e w o r k , a n d m y p a s s i o n for l e a r n i n g l a n d e d i n o n e n i c e
package on my lap.
I n t h e fall o f 1 9 8 5 , 1 b e g a n b a c k g r o u n d r e s e a r c h i n t o s t u d i e s
of subliminal perception and preconscious processing. Significant
research evidence

suggested humans possess

a preconscious

processor of the m i n d that can absorb visual information without

involving the conscious mind. I experimented with using the
eyes and the p r e c o n s c i o u s processor in special w a y s on written
materials. I dubbed this concept of "mentally p h o t o g r a p h i n g "
the

printed

page

PhotoReading.

I d e v o t e d m y full t i m e t o d e s i g n i n g a s e m i n a r b a s e d u p o n
the accelerative learning m o d e l , expert strategies of rapid reading,
the

human

development

technology

of

neuro-linguistic

p r o g r a m m i n g , and studies on preconscious p r o c e s s i n g . S o o n the

PhotoReading seminar was born.
O n e of my experiments involved returning to the speed
r e a d i n g s c h o o l I h a d a t t e n d e d . I a s k e d t h e t e a c h e r for s e v e r a l
b o o k s a n d t e s t s . After P h o t o R e a d i n g o n e o f the b o o k s a t 6 8 , 0 0 0

The PhotoReading

Whole Mind System

words per minute, I demonstrated 74 percent comprehension on

the s a m e t y p e of w r i t t e n test I h a d u s e d a few y e a r s earlier.
Too good to be true? M a y b e . C o m p a r e d to reading or speed
reading, it w a s too good to be true. P h o t o R e a d i n g , however, w a s
neither.

Something powerful w a s happening,

and the school

confirmed the results.

I n J a n u a r y a n d F e b r u a r y o f 1 9 8 6 , I t a u g h t t h e first s i x
e x p e r i m e n t a l s e m i n a r s o n e t o I D S a n d five t o c l i e n t s o f m y
c o m p a n y . Participants stood up during class to describe many
immediate

payoffs

including

reduced

stress,

startling

i m p r o v e m e n t s i n m e m o r y , fluid r e a d i n g s k i l l s , t o p g r a d e s o n
s c h o o l t e s t s , i n c r e a s e d w i n s for s a l e s p e o p l e a n d t r i a l a t t o r n e y s ,
and m o r e .
Inspired by participants' excitement, I w o r k e d on refining
the curriculum design and teaching materials with my business
associates. On May

16,

1986, the M i n n e s o t a D e p a r t m e n t of

E d u c a t i o n licensed Learning Strategies Corporation as a private

vocational

school

after r e v i e w 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

curriculum and our business practices.

W h e n the President of the United States of A m e r i c a declared
the 1990s the " d e c a d e of the brain," he invited an explosion of
new research in cognitive science. The resulting breakthroughs
in our understanding of how the brain processes information
have

offered

unprecedented

s u p p o r t for t h e

pursuit of new

approaches to learning. PhotoReading has earned international

r e c o g n i t i o n for its i n n o v a t i o n s t o e d u c a t i o n .
Instructors

specially

trained

and

certified by

Learning

Strategies Corporation, continually u p g r a d e P h o t o R e a d i n g into

a

life-transforming

human

development

experience

that

incorporates the latest in b r a i n r e s e a r c h to help achieve success.

I t i s offered w o r l d w i d e t h r o u g h l i v e s e m i n a r s a n d a s e l f - s t u d y
course, and is supported with telephone and online coaching.
P h o t o R e a d i n g h e l p s y o u a c q u i r e n e w skills t o i n c r e a s e
reading

efficiency.

PhotoReading

As

most PhotoReaders

transforms

more

than

admit,

reading

however,

skills.

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 directs y o u to " p u s h into the

spin" and discover the natural genius residing within y o u . This
m e a n s y o u fly s m o o t h l y t h r o u g h i n f o r m a t i o n i n s t e a d o f s p i n n i n g
out of control. This b o o k will help deliver the system to y o u in

The

Origins

PhotoReading

of

clear, step-by-step instructions.

A preview of what is to come

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
Throughout this book I refer to
the other-than-conscious mind I
use this term

interchangeably

now,

you

can

only

i m a g i n e the g o o d that can take place

as you

use

more

of your innate

nonconscious

talents. Over the years of teaching

mind, inner mind, paraconscious

mind, preconscious mind, more-

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 wide, I have witnessed many

with

the

terms

than-conscious
expanded

brain.

mind,

and

Also,

sub

conscious mind or unconscious

p e r s o n a l and professional transform

ations. H e r e are a few e x a m p l e s :

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

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 .

system with only

The PhotoReading

Whole Mind System

A computer service technician consistently locates key

information in reference manuals within seconds.

An attorney took three m i n u t e s to read a three h u n d r e d
p a g e legal m a n u a l from the D e p a r t m e n t of Transportation. He
instantly turned to the one p a r a g r a p h in the text that included the
information he n e e d e d to w i n a case. The state's expert witness,
w h o h a d b e e n u n a b l e t o find this p a r a g r a p h w a s s t u n n e d a s h e
s a w the attorney p e r f o r m this feat.
A w a s t e w a t e r s p e c i a l i s t for E . I . D u p o n t h a d t o r e a d a
three-inch stack of federal regulations from O S H A in p r e p a r a t i o n
for a m e e t i n g . D u r i n g a 3 5 - m i n u t e f l i g h t t o t h e m e e t i n g , h e
P h o t o R e a d the documents. D u r i n g the meeting, he correctly
stated that O S H A w o u l d no longer accept w a t e r treatment data
that w a s more than three years olda technical point buried in
the regulations he had just P h o t o R e a d .
A b u s i n e s s c o n s u l t a n t v i s i t e d t h e city l i b r a r y t o P h o t o R e a d
industry

trade journals

before

the

initial

meeting

with

p r o s p e c t i v e corporate client. H e r k n o w l e d g e on industry trends,

key problems, and innovative practices gave her the edge over
other consultants b e i n g interviewed. She w o n the contract.
A c o l l e g e s t u d e n t u s e d P h o t o R e a d i n g to successfully
c o m p l e t e h i s d e g r e e , g a i n e m p l o y m e n t a t a h i g h - t e c h firm, t h e n
rise in the ranks of n e w hires. He c l a i m e d he o w e d his s u c c e s s to
the a d v a n t a g e s P h o t o R e a d i n g gave him.
A g r o u p of h i g h school students from Puerto R i c o u s e d
PhotoReading to win medals in an international Mental Olympics
contest.
In his a c c e p t a n c e s p e e c h for t o p h o n o r s , a short story
writer a n n o u n c e d that P h o t o R e a d i n g w a s the secret ingredient
for h i s e x c e l l e n c e i n c r e a t i v i t y a n d w r i t i n g s t y l e .
These e x a m p l e s only b e g i n to e x p r e s s the benefits. O u r
clients also say that P h o t o R e a d i n g h e l p s t h e m to w r i t e r e p o r t s ,
p a s s c r i t i c a l e x a m s , e x c e l i n s c h o o l c o u r s e s , f i n i s h d e g r e e s , sail
through meetings, earn promotions, and do more of the reading
t h e y r e a l l y w a n t t o d o for e n j o y m e n t .
T h e o n l y r e q u i r e m e n t s for P h o t o R e a d i n g a r e a w i l l i n g n e s s
t o e x p e r i m e n t , u s e n e w i d e a s , r e l a x , a n d p l a y . T h e n t h e full g e n i u s
within y o u will be released. B e c o m e like a child naturally curious,
wondering, experiencing, discoveringand a whole new world

The

Origins

of

PhotoReading

of easy reading will unfold.

Reading

will

become

new

source

of personal

and

professional power. Y o u will explore written materials with new

levels of effectiveness.

T h e b e n e f i t s offered b y 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 w i l l h e l p y o u c r e a t e a q u a l i t y o f life t h a t w i l l
delight and surprise you.

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 easieras if they have already practiced the piece.
A doctor of psychology from Mexico was asked to present her twenty-page
research paper to a conference in California. Because it was written in Spanish,
she w o u l d have to translate the paper as she spoke. Although she was bilingual,
she had always f o u n d it difficult to speak English from Spanish w r i t i n g .

She

PhotoRead the Spanish-English dictionary several times the day and night
before her presentation.

During her speech, she spoke fluently w i t h o u t any

confusion whatsoever. She reported being relaxed and completely comfortable

the entire time.
A gardener found it easier to recognize plants after PhotoReading a guide.
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

T a k e a m o m e n t to paint a vivid m e n t a l picture of the kind

of reading

materials you

encounter regularly.

A m o n g the

possibilities are:
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
Quickly answer the following questions in y o u r mind:
H o w well do y o u comprehend what y o u read?
H o w well do you r e m e m b e r what y o u read?
W h a t are y o u r strong points as a reader?
W h a t is the one t h i n g y o u w o u l d m o s t like to change
about the way y o u read?

Old Reading Habits or New Reading Choices

11

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 enter your office greeted by stacks of unread memos, reports,
manuals,

and journals.

Thosepiles of paper feel like a reprimand. Rather

than face them, you stash them. But you cannot help worrying that you
have buried a vital idea or factsome critical insight that could lead
to a promotion or help you avoid an embarrassing
mistake.

As you plod through your daily round of

meetings

and phone

you

calls,

will get to all

you

tell yourself that

that reading...tomorrow.

The situation at home is similar.

untouched

magazines,

newspapers,

Piles of

and

mail

clutter your living space. The prospect of hacking

your

way

How

about

your

biographies,

and

special

through

day?

that comes
The

it

seems

chance

to

motivational

That

day just

distant,
read

at

for

books
keeps

best.

pleasureto
you

have

retreating

enjoy
been

behind

those

novels,

saving for
everything

a
else

along.
idea

make sense.

of further professional

training

You get excited thinking about

or
the

education

seems

career advances

to
and

extra income that you stand to gain. A question that stops you cold: How
would I ever get all

that reading done?

Even if, by some miracle, you conquered all of those unread stacks,
you

still face

the

challenge

of remembering,

explaining,

and

applying

what you read. So, you put off reading another day and live in a state of
confusion,

chaos,

and quiet

desperation.

Is this scenario familiar to y o u ? A r e y o u trying to c o p e in the

i n f o r m a t i o n age u s i n g r e a d i n g skills l e a r n e d in e l e m e n t a r y s c h o o l ?
N o w c o n s i d e r scenario n u m b e r t w o , w h i c h w e will call the
joy of the PhotoReader:
You begin each work day feeling on top of the information needed
to make effective and timely decisions.

Whenever you

with a sense of effortlessness and relaxation.

approval
by

for

your

solid evidence.

proposals

because

your

read, you do so

You find it easier to

recommendations

are

win

backed

The PhotoReading

Whole Mind

Reading technical
nozv

requires

System

reports,

12

task that

only minutes per document.

At

used

to

consume hours,

the end of your day you

look at a clear deskfeeling ready for the following day.

This quality extends to your home life as well.
of untouched books,

magazines,

your living space.

You keep

minutes a day.
*
c

your

P\f\

newspapers,

"to

up with

Gone are the piles

and mail that once crowded

the latest daily news in

10-15

In a single sitting you pare down or eliminate

be

read" piles.

consistently complete

And

the

with

the

top-priority

extra

tasks

time,

on your

you
to-do

lists.
Your
courses,
expand
general
Now

reading

you

which

advanced

reading

complete degrees,
your

knowledge,

curiosity.
create
go

abilities

The

ease

time for

beyond

the

enable you

gain promotions,

learn

and
of it

novels,
immediate

all

to

satisfy
makes

magazines,
demands

take

new skills,
your

learning fun.
and

pleasure

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?

Decide your future

now

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

As y o u go b e y o n d the o p e n i n g of this b o o k , y o u will

d i s c o v e r a set o f t o o l s for g a i n i n g a n e w e x p e r i e n c e o f r e a d i n g .
U s e the tools, a n d y o u will find i t w i t h i n y o u r p o w e r t o m a k e the
i d e a l r e a d i n g s c e n a r i o c o m e t r u e for y o u . I f y o u d o n o t g o b e y o n d
this c h a p t e r , y o u r e x p e r i e n c e of r e a d i n g w i l l stay t h e s a m e as it
is today.

Break

old reading habits

I k n o w y o u w a n t results, a n d y o u will p r o b a b l y try m a n y of

the techniques I suggest. H o w e v e r , achieving n e w results m e a n s
more than trying new reading behaviors. Y o u must adopt an
alternative view of what reading can be.
Take everything you know about reading and you have
just defined the barriers to getting n e w results. Elementary
s c h o o l r e a d i n g i m p r i n t s u s all w i t h a m o d e l o f r e a d i n g t h a t l i m i t s
our minds. This m o d e l or "paradigm" exerts t r e m e n d o u s p o w e r
over y o u r actions and y o u r potential results.
E l e m e n t a r y r e a d i n g i s a fairly p a s s i v e affair, o f t e n d o n e
without a clear sense of purpose.

H a v e y o u ever spent ten

m i n u t e s r e a d i n g a n e w s p a p e r article to d i s c o v e r it w a s a w a s t e of
time? That happens w h e n you read passively.
O n e - s p e e d fits all i s t h e e l e m e n t a r y r e a d i n g m a x i m ; g e n e r a l l y
we plow through every type of reading materialfrom comic
b o o k s to t e x t b o o k s a t the s a m e rate. It m a k e s m o r e sense to get
the facts from a t r a d e j o u r n a l w i t h a different s p e e d t h a n we
w o u l d u s e r e a d i n g a n o v e l for p l e a s u r e .
W e f e e l p r e s s u r e t o g e t i t r i g h t t h e first t i m e w i t h e l e m e n t a r y
reading.

We expect to

c o m p r e h e n d everything in one pass

t h r o u g h t h e m a t e r i a l . I f w e d o n o t , w e feel i n a d e q u a t e a s r e a d e r s .
M u s i c i a n s do not pressure t h e m s e l v e s to play m u s i c from a
s c o r e p e r f e c t l y t h e first t i m e . W h y m u s t w e b e p e r f e c t a s r e a d e r s ?
T h i n k a b o u t all the t a s k s w e are s u p p o s e d t o a c c o m p l i s h i n
that single pass t h r o u g h a d o c u m e n t : c o m p r e h e n d the structure,
grasp the key terms,

and follow the m a i n a r g u m e n t s or plot

e v e n t s . O n t o p o f t h a t , w e m u s t r e m e m b e r i t all, c r i t i q u e it, a n d
quote it accurately.
Faced with these kinds of d e m a n d s , the conscious m i n d
often b e c o m e s o v e r w h e l m e d a n d c a n literally shut d o w n . T h i s is

The PhotoReading

Whole Mind System

14

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 shocka

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.
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 .

With

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 existsand 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 .

Embrace new reading choices

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

you a b l a s p h e m e r of traditional reading theory. As such you will

encounter many people w h o will

say

PhotoReading cannot

possibly work. T h e next story illustrates w h a t I m e a n .

A colleague at L e a r n i n g Strategies Corporation discovered
that
With the PhotoReading
PhotoReading
whole mind system, you
use the creative-intuitive
mind

as w e l l

as the

critical-logical mind to

even college

professors

resist

new

p a r a d i g m s . Faculty m e m b e r s at a college in
M i n n e s o t a tried to b l o c k us from offering the
P h o t o R e a d i n g seminar on the grounds that
PhotoReading is impossible.

accomplish your goals.

The

P h o t o R e a d e r a g r e e d to

offer a

demonstration. A v o l u m e of U . S . patent law

w a s projected, page by page, onto a video monitor. My colleague
P h o t o R e a d this material as it w a s displayed at a p p r o x i m a t e l y 30
pages a second (over 690,000 words per minute). Afterwards, he
scored

75

percent

comprehension.

In addition,

he

drew

a p p r o x i m a t i o n s of six p a t e n t illustrations and correctly identified

their numeric sequence.
T h e p a r a d i g m h a d shifted right b e f o r e t h e i r e y e s . D o y o u
suppose they supported the seminar? N o . Seeing is not believing.
T o shift y o u r p a r a d i g m y o u m u s t b e l i e v e i t b e f o r e y o u s e e it.
T h i n k o f P h o t o R e a d i n g a s a p a r a d i g m shift, a n d y o u w i l l d o t h e
"impossible."

You cannot "read" at 25,000 words per minute

Before learning PhotoReading,

many people hear such

stories as above and respond with, "That is nuts! There is no w a y

y o u c a n r e a d t h a t fast."
T h e y are right. No o n e ' s " c o n s c i o u s m i n d " c a n read that
fast. P h o t o R e a d i n g i s n o t " r e a d i n g " a s w e k n o w it. T h i s k i n d o f
information processing is possible only w h e n we temporarily
b y p a s s the critical, logical, analytical mind. We do not P h o t o R e a d
with the conscious mind. Instead, we draw on vast layers of the
m i n d that r e m a i n largely u n u s e d during conventional reading.
This literally m e a n s u s i n g the b r a i n in a n e w w a y .
W e still h a v e t o f a c e e v e r y d a y r e a d i n g c h a l l e n g e s , s o let u s
employ an approach to

reading that uses b o t h hemispheres

of the brain.

left h e m i s p h e r e

F r o m the

we

draw u p o n the

abilities to analyze, s e q u e n c e information, and reason logically.

The PhotoReading

Whole Mind System

16

F r o m the right h e m i s p h e r e we obtain the abilities to synthesize,

comprehend, create internal images, and respond intuitively.
W h e n y o u learn to mentally p h o t o g r a p h a b o o k at a rate of
one page a s e c o n d a b o u t 2 5 , 0 0 0 w o r d s per m i n u t e y o u are
taking a new approach to processing information. At such rates,
the

old left-to-right,

elementary

reading

word-by-word,
cannot

line-by-line

operate.

Instead,

method of

you meet the

printed p a g e using abilities ascribed to the right h e m i s p h e r e

of the brain.
After P h o t o R e a d i n g a b o o k , the next step is to stimulate
a n d a c t i v a t e y o u r b r a i n . T h i s s t e p o f " a c t i v a t i o n , " a s w e c a l l it,
lets

you

extract

information you

need

from

the

book

to

a c c o m p l i s h y o u r g o a l s for r e a d i n g .
A c c e p t i n g that y o u can process the written w o r d at an
o t h e r - t h a n - c o n s c i o u s l e v e l shifts t h e r e a d i n g p a r a d i g m . M a k e
this

shift,

and you

can make your experience

of reading

powerful, effective, a n d easy.

Take an unexpected path to success

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
lucid dreaming,
guide

you

technique,

cocktail weenies,

and other unusual processes.

through

experiences

that

you

I purposefully
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
upbut 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 takes away our excuses

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 ,

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!"

What you have to give up

To master PhotoReading you must give up:
l o w s e l f e s t e e m as a l e a r n e r

self-defeating habits like p r o c r a s t i n a t i o n a n d self-doubt

perfectionism,

"all or n o n e "

thinking that dwells on

failure rather t h a n feedback and learning

distrust in the other-than-conscious m i n d and intuitive
abilities
the need to k n o w everything right a w a y
performance anxiety
a s t r e s s f u l s e n s e of u r g e n c y
M o r e than anything else, y o u m u s t give up negative attitudes
that get in the w a y of y o u r success. F o r e x a m p l e , one participant
in a P h o t o R e a d i n g s e m i n a r never considered himself m u c h of a
reader, and his belief b e c a m e a personal barrier:

"I j u s t don't

think I am going to be able to learn this." A n o t h e r participant in

the s a m e s e m i n a r also

c l a i m e d p o o r reading skills, b u t her

The PhotoReading

Whole Mind System

18

approach was more open to giving up her limitations: "I am just

going to do w h a t e v e r it takes to master this."
B o t h p e o p l e l e a r n e d t o P h o t o R e a d . T h e first o n e , w h i l e
c l i n g i n g t o a n e g a t i v e belief, f o u n d i t m u c h m o r e difficult t o
discover the true abilities he p o s s e s s e d . W h e n he m a d e the
important internal change, the P h o t o R e a d i n g whole mind system
h e l p e d c h a n g e h i s r e s u l t s i n life.
A s p r o f o u n d a s P h o t o R e a d i n g c a n b e t o y o u r life, t h e r e i s a n
added reassurance: y o u do not have to give up any pleasure in
r e a d i n g . I n fact, y o u g e t t o k e e p y o u r r e g u l a r r e a d i n g s k i l l s . A
woman who

loved

reading

novels

exclaimed

after t a k i n g

PhotoReading, "I've rediscovered the joy of reading!" H e r pleasure

r e a d i n g b e c a m e a r i c h e r , fuller e x p e r i e n c e .

Here is the system

The d e m a n d s placed on y o u as a reader in our age of
i n f o r m a t i o n are t r e m e n d o u s .

The PhotoReading whole mind

system can help y o u meet any challenge. It w o r k s w i t h any

subject m a t t e r a n d flexibly a d a p t s to different p u r p o s e s , print
formats, rates of speed, and levels of c o m p r e h e n s i o n .
T h e five 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 m i n d s y s t e m u s e
the abilities of y o u r w h o l e m i n d with p o w e r and effectiveness.
L e t u s o v e r v i e w t h e s t e p s n o w . I n t h e n e x t five c h a p t e r s y o u w i l l
d e v e l o p skills to apply e a c h step effectively.

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,
enter

state

of

relaxed

alertnessthe

we

then

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

s o m e t h i n g that learning theorists

call

structure
schema,

gives
a

us

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

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
The PhotoReading technique begins with placing ourselves
m o r e fully i n t o t h e r e l a x e d , a l e r t s t a t e o f m i n d a n d b o d y c a l l e d t h e

The PhotoReading
accelerative

Whole Mind System

learning

state.

20

In this

state,

d i s t r a c t i o n s , w o r r i e s , a n d t e n s i o n s s e e m t o fall f .
away.
Then

we

adjust

our

vision

for

the

PhotoFocus s t a t e . H e r e t h e a i m i s t o u s e o u r e y e s * *
in a n e w w a y : instead of b r i n g i n g individual w o r d s into sharp
focus, we soften our eyes so that our p e r i p h e r a l v i s i o n e x p a n d s
and the w h o l e printed page c o m e s into view.
PhotoFocus

creates

a physical

and

mental window

allowing direct exposure of the i n c o m i n g visual stimuli to the

brain. In this state, we mentally p h o t o g r a p h the entire p a g e ,
exposing it to the preconscious processor of the mind.

The

exposure of each page stimulates a direct neurological response.

The

brain

performs

its

function

of pattern

recognition,

u n e n c u m b e r e d by the critical/logical thought process of the

conscious mind.
At a rate of o n e p a g e a second, we c a n P h o t o R e a d a w h o l e
b o o k i n t h r e e t o five m i n u t e s . T h i s i s n o t t r a d i t i o n a l r e a d i n g . A f t e r
P h o t o R e a d i n g , we m a y h a v e little if any of the m a t e r i a l in
conscious awareness, which means we may consciously know
nothing. T h e n e x t steps create the c o n s c i o u s a w a r e n e s s we need.

Step

4: Activate

During activation we restimulate the brain

probing

the

mind w i t h q u e s t i o n s

and

exploring

p a r t s o f t h e t e x t t o w h i c h w e feel m o s t a t t r a c t e d .
W e t h e n super read t h e m o s t i m p o r t a n t p a r t s o f t h e t e x t b y
scanning quickly d o w n the center of each page or c o l u m n of type.
W h e n w e feel i t i s a p p r o p r i a t e , w e dip i n t o t h e t e x t f o r m o r e
focused reading to c o m p r e h e n d the details. In dipping, we allow
o u r intuition to say, " H e y , t u r n to the last p a r a g r a p h on p a g e 147!
Y e s , that is the one. T h e ideas y o u w a n t are right there."
Other activation techniques d e v e l o p e d while reading this
b o o k i n c l u d e rhythmic perusal,

skittering,

and

mind mapping.

These

also help us gain access to the d e e p e r i m p r e s s i o n s established by

PhotoReading. W h e n we activate, we involve our whole brain,
c o n n e c t the text w i t h our conscious a w a r e n e s s , and achieve our
g o a l s for reading.

Old Reading Habits

or

New

Reading

Choices

21

Step 5: Rapid Read

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
of many beginning PhotoReaders

Reading is really learning from written

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

course, you do not expect to do it

read,

or that they

never

a b s o r b e d any of the text in the

firstplace. R a p i d reading directly

perfectly the first t i m e . You will learn

as you go through each part several
times. The "multiple r e a d " approach

involves the conscious m i n d and

of the

satisfies

system duplicates the appropriate way

our

need

for

clear

c o m p r e h e n s i o n of the content.

PhotoReading whole

mind

to learn anything new.

R e m e m b e r , this step takes

p l a c e after t h e o t h e r s t e p s o f t h e s y s t e m . T h o s e s t e p s m a k e u s
increasingly familiar w i t h the text. T h e r e will b e t i m e s w h e n w e
c h o o s e n o t t o r a p i d r e a d , b e c a u s e w e h a v e a l r e a d y fulfilled o u r
needs.
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.

An executive said that PhotoReading dozens of books on

management

principles has improved his job performance. Another received an unusually

large pay raise a year after the PhotoReading classshe said she developed
such an increased understanding of the industry through PhotoReading that it
dramatically improved her productivity.

The

PhotoReading

Whole

Mind

System

22

A salesperson from London PhotoRead a selection of books on self-esteem and

confidence building, because his sales were low.

He noticed an immediate

change in his confidence, attitude, and sales.

A graphic artist routinely PhotoRead design books. He said it heightened his
creative ability.
A mother PhotoRead her children's homework to better help them with their
studies.
A proofreader discovered that, after PhotoReading documents first, she missed
fewer mistakes.
A public relations specialist found himself in a toy store after learning to
PhotoRead.

He said, "I became very playful after learning PhotoReading."

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 PhotoRead 23 books on Shakespeare over a several week period
hoping to build a foundation so that he could appreciate Shakespeare. Then he
sat back with one of Shakespeare's plays. For the first time in his life he
understood why so many people have enjoyed Shakespeare's work. He found
the play easier to read, fascinating, and enjoyable.
A new homeowner PhotoRead all the home-improvement books he could f i n d .
Friends who helped him on his projects were amazed at how much he knew and
began calling him for advice.
A high school defensive football coach repeatedly PhotoRead football play
books prior to the start of the season. He discovered during game situations he
could predict the opposing team's offensive strategy and respond w i t h the ideal
defensive play. His thinking speed and mental alertness were dramatically
improved.
A PhotoReader lost his job after learning PhotoReading.

He credits his higher

paying, new job to PhotoReading and learning a new industry quickly.

An entrepreneur had difficulty understanding the advice of his legal counsel. He
PhotoRead several books on the subject in a bookstore. As he was leaving, a
flash of insight streaked through his m i n d , drawing him back to the books. He
intuitively grabbed one from the shelf, and opened the book automatically to
the page that offered a clear explanation of the advice.

Part Two:
Learn the
PhotoReading
Whole Mind System

lAole T*lml System

Step 1: Prepare

I perform better at any activity, from public s p e a k i n g to

fishing, if I am well p r e p a r e d . Y e t , I u s e d to p i c k up a b o o k or
m a g a z i n e a n d j u s t start r e a d i n g w i t h n o p r e p a r a t i o n a t all.
N o w I treat r e a d i n g as a g o a l - o r i e n t e d activity. P r e p a r i n g
for a f e w m o m e n t s i n c r e a s e s m y c o n c e n t r a t i o n , c o m p r e h e n s i o n ,
and retention of w h a t I read. P r e p a r i n g may s e e m simple, but it
i s t h e f o u n d a t i o n o f effective r e a d i n g . A l l 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 actually revolve around preparation.
Being prepared to P h o t o R e a d is m u c h more than getting the
b o o k o u t t o r e a d it. I t i n v o l v e s s t a t i n g y o u r p u r p o s e a n d f i x i n g
y o u r p o i n t of attention to e n t e r the ideal state of mind.

25

Prepare

1.

State your purpose

Establishing p u r p o s e is hardly a n e w idea. Francis B a c o n ,

the sixteenth-century E n g l i s h p h i l o s o p h e r , said it well,

"Some

b o o k s are to be tasted, others to be s w a l l o w e d , and s o m e few to

be c h e w e d and digested; that is, s o m e b o o k s are to be r e a d only
in parts, others to be read b u t not curiously, and s o m e few to be
read wholly, and with diligence and attention."
All reading ultimately serves a purpose, either consciously
or unconsciously.
Example

of

purpose

human resource consultant

went

to

the

library

PhotoRead the

to

corporate

W h e n we

state o u r

purpose explicitly, we greatly increase

the

odds

of attaining

it.

Purpose

u n l e a s h e s ability. A l m o s t a n y t h i n g can

report on a prospective client

be a c c o m p l i s h e d w i t h a strong sense of

before their initial meeting

purpose. Purpose is the engine that drives

Her purpose for the eight

the P h o t o R e a d i n g whole mind system.

minutes she invested was to

get a feel for the trends of
the

company where they

Establishing purpose
which

can

be

felt

is

power

emotionally

and

had come from and where

physically. R e a d e r s w i t h a firm sense of

they were headed

purpose acquire n e w feelings about the

Her goal

was to get in sync with the

corporate

executives and

relate her skills effectively to

their

present

and

future

a c t o f r e a d i n g . T h e y sit a s i f t h e y m e a n
business. W h e n y o u have strong purpose,
y o u r b o d y b e c o m e s s t r o n g a n d alert.
Set

needs

your

purpose

by

asking

questions such as:

Example

of

purpose

banker w a n t e d to interface
his new computer w i t h his
new printer After hours of
trying,

he

unsuccessful

remained
Before going

to bed, he PhotoRead both

manuals
to

let

His purpose was

his

other-than-

conscious mind work out the

What is my ultimate application of

this material? W h a t will I e x p e c t to do or

s a y d i f f e r e n t l y after r e a d i n g it? M a y b e I
simply want to pass time or savor the
experience of reading.
How

important is

this

material

to

me? I n t h e l o n g r u n , h o w w o r t h w h i l e i s
it? D o e s r e a d i n g t h i s m a t e r i a l c r e a t e v a l u e

details of the problem and

for m e ? I f s o , w h a t s p e c i f i c a l l y i s t h a t

solve

value?

it upon awakening

Within the first

half-hour

after awakening, he had the

printer working perfectly

What

level

of detail

do

want?

Do I w a n t to e m e r g e from reading it with

the big picture? Do I w a n t to understand
only the m a i n points? Do I w a n t to recall

The PhotoReading

Whole Mind System

26

specific facts a n d o t h e r d e t a i l s ? Is r e a d i n g the entire d o c u m e n t

relevant to my p u r p o s e ? C o u l d I gain w h a t I w a n t by r e a d i n g a
single chapter or section instead?

How much time am I willing to commit right now to satisfy my

purpose? M a k i n g a t i m e c o m m i t m e n t g e n t l y f o r c e s a t t e n t i o n o n
the task. I am increasing the i m p o r t a n c e of reading, b e c a u s e it is
the only thing I c h o o s e to do right now.
In summary,

do y o u want a general understanding of

information, or do y o u need subtle details? Do y o u w a n t to study

something, or just gain pleasure and relaxation?
T o o m a n y p e o p l e are on a trip w i t h no destination. T h e y
a p p r o a c h reading with no sense of w h e r e they w a n t to go. If I do
not get value from w h a t I am reading,

I ask,

" W h a t is my

p u r p o s e ? " Invariably the a n s w e r is a r e s o u n d i n g " H u h ? " If I do

n o t h a v e p u r p o s e , m y r e a d i n g i s p a s s i v e a n d often wasteful.
Purpose

and time

information age,

m a n a g e m e n t are inseparable.

we can no

In the

longer presume to read every

d o c u m e n t at the same speed or level of c o m p r e h e n s i o n . N o t only

is this impossible given the a m o u n t of material we need to read,
i t i s n o t e v e n d e s i r a b l e . A s F r a n c i s B a c o n p u t it, s o m e t h i n g s a r e
w o r t h r e a d i n g in great detail; others are not w o r t h r e a d i n g at all.
K e e p in m i n d that y o u r p u r p o s e can be quite inventive. F o r
i n s t a n c e , y o u r m a i n p u r p o s e for r e a d i n g i n t h e d e n t i s t ' s office
may be distraction: y o u simply w a n t to avoid thinking about the
s o u n d of the drill in the n e x t r o o m . T h a t is a l e g i t i m a t e p u r p o s e
and p r o m p t s a distinctive experience of reading.
State y o u r p u r p o s e e v e r y t i m e y o u read. This habit e n g a g e s
the m i n d and increases concentration. W h e n y o u establish y o u r
p u r p o s e , t h e full p o w e r o f y o u r m i n d c o m e s i n t o p l a y .
In addition, p u r p o s e l o o s e n s the grip of guilt, a w o r d that
frequently arises w h e n people talk about their reading habits.
M a n y o f u s w e r e i m p r i n t e d w i t h strict rules a b o u t h o w w e w e r e
" s u p p o s e d to read." O n e m a n said, "I b o u g h t the d a r n m a g a z i n e ,
so e v e n if I d o n ' t w a n t to r e a d all the articles, I am c o m p e l l e d to
finish the w h o l e t h i n g . "
W i t h a sense of purpose, y o u can justify putting aside the
material y o u do not n e e d to read. Simply w e e d out the publications
t h a t fail t o c r e a t e v a l u e for y o u .
E s t a b l i s h i n g p u r p o s e t a k e s a s little a s t w o s e c o n d s , y e t t h e

Prepare

27

payoffs can save y o u h u n d r e d s of hours over the course of y o u r

lifetime. This technique is so far-reaching that it c a n instantly and
permanently change the effectiveness of y o u r reading.

2. Enter the ideal state for reading

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

roadnot 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.
The tangerine technique helps locate and maintain the ideal

v A

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:
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

Read
A u

"

The

PhotoReading

Whole

Mind

System

p r e t e n d this is a m a g i c tangerine, and

it will stay in p l a c e no m a t t e r w h e r e
y o u p u t it.

Gently close y o u r eyes and let

the tangerine balance on the back of

your head.

Notice what happens to

y o u r p h y s i c a l a n d m e n t a l state a s y o u
d o this. Y o u w i l l feel r e l a x e d a n d alert.
W i t h y o u r eyes closed, imagine y o u r
field o f v i s i o n o p e n i n g u p .
M a i n t a i n the relaxed feeling
of alertness as y o u open your eyes and
b e g i n reading.
Here is an experiment you can
d o n o w t o d i s c o v e r t h e p o t e n t i a l effects
of the tangerine technique. Take any
p a g e o f this b o o k y o u h a v e not y e t read. W i t h o u t the t a n g e r i n e i n
p l a c e , read t w o o r three p a r a g r a p h s . A f t e r w a r d s , reflect o n y o u r
experience. Then, put the tangerine in place, using the m e t h o d
described above, and read two or three new paragraphs. Compare
your experiences.
D u r i n g the experiment, y o u m i g h t be overly self-conscious
o f d o i n g s o m e t h i n g d i f f e r e n t . I f s o , y o u m i g h t find t h e effect h a r d
t o d e t e c t . M a n y p e o p l e r e p o r t a w i d e r v i s u a l field, fluid m o v e m e n t
of the eyes w i t h less staccato or j u m p y m o v e m e n t s , a n d the ability
to read w o r d phrases or e v e n w h o l e sentences at a glance.
P l a y i n g w i t h this t e c h n i q u e lets y o u flow t h r o u g h r e a d i n g
m a t e r i a l w i t h i n c r e a s e d speed a n d ease. Y o u r ability t o c o n c e n t r a t e
on the information improves, and reading b e c o m e s more relaxing.
A t first y o u w i l l c o n s c i o u s l y p l a c e t h e t a n g e r i n e o n t h e b a c k
of y o u r head. S o o n it will b e c o m e a u t o m a t i c so that, w h e n e v e r
you approach reading materials,

o n e u n i t o f a t t e n t i o n fixes

into place.
T h i s p h y s i c a l l y relaxed a n d m e n t a l l y alert state is also
p e r f e c t for o t h e r i m p o r t a n t a c t i v i t i e s . I t i s w i d e l y r e s e a r c h e d a s a
state of p e a k h u m a n p e r f o r m a n c e .

This

state

is

similar to

c o n t e m p l a t i o n , meditation, a n d p r a y e r i n w h i c h y o u are a b s o r b e d
in the present moment.
W h i l e this is a state of relaxation, it is not the s a m e as g o i n g

Prepare

29

to sleep or b e c o m i n g d r o w s y . Rather, y o u focus y o u r m i n d w i t h

a n i n n e r c a l m n e s s . Y o u h a v e a c c e s s t o all y o u r natural, i n n e r r e s o u r c e s .

Put it all together

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
t

Read
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.

More on the tangerine technique

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.
a c c o m p l i s h t h e effect o f h i s

"visuo-awareness epicenter,"

To
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

looking over the top of y o u r head, as y o u read. As y o u do this,

n o t i c e t h e shift i n t h e w a y y o u feel.
W h e n y o u fix y o u r p o i n t o f a t t e n t i o n w i t h a n y o f t h e s e
techniques

and

open your eyes,

a curious

thing happens.

S u d d e n l y , the m a t e r i a l y o u are r e a d i n g s e e m s m o r e m a n a g e a b l e .
Y o u r v i s u a l h e l d enlarges, a n d y o u c a n e v e n see y o u r h a n d s
h o l d i n g t h e p a g e s . I n t h i s s t a t e , y o u a r e p r e p a r e d t o t a k e i n far
more visual information than before.
A A

Adjusting y o u r state of m i n d is the goal. Y o u are not trying

to hold the feeling of a tangerine the entire time y o u read. Getting

<=c?j

a fixed p o i n t of attention is m u c h like setting a k e y s t o n e at the top

o f a s t o n e a r c h w a y . T h e o n e s t o n e a t t h e t o p h o l d s all t h e r e s t o f
the stones in place.
Similarly, the one fixed point of attention s e e m s to gather
and focus the other units of attention to the task of reading. O n c e
y o u h a v e p l a c e d i t t h e r e , f o r g e t a b o u t it. W h e n y o u p a s s t h r o u g h
a doorway, y o u do not have to carry the d o o r w a y w i t h you. Just
go ahead and b e g i n your readingyour mind will take care of
t h e rest.
Take a m o m e n t to think of how you can use what y o u have
learned in this chapter:
Preparing is the foundation to the w h o l e m i n d system.

The two

components

to

p r e p a r i n g are

stating y o u r

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
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...

gullets

Step 2: P r e v i e w

W e c a n only read w h a t w e already k n o w ; that is, the h u m a n

b r a i n c a n only c o m p r e h e n d patterns that are familiar. T h e m o r e
y o u k n o w a b o u t a t e x t b e f o r e y o u a c t u a l l y r e a d it, t h e e a s i e r i t w i l l
be to read.
The

fast t r a c k t o

discovering patterns

within text is

p r e v i e w i n g . It speeds y o u r c o m p r e h e n s i o n and only takes a few

m i n u t e s or, i n s o m e c a s e s , a f e w s e c o n d s . T h e r e a r e t h r e e s t a g e s
to previewing:
1. Survey the written material
2. Pull out trigger w o r d s from the text
3 . R e v i e w a n d d e c i d e y o u r g o a l s f o r going further

33

Preview

1. Survey the material

W h e n my wife and I considered p u r c h a s i n g our h o m e , we
first e x p l o r e d t h e n e i g h b o r h o o d . W e w a l k e d t o t h e l a k e f r o n t a n d
around the block, and we drove to the e l e m e n t a r y school and into
town. We looked at a m a p and explored the nearby county and
regional parks. In other w o r d s , we surveyed the territory.
As you consider reading

a book,

magazine,

or other

p u b l i c a t i o n , s u r v e y i t t o o . Y o u w i l l l e a r n its s t r u c t u r e a n d k n o w
h o w to proceed. W a l k around the written material to notice:
titles a n d subtitles
t e x t on t h e front a n d b a c k c o v e r s
t a b l e of c o n t e n t s
copyright date

index

first a n d l a s t p a g e s o f b o o k s , o r i n o t h e r d o c u m e n t s t h e
first a n d l a s t p a r a g r a p h s o f a n y s e c t i o n s
text p r i n t e d in b o l d f a c e or italic print, i n c l u d i n g h e a d i n g s
and

subheadings
m a t e r i a l set off a s b o x e s , f i g u r e s , o r c h a r t s

s u m m a r i e s , previews, or review questions

Y o u may be a m a z e d at h o w m u c h y o u can gain through this

strategy. I n s o m e c a s e s , y o u will find e v e r y t h i n g y o u w a n t t o
knowjust through surveying.
Surveying allows y o u to k n o w w h a t the text seems to be
about and can help y o u predict w h a t to expect. It can help direct
y o u w h e r e t o l o o k for i m p o r t a n t i n f o r m a t i o n .
" H o w t o " b o o k s , for e x a m p l e , u s u a l l y p r e s e n t y o u w i t h a
n u m b e r of tasks to perform in a certain order. A "what is" b o o k
o f t e n p r e s e n t s a p r o b l e m a n d offers a s o l u t i o n .
Do not spend m u c h time surveying: a short article, thirty
s e c o n d s ; a l o n g e r article or report, t h r e e m i n u t e s ; a n d a b o o k , five
to eight m i n u t e s . T h a t is all. If it takes any m o r e t h a n that, t h e n
y o u are probably reading in a conventional sensenot surveying.
Surveying has an added advantage. It promotes long-term
m e m o r y , b e c a u s e it helps y o u c o m p r e h e n d and categorize the
material y o u read. It encourages y o u to build a mental structure
of w h a t y o u read. A n y material y o u actively organize, y o u will
r e m e m b e r longer.

The

PhotoReading

Whole

Mind

System

34

2. Pull out trigger words

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.

35

Preview

3.

Review

T h e last part of p r e v i e w i n g helps assess w h a t y o u h a v e

g a i n e d f r o m y o u r s u r v e y a n d list o f t r i g g e r w o r d s . T a k e a m i n i inventory. D e t e r m i n e w h e t h e r y o u w a n t to go farther w i t h the
d o c u m e n t a n d e x t r a c t m o r e o f its c o n t e n t . T h i n k a b o u t w h e t h e r
y o u c a n m e e t y o u r p u r p o s e for r e a d i n g o r w h e t h e r y o u n e e d t o
redefine that purpose. R e m e m b e r the 8 0 / 2 0 rule? A s k yourself
w h e t h e r this b o o k or article relates to y o u r "top 20 percent."
After p r e v i e w i n g , y o u m i g h t e v e n
T h e 8 0 / 2 0

R u l e :

decide not t o read the document. That i s

If all items are arranged in

o n e o f t h e k i n d e s t t h i n g s y o u c a n d o for
order of value, 80 percent of
the value w o u l d come from

only 20 percent of the items,

w h i l e

p e r c e n t

t h e

o f

t h e

v a l u e

2 0

f i n

o f

o v e r l o a d . S a v e y o u r s e l f t h e t r o u b l e of
ingesting information y o u d o not need.
Y o u have other things t o do. Save time

come from 80 percent of the

for t h e m .
After

previewing,

you

might

decide y o u only need to k n o w the d o c u m e n t in a general way.

Later, i f y o u w a n t m o r e specific information, y o u will k n o w
w h e r e t o f i n d it. I t i s l i k e u s i n g a set o f e n c y c l o p e d i a s : y o u d o n o t
have to m e m o r i z e the contents of e a c h v o l u m e . Y o u only need to
k n o w e n o u g h t o p u l l t h e c o r r e c t v o l u m e off t h e shelf.

Read as you

would shop for groceries

Y o u r brain excels at classifying perceptions and r e c o g n i z i n g

patterns. Previewing helps accomplish both. It allows y o u to
build meaningful categories, establish patterns, and locate the
core c o n c e p t s w h i c h lead t o u n d e r s t a n d i n g . Y o u start t o d i s c o v e r
t h e 4 - 1 1 p e r c e n t o f t h e t e x t t h a t i n c l u d e s its k e y m e s s a g e a n d
satisfies y o u r p u r p o s e .
W i t h o u t categories, the text w o u l d appear as the w o r l d
does to a n e w b o r n a constant parade of unrelated sights, sounds,
and other sensations,

"blooming, buzzing confusion,"

as

p s y c h o l o g i s t W i l l i a m J a m e s d e s c r i b e d it.
T h e secret to successful p r e v i e w i n g is to avoid getting into
a t e x t t o o d e e p l y t o o s o o n . Y o u m a y find y o u r s e l f t e m p t e d t o s t o p
p r e v i e w i n g a n d s t a r t r e a d i n g for d e t a i l s . N o t i c e y o u r u r g e t o

The PhotoReading

Whole Mind System

36

focus on the particulars, let that u r g e go, a n d r e t u r n to p r e v i e w i n g .

Y o u w a n t to get the m a x i m u m benefit from every m i n u t e
y o u i n v e s t i n r e a d i n g . I f y o u s t a r t r e a d i n g for d e t a i l s t o o s o o n , y o u
could easily end up slowing down, p l o d d i n g t h r o u g h p a r a g r a p h s
and pages that have no relevance to y o u r purpose. That could
lead to the loss of m o m e n t u m , w a n i n g interest, and e v e n a
wonderful

nap.

T o a v o i d t h i s , h o l d b a c k a little o n t h e d e t a i l s . T h i s s t r e n g t h e n s
y o u r m o t i v a t i o n . I t c r e a t e s a d e s i r e i n y o u t o f i n d o u t m o r e , t o fill
in the general structure that y o u are b u i l d i n g in y o u r mind.
O n e o f t h e j u i c i e s t p a r t s o f p r e v i e w i n g i s g e t t i n g h u n g r y for
information and ideas. That hunger increases y o u r c o m m i t m e n t
to reading and energizes the w h o l e m i n d to achieve y o u r desires.
Preview every time y o u read. R e a d i n g a longer or m o r e
c o m p l e x d o c u m e n t without p r e v i e w i n g is like going to the
grocery store to b u y an apple and s e a r c h i n g every i t e m on every
s h e l f u n t i l y o u f i n d it. I n s t e a d , l o o k for t h e fruit s e c t i o n a n d w a l k
directly to w h a t y o u want. W h e n reading, this m e a n s taking a
d i r e c t p a t h t o t h e p a s s a g e s t h a t m o s t d i r e c t l y satisfy y o u r p u r p o s e .

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

W h e n previewing

shuts

d o w n access to the

expanded

database of the brain, we r e c o m m e n d an immediate cessation of

previewing. In this case, we suggest no m o r e than one minute to
p r e v i e w a b o o k or l o n g a r t i c l e o n l y e n o u g h time to say, " Y e s ,
this is s o m e t h i n g I w a n t to read." T h e n the ideal strategy b e c o m e s
PhotoRead then "postview."
P o s t v i e w i n g follows a similar form to previewing: survey,
trigger words,

review.

Only with postviewing, you perform

t h e s e s t e p s after P h o t o R e a d i n g . Y o u c a n p r e v i e w a t e x t b e f o r e
P h o t o R e a d i n g o r p o s t v i e w a t e x t i m m e d i a t e l y after P h o t o R e a d i n g .
E d u c a t i o n a l p s y c h o l o g i s t D r . W i n W e n g e r , a u t h o r o f The Einstein
Factor,

prefers p o s t v i e w i n g over previewing.

This keeps the

e x p a n d e d p r o c e s s i n g c a p a b i l i t i e s o f t h e b r a i n " o p e n for b u s i n e s s . "

Y o u will find a c o m p l e t e d e s c r i p t i o n of p o s t v i e w i n g in
Chapter 6.

Preview
I

continue

to

or postview?

recommend

the

preview

step

before

P h o t o R e a d i n g b e c a u s e it performs an important role, one that

r e a d i n g specialists call "an a d v a n c e o r g a n i z e r . " P r e v i e w i n g h e l p s
t h e b r a i n i d e n t i f y c a t e g o r i e s for t h e c o m i n g i n f o r m a t i o n , l i k e
preparing

file

cabinets

into

which

you

will

sort

the

i n c o m i n g data.
In addition, I find that m o s t p e o p l e c a n q u i c k l y g r a s p t h e
n e w p a r a d i g m o f r e a d i n g and use p r e v i e w i n g effectively. W h e n
they do, they recognize the i m m e d i a t e benefit from the previewPhotoRead combination.
C h i l d r e n s h o u l d l e a r n t o p r e v i e w for its v a l u e i n d i r e c t i n g
the novice mind.

It ensures that the material g o i n g in with

P h o t o R e a d i n g will be in the reader's best interests. The b e g i n n i n g

P h o t o R e a d e r t a k e s five t o e i g h t m i n u t e s t o p r e v i e w a b o o k , b u t
the skilled P h o t o R e a d e r almost never takes m o r e t h a n one to
three m i n u t e s to d e t e r m i n e w h e t h e r they w a n t to go further w i t h
the rest of the s y s t e m .
W h e n i t c o m e s t o r e a d i n g for e n h a n c i n g c r e a t i v i t y , i n s i g h t
into a n e w subject area, or personally d e v e l o p i n g k n o w l e d g e or
skills to c h a n g e a p r e v a i l i n g p a r a d i g m , p o s t v i e w i n g w o r k s best.

The PhotoReading

Whole Mind System

38

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

In this chapter y o u learned:

P r e v i e w i n g lets y o u r m i n d create patterns to i n c r e a s e
speed and comprehension while reading.
To preview y o u must survey, pull out trigger words,
and review.

S u r v e y i n g is a w a l k a r o u n d the outside edges of w h a t

y o u a r e r e a d i n g i n o r d e r t o u n d e r s t a n d its s t r u c t u r e a n d h o w t o
proceed.
T r i g g e r w o r d s are k e y t e r m s that h e l p y o u formulate
q u e s t i o n s that y o u r i n n e r m i n d will w o r k t o a n s w e r later.
R e v i e w i n g is a mini-inventory that helps y o u m a k e sure
y o u are r e a d i n g w h a t m e e t s y o u r p u r p o s e .
P r e v i e w i n g c a n s w i t c h off a c c e s s t o t h e b r a i n ' s l a r g e r d a t a
base if misused.
P o s t v i e w i n g provides an ideal alternative to p r e v i e w i n g
for t h e n o v i c e P h o t o R e a d e r , e s p e c i a l l y for t h o s e w h o t r y t o r e a d
and understand an entire b o o k while previewing.
To apply the technique of p r e v i e w i n g , take a m o m e n t to
i m a g i n e the t y p e s o f r e a d i n g m a t e r i a l s y o u m i g h t face i n t h e
coming week.

Imagine previewing those various sources of

information. N o t i c e h o w a few m o m e n t s of p r e v i e w i n g c a n save

y o u hours of time this w e e k , b e c a u s e y o u quickly tune into
information you want and eliminate redundant and unnecessary
reading.
Chapter 5 brings y o u to the next step, P h o t o R e a d i n g , the
m o s t p r o v o c a t i v e a n d e x c i t i n g o f all.

39

Preview

A businessman was asked to speak at a conference. He was unable to prepare

for the presentation in the traditional sense of reading books, taking notes, and
writing his speech. He was only able to PhotoRead several books, so he figured
he could w i n g it. To his surprise his presentation flowed with aplomb. He even
presented statistics which just popped into his headapparently provided by
his other-than-conscious mind.

He received excellent feedback from his

audience and later verified every fact w i t h the books.

A computer programmer learned that by PhotoReading pages of code he
quickly discovered program bugs. Another programmer said his ability to write
effective code improves w h e n he PhotoReads pages of code written by other
programmers.
A mystery writer PhotoRead dozens of mystery books to assimilate styles,
techniques, dialogs, descriptions, etc.
easily.

Immediately his writing flowed more

He began sending the first or second drafts of chapters to his agent

instead of his usual fifth or sixth draft.

The technical director of the virtual reality department of a supercomputer
company PhotoRead all the literature he could find on his industry. Since class,
he has become a prolific writer, presenting professional papers to conferences
around the country. He receives high professional acclaim from his colleagues.
A PhotoReader forgot someone's name.

He PhotoRead the telephone book

and the name immediately came to him seconds after PhotoReading the page
it was o n .
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.
A bookkeeper said her ability to manipulate data in spreadsheets increased
significantly.

She found it easier to remember the programming commands

and to detect errors.

An attorney found

himself challenging

an

expert witness during cross-

examination w i t h o u t a clear sense of why he was asking the questions.

It

became obvious as the expert witness' testimony unraveled. The attorney had
PhotoRead books the evening prior which contained facts contradicting those
of the witness. At a conscious level, the attorney did not know the facts. From
an other-than-conscious level, his mind had given him the guidance necessary
to achieve his goal.

5
Step 3: PhotoRead

P h o t o R e a d i n g rockets y o u to success at the speed of light.

In today's information deluge, why drown with regular reading
or barely survive with speed reading? N o w y o u can thrive and
s u c c e e d w i t h P h o t o R e a d i n g . T h i s c h a p t e r d e s c r i b e s h o w t o start
u s i n g the m o s t p r o v o c a t i v e step of the P h o t o R e a d i n g w h o l e m i n d
system.

To master PhotoReading,

minded

attitude.

k e e p a playful and o p e n -

P h o t o R e a d i n g relies on the b r a i n ' s natural ability to process

i n f o r m a t i o n at a p r e c o n s c i o u s level. F o r t h o s e w h o let go a n d trust
their mind to do the work, P h o t o R e a d i n g provides a p h e n o m e n a l
o p p o r t u n i t y t o d i s c o v e r t h e i r t r u e p o t e n t i a l for l e a r n i n g .
Through PhotoReading, you expose your brain to patterns
of text by mentally p h o t o g r a p h i n g the printed p a g e . This is not a
technique to w o r k hard at nor is it s o m e t h i n g that the c o n s c i o u s
m i n d has to figure out in o r d e r to perform it better. To strain at

PhotoRead

41

practicing and perfecting it m a y be counterproductive. U s e it and

explore the results.
D u r i n g the next few p a g e s y o u will learn the w a y s to
perform each step of the P h o t o R e a d i n g process. After learning
t h e m , play with P h o t o R e a d i n g this b o o k .

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

P h o t o R e a d this material?

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

e a

l e a r n i n g s t a t e

3 Affii-m

materials.

y o u r

c o n c e n t r a

This

act

Clearly

state to

of establishing

your

purpose will be repeated m o r e precisely later

tion, impact, and purpose

.. ,

in the process. Purpose is essential.

4 Enter the PhotoFocus

Choose

s t a t e

5 M a i n t a i n a steady state

while PhotoReading
6 Clos

to

remain

and

let

go

attentive
of

any

to

this

outside

interferences.
Be in an o p e n p o s t u r e ,
comfortable, upright, relaxed, and ready to
enter the accelerative learning state.

2.

experience

Enter the accelerative learning state

Earlier in the P h o t o R e a d i n g whole m i n d system, y o u entered

a state of relaxed alertness before p r e v i e w i n g . Y o u r aim n o w is to
e x p e r i e n c e a similar, b u t m o r e r e c e p t i v e , b r a i n s t a t e a state in
w h i c h y o u h a v e access to e x p a n d e d capabilities of m i n d and
increased readiness to learn.
H e r e i s a p r o c e d u r e for e n t e r i n g t h i s s t a t e , a l s o c a l l e d t h e
a c c e l e r a t i v e l e a r n i n g s t a t e . A t first, t h i s p r o c e d u r e m i g h t t a k e
several m i n u t e s to c o m p l e t e . Eventually, h o w e v e r , y o u will reach
t h e d e s i r e d s t a t e i n t h e t i m e i t t a k e s for o n e d e e p i n h a l e f o l l o w e d
by a g e n t l e e x h a l e .

M a k e y o u r s e l f c o m f o r t a b l e . W h e n y o u a r e first l e a r n i n g

this technique,
a chair.

lie d o w n . A f t e r t h a t ,

sit b a c k c o m f o r t a b l y i n

The PhotoReading

Whole Mind System

42

Take in a deep breath. Exhale, and then close y o u r eyes.

E x p e r i e n c e full p h y s i c a l r e l a x a t i o n . T a k e i n a d e e p b r e a t h
a n d h o l d it for a m o m e n t . As y o u e x h a l e s l o w l y , t h i n k of the
n u m b e r " 3 " a n d m e n t a l l y r e p e a t t h e w o r d Relax.

This is y o u r

physical relaxation signal. T h e n progressively relax the major

muscle groups of y o u r b o d y from head to toe. Imagine a w a v e of
relaxation flowing throughout y o u r entire body. Let each m u s c l e
m e l t u n t i l i t i s p l e a s a n t l y r e l a x e d a n d free f r o m t e n s i o n .
N o w calm y o u r mind. Take in a deep breath and hold it
for a m o m e n t . E x h a l e s l o w l y .

T h i n k of the n u m b e r

m e n t a l l y r e p e a t t h e w o r d Relax.

This is your mental relaxation

"2" a n d

signal. L e t g o o f t h o u g h t s a b o u t the p a s t o r future. F o c u s y o u r

a w a r e n e s s o n the p r e s e n t m o m e n t . A s y o u b r e a t h e out, let any
t e n s i o n s , a n x i e t i e s , o r p r o b l e m s f l o a t a w a y . A s y o u b r e a t h e in, let
p e a c e and tranquillity flow into every part of y o u .
T a k e i n a n o t h e r d e e p b r e a t h a n d h o l d i t for a m o m e n t .
Slowly exhale; mentally h e a r the sound o f the n u m b e r " 1 . " A s
y o u do so, p i c t u r e a beautiful f l o w e r in y o u r m i n d ' s e y e . T h i s
signals that y o u have focused y o u r awareness and entered the
r e s o u r c e level of m i n d a state of e x p a n d e d creativity a n d ability
to learn.
Imagine yourself in a beautiful, quiet place. B e c o m e aware
of the soothing sights, sounds, and feelings y o u experience there.
Imagine that an hour of time is elapsing.

L e t y o u r s e l f rest

c o m f o r t a b l y t h e r e for a f e w m o m e n t s .
Before y o u proceed to the next steps, gently r e m i n d yourself
to release any r e m a i n i n g t e n s i o n or distractions. R e m i n d y o u r s e l f
to m a i n t a i n this state of p h y s i c a l and m e n t a l r e l a x a t i o n as y o u
PhotoRead.
The above process of entering
the

accelerative

learning

state

a l l o w s y o u to e s t a b l i s h c o n t a c t w i t h
your
other-than-conscious
resources of mind. Entering this
physical and mental state turns on
the brain's right h e m i s p h e r e
o

i t t o

I t

s y

t o

and

b e

m o r e r e s p o n s i v e to y o u r o w n
positive ideas. W h i l e in this highly

Brain states are characterized by

subjective experiences and electroencephalagraph (EEG) frequency

measures (Hz stands for Hertz or

cycles per second)

state =
Z 3 hH^ B
W

1 2 -

e t a

Relaxed alertness, optimal for

learning = 8-12 Hz, Alpha

Deeply relaxed, good for internal
imagery, associated w i t h creativity

= 4-8 Hz, Theta

PhotoRead

43

attuned state, y o u o p e n up access to the d e e p e r "data b a s e " of

your long-term memory.
M a n y classes, b o o k s , and tapes on relaxation and meditation
c a n h e l p y o u g a i n skill a t e n t e r i n g the ideal l e a r n i n g state. T h e
Learning Strategies Corporation Paraliminal tapes guide y o u
through similar relaxation techniques used in P h o t o R e a d i n g
seminars.

3. Affirm your concentration,

impact,

and purpose

T h o u g h t s either support or derail the learning process.

Positive,

affirmative thoughts

assist learning,

and negative

t h o u g h t s n e g a t e o r p r e v e n t it.
Placing positive thoughts in your mind canhelp you develop
skills

and achieve

desired results.

These thoughts,

called

affirmations, help direct the material y o u P h o t o R e a d to y o u r

inner mind.

The

m o s t useful

a f f i r m a t i o n s for P h o t o R e a d i n g

include:

" A s I P h o t o R e a d , my c o n c e n t r a t i o n is a b s o l u t e . "

"All that I P h o t o R e a d m a k e s a lasting i m p r e s s i o n on my

inner mind and is available to me."

" I d e s i r e t h e i n f o r m a t i o n i n t h i s b o o k , (say t h e t i t l e h e r e ) ,

to a c c o m p l i s h my p u r p o s e of (restate y o u r p u r p o s e ) . "
Affirmations

give

direction to

your brain by

clearly

establishing goals. T h e p r o c e s s of affirming also b y p a s s e s the

limitations i m p o s e d by the conscious mind.

It redirects any

negative internal dialog and opens y o u to the possibility of

success.
It is important that y o u r goal or purpose be one y o u can
achieve.

A poorly formed goal would be:

"I w a n t to have

p h o t o g r a p h i c recall of everything I P h o t o R e a d . " Since that is not

the purpose

of the P h o t o R e a d i n g step and perfect recall of

everything is not reasonable, such an ill-formed goal could lead

to undue frustration and non-performance.
A w e l l - f o r m e d g o a l w o u l d b e : " T o fully a b s o r b t h i s m a t e r i a l
and to speed my application of these techniques and concepts in
my life." T h e a c h i e v e m e n t of s u c h a goal is w i t h i n y o u r c o n t r o l
and leads to greater ease and success.

The

PhotoReading

Whole

Mind

44

System

4. Enter the PhotoFocus state

T h e P h o t o F o c u s state uses y o u r sense of sight to input
visual information directly into the other-than-conscious mind.
In this step, y o u learn to use y o u r visual s y s t e m differently t h a n
with regular reading. Rather than hard focusing on individual
w o r d s a n d w o r d g r o u p s , y o u a c h i e v e a "soft g a z e " t o n o t i c e t h e
entire page at once.
When

first

developed

PhotoReading, I k n e w that hard focusing

,,

, .

..

,,

the eyes sent information t h r o u g h the

s t r e n g t h e n

t h e

e y e - m i n d

connection w i t h

PhotoFocus.

This shifts the

emphasis of

conscious mind. PhotoReading required

reading away from the page in
the

front o f your eyesto its meaning

p r e c o n s c i o u s p r o c e s s o r into the brain.

w h i c h i s stored behind your eyes

sending

information

through

( i n

y o u r

m i n d ) .

My question b e c a m e "How can I look at

something without using hard focus to
look at it?"
De-focusing the eyes w a s not the answer. That only m a d e
m e feel s p a c e y a n d l e t h a r g i c . M y feelings o f r e l a x e d a l e r t n e s s
v a n i s h e d as if my p h y s i c a l and m e n t a l clarity w a s c o n n e c t e d to
my visual clarity.
O n e afternoon I m u l l e d o v e r this p a r a d o x . I read an article
a b o u t a n art t e a c h e r n a m e d B e t t y E d w a r d s . I n h e r b o o k Drawing
on the Right Side of the Brain, s h e s a i d , " I f y o u w a n t to d r a w my
t h u m b , d o n ' t d r a w m y t h u m b , " b e c a u s e y o u w i l l u s e t h e left
b r a i n t h e analytical, non-artistic side of the brain. She said, "To
draw

my thumb,

draw the

space

around my thumb."

That

strategy u s e s the right b r a i n t h e creative side of the brain.

U s i n g her advice, I b e g a n looking at the two pages of an
o p e n b o o k . I t o o k i n all t h e w h i t e s p a c e i n o n e e x p a n s i v e g a z e , n o t
l o o k i n g at the w o r d s . Suddenly, the p a g e s t o o k on a clarity and
depth, appearing almost three-dimensional. In the center of the
p a g e there e m e r g e d a third, r o u n d e d n a r r o w p a g e .
This r e m i n d e d me of experiences I had as a child. My m i n d
t e n d e d t o w a n d e r i f I h a d t o sit a n d w a i t . O c c a s i o n a l l y , i f I
h a p p e n e d t o b e s i t t i n g i n a r o o m w i t h a t i l e floor, I b e c a m e a w a r e
that the floor a p p e a r e d as a t h r e e - d i m e n s i o n a l g r i d a s if there
w e r e t w o l a y e r s of lines, a b o u t six i n c h e s d e e p . If I tried to l o o k at
it, i t w o u l d d i s a p p e a r . T h e effect w o u l d o n l y l i n g e r i f I m a i n t a i n e d

PhotoRead

45

a relaxed, divergent gaze, as if l o o k i n g into the d i s t a n c e .

T h e r e c o g n i t i o n of this u n i q u e visual state w a s the b e g i n n i n g
of P h o t o F o c u s . In the years since then, m a n y discoveries h a v e
connected PhotoFocus to ancient traditions of seeing with the
whole brain rather than the limited conscious m i n d .
The essence of P h o t o F o c u s is using y o u r eyes in a n e w way
w h i c h i s c a l l e d " s e e i n g w i t h soft e y e s . " T h i s c o n t r a s t s h a r d f o c u s
w h i c h is our n o r m a l practice of getting a sharp, clear i m a g e of a
single w o r d , p h r a s e , or line of print. W i t h P h o t o F o c u s , we o p e n
up our peripheral vision and prepare to mentally photograph
entire pages at o n c e . In so doing, we process visual information
a t a p r e c o n s c i o u s l e v e l a n d feed i t d i r e c t l y i n t o y o u r b r a i n ' s
nonconscious m e m o r y storage system.
A c l e a r d e s c r i p t i o n of soft
Seeing w i t h

"soft eyes" i s hardly new.

eyes

Taoist literature from China refers to an

"

"

S o

comes

from

Miyamoto

M u s a s h i , a l e g e n d a r y fifteenthcentury s w o r d s m a n and author

Casteneda, author of a popular series of

o f

books about the practices o f Don Juan, a

Mexican shaman.

book,

o fF

Musashi

refers

I n

to

two

types of vision. O n e he calls

ken, a n o b s e r v a t i o n o f s u r f a c e a p p e a r a n c e a n d e x t e r n a l m o v e m e n t .
Kan, i n c o n t r a s t , i s s e e i n g i n t o t h e e s s e n c e o f t h i n g s . U s i n g t h e
p e r i p h e r a l vision of kan, said M u s a s h i , a w a r r i o r could spot an
enemy

and

detect

an

impending

attack before

it h a p p e n e d .

T h o u g h w e h a v e n o e n e m i e s t o attack, w i t h P h o t o R e a d i n g w e can
use the other benefits of kan: c a l m n e s s , concentration, creativity,
intuition, and the ability to greatly e x p a n d our visual field.
T h e p h y s i o l o g y b e h i n d k a n o r P h o t o F o c u s , a s w e call i t
is fascinating. The retinas of our eyes can be divided into t w o
r e g i o n s . O n e is the fovea w h i c h is densely p a c k e d with cells
called c o n e s . T h e s e cells bring i m a g e s into hard focus. E a c h cone
h a s a single n e r v e c o n n e c t i n g it to the brain. Information entering
the fovea is p r o c e s s e d by the conscious m i n d .
As we m o v e into the periphery of the retina, the second
a r e a , w e find different c e l l s c a l l e d r o d s . E v e n t h o u g h s e v e r a l
h u n d r e d r o d s are c o n n e c t e d to the s a m e n e r v e , t h e s e cells are
e x t r e m e l y s e n s i t i v e . I n fact, t h e y c a n d e t e c t t h e l i g h t o f a s i n g l e
c a n d l e ten m i l e s a w a y . W h i l e in the P h o t o F o c u s state, we are
drawing m u c h m o r e upon rod vision than cone vision.

The

The PhotoReading Whole Mind System

46

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:

That ghost i m a g e looks like a cocktail w e e n i e .

This m i g h t seem like child's play, but in reality it signals a
significant c h a n g e in y o u r v i s i o n . S e e i n g the cocktail w e e n i e
d e m o n s t r a t e s y o u are d i v e r g i n g y o u r e y e s instead o f c o n v e r g i n g
t h e m on a fixed p o i n t of hard focus. W h e n y o u do this, y o u r visual
field softens, a n d y o u r p e r i p h e r a l a w a r e n e s s e x p a n d s . I t i s s t r a n g e
t h a t y o u w i l l s e e t h e effect o n l y w h e n y o u d o n o t l o o k d i r e c t l y a t

PhotoRead

47

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

y o u can notice as you relax m o r e .

H e r e i s a n o t h e r w a y t o s e e t h e b l i p p a g e . Sit b a c k f r o m a
t a b l e j u s t a bit. P l a c e y o u r o p e n b o o k o n t h e t a b l e n e a r t h e e d g e .
L o o k p a s t t h e b o t t o m e d g e o f t h e b o o k a n d s e e y o u r feet o n t h e
floor. S l o w l y m o v e t h e b o o k i n t o y o u r v i s u a l h e l d s o t h a t i t a l m o s t
c o v e r s y o u r l i n e o f s i g h t t o y o u r feet. I f y o u n o t i c e t h e b o o k i n y o u r
visual held, y o u will probably realize that there is a doubling of
the crease in the b o o k . B e t w e e n the two crease lines, something
appears. That is the blip p a g e .
Play with m o v i n g yourself m o r e toward the b o o k (and the
b o o k m o r e t o w a r d y o u ) until y o u r line of sight is right t h r o u g h
t h e c e n t e r o f t h e b o o k , a n d y o u still h a v e t h e d o u b l e l i n e . C a n y o u
d o it? I f i t i s t o u g h , d o n o t w o r r y . A f t e r y e a r s o f h a b i t u a l l y
f o c u s i n g o n t h e p r i n t e d p a g e , y o u r first e x p o s u r e t o P h o t o F o c u s
m i g h t b e c h a l l e n g i n g . T h e n a g a i n , y o u m i g h t find t h i s t o b e e a s y .
No blip? No p r o b l e m ! If y o u do not see the blip p a g e , y o u
c a n still b e a p r o f i c i e n t P h o t o R e a d e r . R e m e m b e r , t h e g o a l o f
P h o t o F o c u s is to m i n i m i z e conscious processing and m a x i m i z e
preconscious processing. Seeing the blip page signals y o u have a
divergent gaze,

which is

one

way

of preventing conscious

processing. But there is another w a y :

Looking at an open bookright at the center creaseopen
u p y o u r field o f v i s i o n s o t h a t y o u s e e all f o u r c o r n e r s o f t h e b o o k .
Soften y o u r gaze so that the lines of print are not in h a r d focus.
Notice

the

empty

margins

and

the

white

space

between

p a r a g r a p h s . I m a g i n e a n " X " c o n n e c t i n g t h e four c o r n e r s o f t h e

b o o k . (Use this t e c h n i q u e if y o u are sighted in only o n e eye.)
As

you

experiment

with

these

techniques,

go

easy.

R e m e m b e r , hard w o r k does not h e l p . R e l a x i n g and noticing y o u r

e x p e r i e n c e a r e t h e m a i n i n g r e d i e n t s o f s u c c e s s . After p l a y i n g
w i t h y o u r v i s u a l s y s t e m for t w o o r t h r e e m i n u t e s , j u s t c l o s e y o u r
e y e s a n d r e s t for a f e w m i n u t e s b e f o r e y o u p l a y a g a i n .
M a n y of these exercises can help strengthen and balance
y o u r v i s u a l s y s t e m . S i n c e all n a t u r a l e y e i m p r o v e m e n t m e t h o d s
are b a s e d on relaxation, it is i m p o r t a n t to give y o u r s e l f the c h a n c e
to rest y o u r e y e s .
The point of these exercises is not to hallucinate but to
t e a c h y o u r s e l f h o w t o d i v e r g e y o u r e y e s . A c h i e v i n g "soft e y e s "
and

maintaining

PhotoFocus

while

PhotoReading

will

PhotoRead

49
take time, so be patient.
T h e i d e a l p o s t u r e for P h o t o R e a d i n g i s
sitting upright, with the b o o k p r o p p e d up
at a 45 d e g r e e a n g l e to the table (90 d e g r e e s
to your eyes).

If you tuck your chin in

slightly

straighten

you

your

spine,

p e r m i t t i n g better energy flow to y o u r brain.

Y o u r gaze will be through the center of the
b o o k , b u t a t first, i t i s o k a y i f y o u g a z e o v e r
the t o p in o r d e r to see the blip. If y o u c a n n o t
m a i n t a i n t h e b l i p a t first, s i m p l y n o t i c e t h e f o u r c o r n e r s a n d t h e
" X , " rather than struggle with divergence.

5. Maintain a steady state while flipping pages

Y o u r accelerative l e a r n i n g state a n d P h o t o F o c u s state m a y
b e f r a g i l e a t first.

D i s t r a c t i n g a n d self-critical t h o u g h t s m a y

d i s r u p t y o u r attention, a n d y o u m i g h t find y o u r s e l f t e m p t e d t o
b r i n g the printed p a g e into hard focus again. If this h a p p e n s ,
simply r e m i n d yourself that y o u r purpose right n o w is to m a i n t a i n
a n i d e a l s t a t e for l e a r n i n g . P l a c e t h e i m a g i n a r y t a n g e r i n e o n t h e
b a c k o f y o u r h e a d (refer b a c k t o C h a p t e r 3 ) , a n d n o t i c e t h e b l i p
page again.
Y o u can use two additional techniques to maintain your
state w h i l e P h o t o R e a d i n g . First, k e e p y o u r b r e a t h i n g d e e p a n d
even. Second, chant to the r h y t h m of the turning pages. These
actions

occupy your conscious

mind,

k e e p i n g i t free

from

distractions while your other-than-conscious mind continues

PhotoReading.

The chanta rhythmic internal statement of

supportive wordsis particularly important, because it focuses

y o u r m i n d and b l o c k s negative thoughts that might otherwise
occur.
M a i n t a i n i n g a steady state will e n a b l e y o u to b r e e z e t h r o u g h
b o o k s quickly a n d effectively. T h e steady r h y t h m is wonderful
for k e e p i n g t h e b r a i n r e l a x e d a n d o p e n w h i l e y o u m e n t a l l y
p h o t o g r a p h the p a g e s .

The PhotoReading

Whole Mind System

50

H e r e is h o w to m a i n t a i n the accelerative learning state

while PhotoReading:
R e m a i n i n a n o p e n p o s t u r e . R e s t y o u r feet o n t h e f l o o r
w i t h y o u r legs u n c r o s s e d .
K e e p your breathing deep and even.
T u r n the p a g e s of the b o o k in a steady r h y t h m o n e p a g e
e v e r y s e c o n d o r t w o . S e e e v e r y t w o - p a g e s p r e a d w i t h "soft e y e s . "
Y o u r gaze is through the center of the book, noticing the blip
p a g e . I f y o u c a n n o t see the b l i p , n o t i c e the four c o r n e r s o f the
b o o k , the white space on the pages,

and an imaginary

"X"

c o n n e c t i n g the four c o r n e r s .

C h a n t to the r h y t h m of y o u r t u r n i n g p a g e s . T a k e o n e flip

for e a c h s y l l a b l e o f t h e f o l l o w i n g c h a n t a s y o u m e n t a l l y r e p e a t :
Re-lax... Re-lax...
Four-Three-Two-One...
Re-lax... Re-lax...
K e e p the state.. .See the p a g e . . .
D o not c o n c e r n y o u r s e l f w i t h m i s s i n g p a g e s . J u s t let t h e m
go. Y o u can always c o m e b a c k to t h e m on a second pass t h r o u g h
the book.

Continue the chant to the r h y t h m of y o u r page turning.

Let y o u r conscious m i n d follow the w o r d s of the chant.

Let go of distracting thoughts by bringing your conscious
m i n d gently b a c k to the activity at hand.

PhotoRead

51

6. Close the process with a sense of mastery

The conscious m i n d has a natural tendency to question
w h a t it gains from P h o t o R e a d i n g . If y o u tell s o m e o n e y o u just
P h o t o R e a d a b o o k i n t h r e e m i n u t e s , t h e first q u e s t i o n a s k e d i s
" W h a t c a n y o u tell m e a b o u t i t ? " C o m e d i a n W o o d y A l l e n j o k e d
a b o u t s p e e d r e a d i n g , " I j u s t r e a d War and Peace. I t ' s a b o u t R u s s i a . "
S u c h a s t a t e m e n t s i m p l y i n d i c a t e s that y o u r e c e i v e little or
nothing at a conscious level while P h o t o R e a d i n g , w h i c h is largely
true. Unfortunately, it also implies that n o t h i n g w a s g a i n e d at a
d e e p e r , n o n c o n s c i o u s l e v e l . T h i s e a s i l y b e c o m e s a n e g a t i v e , selffulfilling p r o p h e c y .

Statements such as

"I w o n ' t r e m e m b e r a

t h i n g " o r " T h i s can't p o s s i b l y w o r k " act like c o m m a n d s t o y o u r

b r a i n to forget w h a t it gained while P h o t o R e a d i n g .
continually

make

such statements,

you will

If y o u

find t h a t t h e y

b e c o m e fulfilled.
PhotoReading downloads
neural

networks

information directly

of your brain,

onto the

which immediately begins

p r o c e s s i n g it, s p o n t a n e o u s l y , a t a l e v e l b e l o w t h e t h r e s h o l d o f
conscious awareness. To ensure y o u r brain will have access to
information y o u PhotoRead, close y o u r P h o t o R e a d i n g session by
t a k i n g c h a r g e o f y o u r t h o u g h t s a n d s e t t i n g t h e s t a g e for a c t i v a t i o n .
N o w is the time to request that y o u r m i n d integrate the information
a n d m a k e i t a v a i l a b l e for f u t u r e u s e .
Y o u instruct y o u r brain on w h a t to do with that information
using affirmations. Affirmations w h i c h we use in our seminars
include:
I a c k n o w l e d g e the feelings I h a v e received from this
book...and...
I release this i n f o r m a t i o n for my b o d y

and m i n d to

process.
I am curious as to h o w many ways my mind and b o d y
c a n d e m o n s t r a t e that this information is available to m e .
Y o u r response to the material y o u P h o t o R e a d occurs within
you. These affirmations invite y o u r n o n c o n s c i o u s m i n d to help.
I t i s fun t o c o n s c i o u s l y r e c o g n i z e t h e m a n y w a y s t h i s i n f o r m a t i o n
can b e c o m e available.

The PhotoReading

Whole Mind System

52

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.

Consider PhotoReading

before

sleep

With PhotoReading, you blast information through your

nervous system in a powerful waylike drinking water through
a fire h o s e . B e o p e n , let i t d i g e s t a n d a b s o r b a t a n o n c o n s c i o u s
level. To do so, r e l a x and let g o .
T h e m i n d r e v i e w s i n f o r m a t i o n d u r i n g the sleep state that
has b e e n t a k e n in b e l o w the conscious level of a w a r e n e s s . Studies
dating b a c k to the early 1900s s h o w that such information can
h a v e q u i t e a n effect o n o n e ' s d r e a m s .

Since this is g o i n g to

happen, y o u may as well m a k e sure y o u P h o t o R e a d b o o k s that

are emotionally gentle and comforting before going to sleep.

Y o u n o w h a v e learned the six steps t o the P h o t o R e a d i n g

process. In order they are:
1. P r e p a r e
2. E n t e r i n g the accelerative l e a r n i n g state
3. Affirm y o u r concentration, impact, and process
4. E n t e r the P h o t o F o c u s state
5. M a i n t a i n a steady state w h i l e P h o t o R e a d i n g
6. C l o s e
If y o u have not tried it yet, take a few m i n u t e s to P h o t o R e a d
t h i s b o o k , or, b e f o r e y o u g o t o s l e e p t o n i g h t , P h o t o R e a d a n o t h e r
positive and uplifting b o o k .
After y o u have p r e p a r e d , p r e v i e w e d , and P h o t o R e a d , y o u
are ready to b r i n g the k n o w l e d g e y o u desire into y o u r c o n s c i o u s
awareness as y o u learn to activate in Chapter 6.

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
examples

are

such

stories from P h o t o R e a d e r s .

great w h e n they

happen.

Those

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

54

System

access the information we need from materials we P h o t o R e a d . I

do not advocate merely sitting b a c k and h o p i n g to d r e a m about
information at night and then expecting to be ready to speak
b e f o r e a g r o u p o r p e r f o r m o n a s c h o o l test. B e c o m i n g a c t i v e w i t h
the information makes c o m p r e h e n s i o n occur.
Activation, the next step in the P h o t o R e a d i n g
whole mind system,

levels

1 Awareness

gives y o u the c o n s c i o u s

2 Familiarity

a w a r e n e s s n e e d e d t o fulfill y o u r p u r p o s e . T h r o u g h
the process of activation, we build increasing levels
of conscious comprehension. Y o u begin gaining

Four

3. Knowledge
4

Expertise
p

a w a r e n e s s , m o v e to a sense of familiarity, a n d finally a c h i e v e the

k n o w l e d g e y o u desire.
A c t i v a t i o n after P h o t o R e a d i n g i s q u i t e d i f f e r e n t t h a n t r y i n g
to recall w h a t y o u read in a regular manner. Activation techniques
are d e s i g n e d to restimulate the n e w neural c o n n e c t i o n s y o u
c r e a t e d by P h o t o R e a d i n g , rather t h a n t r y i n g to force recall t h r o u g h
the critical/logical conscious mind.
B e i n g a c t i v e a n d p u r p o s e f u l i s e s s e n t i a l for g a i n i n g c o n s c i o u s
comprehension.

D u r i n g activation y o u are

attracted to

text

r e l e v a n t t o y o u r p u r p o s e . I f y o u h a v e n o p u r p o s e for r e a d i n g a
d o c u m e n t , g e n e r a l l y little b e n e f i t c a n b e g a i n e d f r o m a c t i v a t i o n .
T h e t w o types of activation are: spontaneous and m a n u a l .
Spontaneous

activation

occurs

without

conscious

effort

on

our

part. P e r h a p s y o u h a v e h a d the k i n d o f "aha!" e x p e r i e n c e that

happens w h e n y o u suddenly solve a problem thathas preoccupied
y o u for w e e k s , o r s e e t h e face o f a f r i e n d i n a c r o w d , o r r e m e m b e r
the n a m e of s o m e o n e y o u met m o n t h s ago.
Such

activation is

an automatic

connection to

past

experiences, to neural patterns already existing in your brain.

Stimuli in our environment, cues we may have not b e e n looking
for,

spontaneously

trigger a flood of p r e v i o u s

associations.

S p o n t a n e o u s a c t i v a t i o n feels s i m i l a r t o a f l a s h o f c r e a t i v e i n s i g h t
sudden and unexpected.
A l t h o u g h P h o t o R e a d e r s report m a n y stories of spontaneous
activation, they r e m a i n the cherry on top of the ice c r e a m and are
not the m a i n entree of the P h o t o R e a d i n g w h o l e m i n d system.
Manual activation,

of

comprehension:

w h i c h we will d e s c r i b e in this chapter,

m e a n s t o a c t i v a t e b y d e s i g n . I t u s e s t h e a c t u a l t e x t a s a c a t a l y s t for

Activate

55

r e s t i m u l a t i n g the brain, b r i n g i n g the i n f o r m a t i o n y o u n e e d into

consciousness.
As y o u learn to activate, notice w h a t y o u are feeling, doing,
and thinking w h e n experiences of awareness,
knowledge

occur.

understand

your

This
own

familiarity,

careful o b s e r v a t i o n will
intuitive

signals

and

or

help you

further

your

activation skills.

Jump

start

activation

After y o u P h o t o R e a d ,

with

postviewing

postviewing makes an excellent

transition step into activation.

Postviewing is similar to the

p r e v i e w step d e s c r i b e d in C h a p t e r 3, w i t h an additional p u r p o s e
to formulate questions. First y o u survey the material to e x a m i n e
its s t r u c t u r e a n d u n d e r s t a n d t h e e s s e n c e o r m a i n p o i n t . T h e n
m a k e note of trigger w o r d s , those key terms u p o n w h i c h the
author built

the

presentation.

Finally,

playfully

explore

throughout the text to locate areas in w h i c h y o u w a n t to delve

into m o r e detail.
D u r i n g y o u r postview, w h e n y o u notice areas within the
text that interest you, b e g i n to formulate questions y o u w a n t to
answer. But, do not read to a n s w e r those questions yet. U s e this
t i m e t o b u i l d c u r i o s i t y a n d s t r e n g t h e n y o u r desire t o find out
more. This increases motivation and directs y o u r brain to build
neural connections. Playing with the physical text to formulate
questions is the b e g i n n i n g of "mind probing," e x p l a i n e d in detail
in a l a t e r s e c t i o n .
How

m u c h time

should you

take

when postviewing?

Generally I r e c o m m e n d that y o u take 5 to 15 m i n u t e s . Be flexible.

K e e p in m i n d that y o u r goal is to learn e n o u g h about the written
materials to plan your activation.

I usually take more time

p o s t v i e w i n g (up to 15 minutes) if my preview w a s short (one to

t w o m i n u t e s ) . I f m y p r e v i e w w a s l o n g (five t o e i g h t m i n u t e s ) , I
gained e n o u g h u n d e r s t a n d i n g about the structure and essence of
the

materials to focus my postviewing time

on formulating

q u e s t i o n s . I n that c a s e , p o s t v i e w i n g m i g h t o n l y t a k e five m i n u t e s .

The

PhotoReading

Whole

Mind

56

System

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

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.

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57

Probe your mind

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 readingquestions 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.

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PhotoReading

Whole

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System

58

Super read and dip

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

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.

Activate

59

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 attentionthat 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 rightthere 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

where your eyes

are

pointing

60
and

choosing that direction.

S o m e t i m e s y o u will find y o u r h a n d j u s t o p e n s the b o o k t o the

exact page.

Pay

attention.

Notice

whatever

signals your

m i n d offers.
S u p e r r e a d i n g a n d d i p p i n g , l i k e all s t e p s i n t h e w h o l e m i n d
system, are strategies that k e e p y o u active, q u e s t i o n i n g , and alive
to your purpose. Y o u end up with enough information to make
crucial decisions: w h e r e is the sentence or p a r a g r a p h that sums
up the essential point of this d o c u m e n t ? H o w m u c h of this text is
relevant to y o u r p u r p o s e ? Do y o u w a n t to continue r e a d i n g this
or go to another source?
While dipping, you might experience a c o m m o n problem.
Y o u r tendency, because of years of schooling, is to think y o u
should dip into everything.

If this h a p p e n s , y o u are r e a d i n g

unnecessary details that do not serve y o u r purpose. For e x a m p l e ,

y o u dip to read an illustration the author is m a k i n g about an
important point. That works. The next several paragraphs give
additional, but redundant, illustrations. If y o u dip into those, y o u
may just be wasting y o u r time. If y o u waste too m u c h time, y o u
b o g d o w n i n d e t a i l s a n d p o s s i b l y v e e r off c o u r s e i n t o m o r e
irrelevant material.
T h a t i s w h e n t h e o l d r e a d i n g p a r a d i g m i s o f t e n r e a r i n g its
head. Y o u r conscious m i n d m a y be on a guilt trip. F o r some of us
it is as if our second or third grade teacher is r e p r i m a n d i n g us by
saying "Stop!

You missed a word.

Go b a c k over that m o r e

carefully. Y o u are not really r e a d i n g that. N o w do it right!"

W h e n y o u get these kind of signals, thank that part of y o u
for its c o n c e r n . L e t g o o f t h e w o r r y t h a t y o u a r e m i s s i n g t h i n g s a s
y o u super read. Y o u r grade school trained conscious mind wants
y o u to read, c o m p r e h e n d , r e m e m b e r , and critique everything as
y o u g o . B u t r e a d i n g e x p e r t s for o v e r fifty y e a r s h a v e s a i d t h a t i s
the w o r s t w a y to read. K e e p in m i n d that c o m p r e h e n s i o n c o m e s
in layers.

E a c h time y o u super read and dip, y o u peel b a c k

another layer of "not-knowing" to reveal w h a t y o u need at the

core of y o u r text.
T r u s t y o u r i n t u i t i o n a n d d i p w h e n y o u feel s t r o n g l y m o v e d
to do so. If y o u dip into i n f o r m a t i o n y o u do not need, r e m e m b e r
t h e p u r p o s e for y o u r r e a d i n g . T e l l y o u r s e l f t o l o o k for t h e s p o t
w h e r e that i n f o r m a t i o n is c o n t a i n e d and dip there. W i t h a firm

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61

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

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.

The best way to dip

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 .

Search for the train

of thought

W h e n y o u super read and dip, go into the places w h e r e the

value is greatest. Y o u r b r a i n is well trained by the time y o u are in
ninth grade to k n o w w h e r e to go in a text. It is skilled at s e a r c h i n g
for c u e s t h a t l e a d t o m e a n i n g .
For example, y o u r brain k n o w s that m o r e visual cues occur

63

Activate

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

See? It is easier to m a k e sense of the w o r d s w h e n y o u see the

u p p e r half. S i m i l a r l y , m o r e c u e s for m e a n i n g s h o w u p i n t h e t o p i c
sentence of a paragraph, t h a n in the rest of the p a r a g r a p h . A n d ,
i n a five p a r a g r a p h t h e m e , m o r e c u e s a p p e a r i n t h e first a n d
last p a r a g r a p h s .
W h e n a c t i v a t i n g a n a r t i c l e o r b o o k , l o o k for t h e c u e s t h a t
will give y o u the most meaning. L o o k at the structure of the
w r i t t e n p i e c e a n d d e t e r m i n e t h e a u t h o r ' s s c h e m e for w r i t i n g .
T h e n super read and dip to follow the author's s c h e m e .
H e r e i s w h a t I m e a n . P e r h a p s y o u k n o w t h a t t h e a u t h o r first
describes a problem, then later in the text explains h o w to solve
t h e p r o b l e m . L e t u s s a y y o u w a n t t h e a u t h o r ' s s t e p s for s o l v i n g
the problem. B e c a u s e
you

understand

author's

the

s c h e m e for

writing,

you

can

bypass what you do

not need

and move

quickly to the place

for

dipping

C.? S

and

achieving y o u r goal.
We

call

this

"following the author's train

of thought." In the P h o t o R e a d i n g seminar
I use an illustration to r e p r e s e n t this:
The

problems

the

author grapples

with

drive the train.

The main argument or arguments about where
the p r o b l e m s c o m e from is the m a i n " c a r g o " in the flow of
information. This cargo is built u p o n certain propositions the
a u t h o r i s t r y i n g t o sell y o u a n d i s c o m p o s e d o f key t e r m s .

The

solutions

e m e r g e to

suggest a remedy

for t h e

problems.
The train of thought is one scheme used by authors to
present information. D i s c o v e r other structures within articles or

The PhotoReading
books.

Whole Mind System

64

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

PhotoReadafter 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.

Skittering your way to success with

text

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
understanding

of lengthy

material

surprisingly

that

is

accurate

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,
last sentence.

read the

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.

Create a mind map

While looking through a b o x of my old graduate school
materials, I discovered a wonderful contrast b e t w e e n two types
of class notes. O n e type of notes w a s the traditional linear outline

The PhotoReading

Whole Mind System

66

of e v e r y t h i n g the professor s a i d a n endless series of unintelligible

scratching. I r e m e m b e r e d trying to decipher those notes while
r e v i e w i n g for t e s t s ; w h a t a h o r r i d c h o r e .
T h e second type of notes w a s an alternative, highly visual
set o f c o l o r f u l d i a g r a m s c a l l e d " m i n d m a p s . " T h e y r e m i n d e d m e
h o w fun i t w a s t o c r e a t e a n d r e v i e w c l a s s i n f o r m a t i o n . L o o k i n g
t h e m over b r o u g h t b a c k a flood of vivid details. M i n d m a p p i n g ,
as it is called, h a d transformed my c l a s s r o o m experience forever.
M i n d m a p p i n g i s fast a n d h i g h l y efficient. I n a d d i t i o n , i t
p r o m o t e s long-term retention. It is an excellent w a y to activate
a n d s y n t h e s i z e i n f o r m a t i o n after s u p e r r e a d i n g a n d d i p p i n g .
F o l l o w i n g i s a m i n d m a p t h a t s u m s u p t h e five s t e p s o f t h e
PhotoReading whole mind system.

After l o o k i n g a t this m i n d m a p , y o u m i g h t d e d u c e the b a s i c

g| 0
BuNets

g u i d e l i n e s for t h e t e c h n i q u e :

Put the core concept in the center of the page.

W r i t e s u p p o r t i n g c o n c e p t s on c o n n e c t i n g lines radiating

Activate

67

from the center.

Use key terms onlyoften they will be trigger words
identified in y o u r preview. E x p r e s s e a c h concept in three w o r d s
or less.
Include visual elementscartoons,

images,

symbols,

i c o n s w h e r e v e r they seem appropriate.

A d d c o l o r . I n t h e a b o v e m i n d m a p , for e x a m p l e , a l l t h e
w o r d s p e r t a i n i n g t o S t e p 1 c o u l d b e w r i t t e n i n o n e c o l o r , all t h o s e
for S t e p 2 in a s e c o n d c o l o r , a n d so o n .
T w o of the b e s t b o o k s on m i n d m a p p i n g explain this
t e c h n i q u e in m o r e d e t a i l .
Buzan

T h e y a r e The Mind Map Book by T o n y

a n d Mind Mapping by J o y c e

Wycoff.

W h e n m i n d m a p p i n g , y o u m a y also find i t h e l p s t o u s e
sheets of p a p e r that are larger t h a n the standard 8 - 1 / 2 by

11

inches. If y o u do stick to standard-sized paper, at least turn the

p a p e r s i d e w a y s so that y o u are writing on a horizontal frame.
M o s t p e o p l e find t h i s g i v e s t h e m m o r e r o o m t o r e c o r d i d e a s .
M i n d m a p s are highly individual. Y o u r m i n d m a p s will
l o o k different from a n y o n e e l s e ' s , e v e n i f y o u are m a k i n g n o t e s o n
the s a m e material. T h a t i s okay. Ideally, y o u r m i n d m a p reflects
y o u r experience. The images and associations that p r o m o t e y o u r
long-term m e m o r y are u n i q u e to you.
E v e n i f i t f e e l s a w k w a r d a t first, p l a y w i t h m i n d m a p p i n g a s
an activation exercise. Because mind mapping uses visual m e m o r y
and spatial intelligence, it accesses the m o s t powerful m e m o r y
centers of the brain. M o r e o v e r , m i n d m a p p i n g mirrors the w a y
the m i n d w o r k s l i n k i n g ideas t h r o u g h b r a n c h e s of association
rather than linear logic. Perhaps that is w h y m i n d m a p s b e g i n to
feel s o n a t u r a l s o s o o n .
On the next p a g e is another m i n d m a p of the P h o t o R e a d i n g
w h o l e m i n d r e a d i n g s y s t e m , illustrating a different format:

The PhotoReading

Whole

Mind

68

System

Gain a new experience of memory

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 .
In review of the ideas of this chapter, y o u learned:
There are t w o types of activation:

spontaneous and

manual. This b o o k is concerned with manual activation.

C l e a r p u r p o s e i s e s s e n t i a l for a c t i v a t i o n .

M i n d p r o b i n g , t h e first s t e p i n a c t i v a t i o n , m e a n s a s k i n g
q u e s t i o n s t h a t y o u w a n t t o a n s w e r . T a k e five t o t e n m i n u t e s
i m m e d i a t e l y after P h o t o R e a d i n g t o e x p l o r e t h e t e x t a n d f o r m u l a t e
questions you want to answer.
I t i s b e s t t o w a i t after P h o t o R e a d i n g b e f o r e a c t i v a t i n g
at least twenty m i n u t e s , b u t ideally 24 hours.

Super reading and dipping involve moving quickly over

sections of text that attract you, then reading selected passages

that a n s w e r y o u r questions.

The PhotoReading

Whole Mind System

70

An u n d e r s t a n d i n g of the

author's scheme or structure

will help guide your super reading and dipping.

Reacj

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

associations

stimulates

y o u r brain has

the

brain

constructed.

giving
As

cues
a

to

result,

the
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.

T h e final step 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 i s t o

rapid read w h i c h is presented in Chapter 7.

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 ! "

An electrical engineer at a large power generating utility found himself

contributing in a meetingactually leading the g r o u p o n a topic for which he
had almost no experience. He was baffled by his obvious expertise. W h e n back
in his office, he wondered where his sudden influx of knowledge came f r o m .
Then he noticed a stack of trade journals on his shelf that he had recently
PhotoRead. Sure e n o u g h , the most recent journal contained an in-depth
analysis of the meeting's topic.

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.

A home-brewer PhotoRead a new book on beer-making.

dreamed of a new recipe which he later tried.

That night he

It was his best batch to date.

Step 5: Rapid Read

D u r i n g the P h o t o R e a d i n g seminar, I ask participants a

q u e s t i o n after w e h a v e p r e p a r e d , p r e v i e w e d , P h o t o R e a d , s u p e r
r e a d , a n d d i p p e d i n a b o o k : " H o w m a n y o f y o u w o u l d still l i k e t o
get m o r e out of this b o o k ? " Usually, 40 p e r c e n t of t h e m will raise
their h a n d s . T h e n I ask, " W h a t specifically w o u l d y o u like to get
o u t o f the b o o k ? "
To this question, several reply precisely. They k n o w exactly
w h i c h parts of the b o o k they m a y w a n t to study in m o r e detail.
F o r them, the next step is additional super reading and d i p p i n g
to complete their goal.
O t h e r s shrug their s h o u l d e r s and say, "I don't k n o w ; I j u s t
w a n t m o r e . " T h i s u n s p e c i f i e d " m o r e " i s a s i g n a l for t h e final s t e p
of the system, rapid reading. The choice to rapid read is made
w h e n y o u k n o w y o u w a n t m o r e from the text, and the laser-like
precision of super reading and dipping will not bring y o u there.

The PhotoReading

Whole Mind System

72

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
unimportant

to

see that the section y o u are r e a d i n g is

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

understand.

to
It is

struggle

with

c o m m o n to

information you
stop w h e n you

do

might

not

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

y o u will come to information y o u do understanddiscovering

clues in the text w h i c h a n s w e r the questions y o u were stuck on
p r e v i o u s l y . By s t a y i n g in a relaxed, alert state w i t h r a p i d r e a d i n g
y o u keep extracting the information y o u wantinformation that
relates directly to y o u r purpose.

Rapid read or super read?

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
compared

reading
to

the

has

actions

been
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

readingperhaps

that

of taking

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
Students

Whole Mind System

studying

74

a textbook

and people

r e a d i n g for

p l e a s u r e w i l l u s e r a p i d r e a d i n g q u i t e often, b e c a u s e i t g i v e s t h e
conscious mind more to explore.
P h o t o R e a d e r s w h o enjoy

reading novels will preview,

P h o t o R e a d , then m o v e directly into rapid reading, b y p a s s i n g the

activation steps altogether. Play with the wonderful options 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 p r o v i d e s y o u . Y o u w i l l find
t h e b e s t p a t h t o a c h i e v e y o u r p u r p o s e for r e a d i n g .

Demonstrate

how

the system

worksfor you

The rapid reading technique is reassuring, because it builds

full c o n s c i o u s c o m p r e h e n s i o n o f t h e m a t e r i a l s y o u a r e s t u d y i n g .
Like the manual activation techniques from the previous chapter,
rapid reading w o r k s mostly w i t h the conscious mind.
As y o u achieve y o u r reading goals using the P h o t o R e a d i n g
w h o l e m i n d system, y o u m i g h t w o n d e r w h i c h step is having the
greatest impact u p o n y o u r success. It will be easy to assume that
the techniques i n v o l v i n g the conscious m i n d are the biggest
contributors, because y o u gain conscious comprehension w h e n
y o u u s e t h e m . I t m a y b e difficult t o t h i n k t h e n o n c o n s c i o u s s t e p
o f P h o t o R e a d i n g r e a l l y d i d a n y t h i n g a t all.
T h e s y s t e m w o r k s b e c a u s e it is a whole mind s y s t e m . B o t h t h e
conscious m i n d and the other-than-conscious m i n d participate.
B y all m e a n s , e n j o y t h e b e n e f i t s y o u r e c e i v e c o n s c i o u s l y . A t t h e
s a m e t i m e , k e e p n o t i c i n g o t h e r p o s i t i v e effects i n y o u r life t h a t w e
might assign to the d o m a i n of the nonconscious mind.
The m o s t stunning d e m o n s t r a t i o n s of the P h o t o R e a d i n g
step often c o m e as s p o n t a n e o u s activation. Stories of s p o n t a n e o u s
activation

from

PhotoReading

graduates

are

wonderful

e n c o u r a g e m e n t t o a l l b e g i n n i n g P h o t o R e a d e r s . T h e y all h a v e
similar characteristics.
T h e r e p o r t s s o u n d like this: " I w a s i n the s i t u a t i o n i n w h i c h
I n e e d e d or w a n t e d s o m e information, and it s h o w e d up. I w a s
n o t e v e n t r y i n g a t t h e t i m e t o r e m e m b e r it. I t j u s t h a p p e n e d . T h e
information j u s t appeared, j u s t p o p p e d into mind, not b e c a u s e I
w a s t r y i n g t o r e c a l l it, b u t a l m o s t o n a w h i m . "
The

"aha!"

e x p e r i e n c e of s p o n t a n e o u s activation is a

convincing demonstration.

I t h a s b e e n p r o o f for m a n y p e o p l e

Rapid Read

75

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 cannotbecause 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
spontaneous

was

working.

activation,

but

Some
mostly

evidence
it

came

came
from

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
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
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

Read
Bullets

The PhotoReading

Whole Mind System

76

possible to notice w h a t e v e r c o m e s up from the n o n c o n s c i o u s

m e m o r y stores.
S p e n d m a y b e a m i n u t e getting into state and e n t e r i n g the
quiet scene w i t h i n y o u r mind. T a k e a few m o m e n t s to study the
i m a g e s and feelings within you.

T h e n P h o t o R e a d notice any

t h o u g h t s (pictures, sounds, feelings, etc.) that c o m e into a w a r e n e s s .

If a picture or strong feeling pops into y o u r mind, y o u can turn
b a c k a few p a g e s a n d read the text. C o m p a r e h o w y o u r i n n e r
experience m a t c h e s the content of the b o o k .
After P h o t o R e a d i n g and u s i n g y o u r closing affirmations,
look around in y o u r inner quiet scene again. Notice any changes
in the images, sounds, or feelings within you. Take two minutes
to

d r a w pictures that y o u see in m i n d or to r e p r e s e n t any

e m o t i o n s y o u feel. Y o u c a n t h e n g o b a c k t h r o u g h t h e b o o k t o s e e
h o w y o u r e x p e r i e n c e m a t c h e s the content of the b o o k . Or, b e t t e r
yet, tell s o m e o n e w h o k n o w s the b o o k w h a t y o u e x p e r i e n c e d a n d
t h e n let t h e m tell y o u a b o u t the story.

B e f o r e a b u s i n e s s m e e t i n g , p r e v i e w a n d P h o t o R e a d five

b o o k s related to the topic y o u will discuss at the meeting.

A f t e r w a r d s c o n s i d e r h o w y o u r p e r f o r m a n c e m a y h a v e differed
from y o u r usual performance at such meetings.
All of those tests are easy and low-risk. They allow y o u to
explore uses of the P h o t o R e a d i n g whole m i n d system. Play with
them and have compelling demonstrations of your own.
Y o u do not have to stop here. There are m a n y w a y s to
e x t e n d t h e s t e p s i n t r o d u c e d s o far. U s e t h e s u g g e s t i o n s i n t h e
remaining

chapters

to

discover

more

applications

for

P h o t o R e a d i n g . M a k e i t a s k i l l y o u u s e d a i l y for a l l y o u r r e a d i n g
needs.

Take the five-day test

A revealing test y o u should consider reliably d e m o n s t r a t e s
t h e p o w e r o f P h o t o R e a d i n g a n d d o u b l e s a s a f i v e - d a y p l a n for
i m p r o v i n g activation. I n v e s t i n g thirty m i n u t e s or less p e r day,
the plan helps condition y o u to get w h a t y o u w a n t and need from
books you PhotoRead. W h e n you want a strong way to convince
yourself that y o u r b r a i n can P h o t o R e a d successfully, c o m m i t to

Rapid Read

77

following the plan.

D a y 1 - Select a b o o k y o u are interested in reading. P r e p a r e
and P h o t o R e a d the book.
D a y 2 - P r e p a r e , p r e v i e w for n o m o r e t h a n t w o m i n u t e s , a n d
P h o t o R e a d t h e b o o k . P o s t v i e w for 1 5 t o 2 0 m i n u t e s , i n c l u d i n g
w r i t i n g trigger w o r d s a n d q u e s t i o n s y o u are e a g e r t o a n s w e r .
D a y 3 - Prepare and P h o t o R e a d . T h e n super read and dip so
that y o u get t h r o u g h the entire b o o k in the thirty m i n u t e s . Do not
w o r r y about c o m p r e h e n s i o n . At the end, review y o u r trigger
w o r d s t o g e t a f e e l i n g for h o w m u c h r e c o g n i t i o n m a y b e c o m i n g
t o g e t h e r for y o u .
D a y 4 - P r e p a r e a n d P h o t o R e a d . S p e n d the rest of the thirty
m i n u t e s super reading and dipping or skittering the entire book,
at a pace that will get y o u t h r o u g h the b o o k by the end of the
session.

Again,

look at your trigger words,

and formulate

additional questions following the mind probing technique.

D a y 5 - P r e p a r e and P h o t o R e a d . L o o k at the Table of
C o n t e n t s a n d g o t o t h e s e c t i o n s t h a t y o u feel y o u n e e d m o r e
information.

S u p e r read a n d dip or skitter to a n s w e r specific

q u e s t i o n s . R a p i d read i f y o u d o n o t h a v e specific q u e s t i o n s b u t
w a n t m o r e information. Save ten minutes at the end to m i n d m a p
the b o o k . K e e p it simple, limiting the a m o u n t of detail. T h e goal
is not to mind m a p the entire contents of the book, but to m i n d
m a p t h e b o o k a s i t r e l a t e s t o y o u r p u r p o s e for c h o o s i n g t h e b o o k
i n t h e first p l a c e .
At this point y o u h a v e spent t w o h o u r s plus a bit. M o s t
p e o p l e w i l l s e e t h e b o o k c o m i n g t o g e t h e r for t h e m . M a n y feel
they have e n o u g h information and that they k n o w the book. T h e
g o a l i s n o t t o k n o w t h e b o o k 100 p e r c e n t t h a t d o e s n ' t e v e n
happen with regular reading. Y o u may want to spend two more
" D a y 4 s , " b u t i t i s likely y o u will say that y o u k n o w e v e r y t h i n g
i n t h e b o o k y o u n e e d . Y o u m a y find i t fun t o r e v i e w y o u r m i n d
m a p after a f e w d a y s t o r e c o g n i z e y o u r g r a s p o f t h e m a t e r i a l .
Overall, y o u s h o u l d finish w i t h the b o o k in a b o u t one-third the
time it w o u l d take to read the b o o k in the traditional manner.

The PhotoReading

Whole Mind

System

A PhotoReader was giving a radio interview about PhotoReading.

78

She

PhotoRead a book by an author w h o had just been interviewed. The author

asked her specific questions about the book and the PhotoReader spoke in
great detail precisely answering the questions.
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 man in his thirties w i t h a neurological disorder PhotoRead books at the
university's medical library hoping to find clues. He later woke from a nap w i t h
an unusual dream regarding the disorder.
hadn't considered that.

He called his doctor w h o said, "I

Let me consult a colleague."

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.

Before giving a presentation on peripheral development to a technical college
supervisory management t e a m , an instructor PhotoRead ten background
books.

She activated the books using syntopic reading strategies.

The

presentation went so well that the management team invited her to return as
the subject matter expert for another presentation.
An average student PhotoRead a novel for a literature exam and scored 100
percent.

Part Three:
Develop and Integrate Your Skills

Make the PhotoReading

W h o l e M i n d System
Part of Your Daily Life

N o w that y o u have b e e n e x p o s e d to the steps of the system,

y o u c a n certainly apply t h e m to this b o o k , if y o u h a v e not d o n e
so already. H e r e are my suggestions on h o w to proceed.

R e a d

Bullets

U s i n g this b o o k w h i c h y o u k n o w c a n support y o u i n y o u r

c u r r e n t life g o a l s , e s t a b l i s h a c l e a r p u r p o s e for r e a d i n g i t a n d
enter the ideal state of m i n d .
P r e v i e w t h e b o o k for five m i n u t e s , n o t i n g t r i g g e r w o r d s
as y o u g o .
P h o t o R e a d the b o o k by

following the

steps

of the

p r o c e d u r e in Chapter 5. Y o u can P h o t o R e a d this b o o k in fewer

than three minutes by flipping a page every two seconds. W h e n
finished, g i v e y o u r s e l f the c l o s i n g affirmations a n d relax for a
few m o m e n t s .
I d e a l l y , g e t u p a n d t a k e a b r e a k for a s h o r t w h i l e . T h e n
come b a c k to activate.
Activate by mind probing to formulate questions. Y o u
c a n p l a y w i t h t h e b o o k t o a c c o m p l i s h t h i s i n five m i n u t e s .

Activate

further by

super

reading

and

dipping,

or

skittering. Concentrate on activating the r e m a i n i n g chapters of

t h i s b o o k . T a k e n o m o r e t h a n t w e n t y m i n u t e s for t h i s .
R e v i e w a n d s u m m a r i z e all y o u g a t h e r e d d u r i n g y o u r first
activation session with a one page m i n d m a p of the entire b o o k .
T a k e a m i n u t e to affirm y o u r ability to

apply these

a d v a n c e d r e a d i n g s t r a t e g i e s i n y o u r d a i l y life. A s y o u d o s o , y o u

Make PhotoReading Part of Your Daily Life

81

are t a k i n g action that could c h a n g e the w a y y o u read forever.

F i n i s h by rapid r e a d i n g the last section of this b o o k . This

i s y o u r c h a n c e t o d i s c o v e r h o w m u c h faster y o u r r e a d i n g has
b e c o m e b y u s i n g the t r e m e n d o u s l y flexible skills y o u h a v e learned.

Five

instant

time

management strategies

Organizing y o u r time and reading materials can enhance

y o u r use of the P h o t o R e a d i n g w h o l e mind system. Use these
strategies and discover the benefits.
1. Prioritize y o u r r e a d i n g . Sort y o u r printed m a t e r i a l s into
t h r e e l e v e l s o f p r i o r i t y : " A " for m a t t e r s t h a t a r e u r g e n t , " B " for
i t e m s t h a t a r e i m p o r t a n t b u t n o t u r g e n t , a n d " C " for i t e m s t h a t
can be t h r o w n away. B e g i n using the P h o t o R e a d i n g w h o l e m i n d
system w i t h the

"A" p r i o r i t y i t e m s .

2. H a n d l e papers only once. Decide h o w y o u will respond

t o e a c h p i e c e o f p a p e r t h e first t i m e y o u r e a d it. J o t y o u r d e c i s i o n
right on letters and m e m o s .
3. Always carry reading materials with you. Use waiting
t i m e for r e a d i n g .

Y o u will be

surprised h o w m u c h y o u can

a c c o m p l i s h i n t h e five o r t e n m i n u t e s b e t w e e n a p p o i n t m e n t s
using the whole mind system.
4. Preview everything that is important. If y o u do nothing
e l s e w i t h it, a t l e a s t p r e v i e w a d o c u m e n t for t h i r t y s e c o n d s b e f o r e
f i l i n g it.
5. Use the P h o t o R e a d i n g whole mind system at every
o p p o r t u n i t y . P h o t o R e a d e v e r y t h i n g y o u c a n get y o u r h a n d s on.
W h e n the quarterly trade j o u r n a l arrives or the w e e k l y n e w s
magazine is delivered, P h o t o R e a d them. Just take a m o m e n t to
d r o p i n t o s t a t e a n d flip t h e p a g e s b e f o r e y o u r P h o t o F o c u s e d e y e s .
E v e n if y o u do not activate, the exposure can serve y o u in
the future.

Use the PhotoReading whole mind system on all

kinds
of materials
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 manualsany

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
B u l l e t s

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

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.
articles by

importance

R a n k order the

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."

Email, web pages, and electronic files

One executive b e m o a n e d the deluge of information c o m i n g
t o h e r e a c h d a y . " I f I a m a w a y f r o m m y office for a d a y o r t w o , I
return to an email in-box with over one hundred emails!" Another
executive using the P h o t o R e a d i n g w h o l e mind system boasted
that in less t h a n ten seconds p e r p a g e he could digest email text
a n d e n t e r m e e t i n g s fully p r e p a r e d .

" N o w I need a class on

PhotoTyping!"
Studies have s h o w n that people read from c o m p u t e r screens
at rates 25 p e r c e n t slower than w h e n reading printed materials.
Speed of t r a n s m i s s i o n across the internet used to be the b i g g e s t

The PhotoReading

Whole Mind System

84

p r o b l e m in i n f o r m a t i o n transfer. N o w it a p p e a r s that getting the

i n f o r m a t i o n f r o m t h e s c r e e n a n d i n t o t h e m i n d for p r o c e s s i n g h a s
b e c o m e the biggest challenge. Related p r o b l e m s of low screen
resolution, p o o r writing quality, and inadequate organization of
material will not slow d o w n the P h o t o R e a d e r . 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 trains the b r a i n to quickly locate units of
meaning and respond with purpose, without wasting time and
e n e r g y focusing on e a c h w o r d or sentence in an electronic text.
S h o r t e l e c t r o n i c files, w e b p a g e s , a n d e m a i l a r e b e s t h a n d l e d
w i t h p r e v i e w i n g followed b y rapid reading. L o n g e r p i e c e s are
b e s t h a n d l e d u s i n g t h e full s y s t e m . T h e s p e e d a t w h i c h e l e c t r o n i c
p a g e s c a n flash on the

screen adds a thrilling d i m e n s i o n to

P h o t o R e a d i n g . It is not u n u s u a l for s o m e o n e to P h o t o R e a d at
s p e e d s from 1 0 0 , 0 0 0 to 1,000,000 w o r d s a m i n u t e .
T e n s of t h o u s a n d s of b o o k s are already available on the
I n t e r n e t for P h o t o R e a d i n g . Y o u c a n P h o t o R e a d m a n y b o o k s i n a
w e b browser while others require downloading onto a computer
to be v i e w e d in a w o r d processing p r o g r a m . A show p r o d u c e d by
a British television company and presented on The Learning
Channel showed the program's host Paul M c K e n n a PhotoReading
novels on the internet. His P h o t o R e a d i n g rate e x c e e d e d 2 5 0 , 0 0 0
words a minute,

and he a n s w e r e d test questions at over 70

percent comprehension.
W h e n y o u w a n t t o r e a d e l e c t r o n i c files, y o u s h o u l d m a k e
<g|j
A

the s a m e decisions to preview, P h o t o R e a d , super read and dip,

skitter, and rapid read as y o u w o u l d w i t h regular b o o k s . H o w e v e r ,

Read

the m e c h a n i c s of those steps will change due to the high speeds

Bullets

pQssJbig i n g c o m p u t e r s . C o n s i d e r the following modifications.

us

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 flippingNo 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 .

Study with your whole mind

The P h o t o R e a d i n g w h o l e mind system naturally creates a
p e r f e c t s t r a t e g y for m o v i n g t h r o u g h a s e m e s t e r o f r e a d i n g . I m a g i n e
p r e v i e w i n g a n d P h o t o R e a d i n g e v e r y b o o k for t h e e n t i r e s e m e s t e r
o n t h e first d a y o f c l a s s . T h r o u g h o u t t h e n i g h t , i n y o u r d r e a m
state, the m a t e r i a l is r e v i e w e d and o r g a n i z e d a c c o r d i n g to y o u r
needs and purpose.
W h e n y o u r e c e i v e a r e a d i n g a s s i g n m e n t for a t e x t b o o k ,
p r e v i e w and P h o t o R e a d the chapters, plus P h o t o R e a d one or t w o
on either side of t h e m . F o r e x a m p l e , if y o u are a s s i g n e d C h a p t e r s
3 and 4, preview those and P h o t o R e a d Chapters 2 t h r o u g h 5. U s e
rhythmic

perusal

to

read

the

chapter

summary

and

study

questions at the end of the assigned chapters. Then, super read

a n d d i p t o find t h e a n s w e r s t o t h e q u e s t i o n s .
W h e n y o u attend class, y o u naturally and spontaneously
a c t i v a t e t h e c h a p t e r s . C r e a t e m i n d m a p s d u r i n g t h e l e c t u r e for all
y o u r class notes. F o r instant review of the entire lecture, take y o u r
multiple mind m a p s and combine t h e m into one. D e t e r m i n e if
y o u need a n y t h i n g else from the reading assignment. W h e n y o u
n e e d s p e c i f i c i n f o r m a t i o n , s u p e r r e a d a n d d i p t o find it. T o h a n d l e
v a g u e feelings of uncertainty, use skittering or rapid reading to
cover anything else y o u w a n t to study in the chapters. M i n d m a p
i m p o r t a n t points that y o u n e e d to m e m o r i z e , s u c h as specific
facts, f o r m u l a s , t h e o r e m s , a n d h i s t o r i c a l e v e n t s .
Before writing reports, use syntopic reading described in
Chapter 11. Y o u can preview and PhotoRead dozens of books on
the subject of y o u r report. T h e n super read and dip in the m o s t
i m po r t an t texts to get the core concepts y o u need. M i n d m a p y o u r
first draft a n d w r i t e y o u r r e p o r t f r o m y o u r m i n d m a p .
W h e n s t u d y i n g for t e s t s ,

look over your mind

maps,

P h o t o R e a d y o u r a s s i g n m e n t s to get y o u r s e l f in the flow state,

t h e n u s e r a p i d r e a d i n g t o r e v i e w c h a p t e r s a s s i g n e d for t h e test.

The PhotoReading
The

Whole Mind System

night before

an e x a m ,

86

listen to

t h e Memory

Supercharger

Paraliminal tape.
W i t h these potent study skills, the ease a n d pleasure of
learning will astound you. A P h o t o R e a d e r , attending a college
h u m a n i t i e s class, had nine b o o k s to study during the semester.
W i t h o n e b o o k o v e r six h u n d r e d p a g e s long, she i n v e s t e d f e w e r
than thirty minutes w h o l e m i n d reading in order to write a p a p e r
t h a t r e c e i v e d a n A g r a d e . S h e r e c e i v e d a n A for t h e s e m e s t e r a n d
c l a i m e d she h a d spent a b o u t t w o h o u r s total u s i n g the system.
I f y o u d o u b t the story, p r o v e it to yourself. E x p e r i m e n t w i t h
the following p r o c e d u r e as y o u study. T h e idea here is to study
in b l o c k s of thirty m i n u t e s , w h i c h c o n t a i n m e n t a l p r e p a r a t i o n
a n d p h y s i c a l b r e a k s . T h e effect i s a n i n c r e a s e i n c o n c e n t r a t i o n ,
r e t e n t i o n , a n d r e c a l l o f all y o u s t u d y .
1 . G a t h e r all t h e r e a d i n g m a t e r i a l s y o u i n t e n d t o u s e
d u r i n g t h e s t u d y s e s s i o n . L a y t h e m o u t i n front o f y o u .
2 . T a k e t h r e e t o five m i n u t e s t o state y o u r p u r p o s e a n d
enter the ideal state of m i n d . W h e n stating y o u r p u r p o s e consider
y o u r d e s i r e d o u t c o m e for t h i s s t u d y s e s s i o n . E n t e r t h e i d e a l s t a t e
for l e a r n i n g a n d r e p e a t a f f i r m a t i o n s . P h r a s e y o u r a f f i r m a t i o n i n
the present tense. For example:
I am r e a d y to a b s o r b C h a p t e r s 5 a n d 6 of t h i s p h y s i c s t e x t
t o p r e p a r e for c l a s s t o m o r r o w a n d a n s w e r t h e q u e s t i o n s a t t h e
end of the chapter.
A s I s t u d y for t h e n e x t t w e n t y m i n u t e s , I d o s o w i t h full
a l e r t n e s s a n d effortless c o n c e n t r a t i o n .
W h e n I a m t h r o u g h s t u d y i n g , I feel r e f r e s h e d , r e l a x e d ,
and

confident.
W h e n I call u p o n this i n f o r m a t i o n in the future, I r e l a x

a n d l e t g o . T h e i n f o r m a t i o n f l o w s freely t h r o u g h m y m i n d . I
easily retrieve the information I desire.
3. B e g i n you r study in the flow state of relaxed alertness.
P r e v i e w t h e m a t e r i a l for a f e w m i n u t e s , t h e n f o r t h e r e m a i n d e r o f
the twenty minutes use w h a t e v e r c o m b i n a t i o n of P h o t o R e a d i n g ,
activating,

or rapid reading suits y o u r purpose.

G o for z e r o

distractions.
4. T a k e a five m i n u t e b r e a k . This is essential.
completely a w a y from y o u r study

Move

area, b o t h physically

and

Make PhotoReading Part of Your Daily Life

87

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.

Take tests with your whole mind

W h e n taking tests on materials y o u h a v e studied using the
w h o l e m i n d system, follow these tips:

Get into the ideal state of r e l a x e d alertness.

P h o t o R e a d all t h e q u e s t i o n s . T h e n r e a d t h e first q u e s t i o n .
A n s w e r all t h e q u e s t i o n s t h a t c o m e e a s i l y first. S t a y
focused on the present m o m e n t . Let go of the previous question,
as well as any anticipation of the next question.
If an a n s w e r does not c o m e to y o u after r e a d i n g a
q u e s t i o n , l e t i t g o a n d m o v e t o t h e n e x t q u e s t i o n . T h e r e q u e s t for
an answer to the earlier question has already b e e n given to y o u r
m i n d . W h e n y o u h a v e a n s w e r e d all t h e q u e s t i o n s t h a t c o m e
easily, go b a c k and reread those y o u passed up.

The second

reading reinforces the request and helps the appropriate a n s w e r s

appear in your conscious mind.
D i s c o v e r h o w y o u r d e e p e r m i n d signals you that it has
a correct or a p p r o p r i a t e a n s w e r to a test question. R a t h e r t h a n
o v e r a n a l y z i n g the test question, study the response y o u r b r a i n
offers a s y o u n o t i c e y o u r i n t u i t i v e s i g n a l s . F o r e x a m p l e , i m a g i n e
a traffic l i g h t w h i c h w i l l g i v e y o u d i r e c t i o n . G r e e n m e a n s g o .
Y e l l o w m e a n s m a y b e y o u k n o w the answer, but y o u should

The PhotoReading

Whole Mind System

88

p r o c e e d cautiously. R e d m e a n s stop; do not a n s w e r this one.

Release any need you m a y h a v e to perform well. The
r e s u l t s o f a n y s i n g l e t e s t fade i n i m p o r t a n c e o v e r t i m e . M o r e o f t e n
t h a n not, force only leads to frustration. G e t w h a t y o u n e e d by
l e t t i n g g o o f y o u r n e e d t o h a v e it.
W h e n taking tests, pause m a n y times to relax deeply.
T h e night before y o u r e x a m , listen to audio cassette
tapes

such

as

Memory

Supercharger

and

Personal

Genius

that

p r o m o t e relaxation, learning, a n d m e m o r y skills.

Integrate

your

skills

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 systema 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

seminar or

listening

to

the

89

PhotoReading Personal Learning

Course

provides coaching as you examine and perform each component

b e h a v i o r in a step-by-step m a n n e r . O n c e y o u k n o w w h i c h skills
y o u w a n t to perform, w i t h mental rehearsal and skilled practice
y o u c a n q u i c k l y a c q u i r e t h e m . T h e P a r a l i m i n a l t a p e t i t l e d New
Behavior

Generator

can help

remove barriers

guides y o u r m i n d to install the n e w

to

learning

and

skills i n y o u r o n g o i n g

behavior.
Find situations in w h i c h y o u can u s e the skills. To m a s t e r
a skill, u s e i t a g a i n a n d a g a i n . U s e t h e s k i l l f o r a s h o r t t i m e e a c h
d a y i n a v a r i e t y o f s e t t i n g s . T h e Belief Paralimmal t a p e h e l p s y o u
develop your capabilities

as

a P h o t o R e a d e r and builds the

c o n f i d e n c e for s t r e t c h i n g b e y o n d p r e v i o u s c o m f o r t z o n e s .
A s k s o m e o n e t o w a t c h a n d tell y o u h o w w e l l y o u are
p e r f o r m i n g . G e t t i n g f e e d b a c k i s n e c e s s a r y for s t a y i n g o n c o u r s e
to y o u r goal. In the P h o t o R e a d i n g seminar and personal learning
course, we guide y o u through PhotoReading books, explore
various forms of activation, and provide n u m e r o u s assessments
of y o u r progress that give y o u direct feedback.
B e p e r s i s t e n t . K e e p d o i n g it! T h e r e i s a r h y t h m t o l e a r n i n g
m o s t s k i l l s : a p e r i o d o f s l o w l e a r n i n g f o l l o w e d b y a p e r i o d o f fast
improvement and then a period in w h i c h performance remains
a b o u t the s a m e . T h e s e p l a t e a u s are quite c o m m o n i n skill l e a r n i n g .
If y o u encounter one, just keep using the

skill a n d r e m i n d

yourself that another period of rapid i m p r o v e m e n t is on the w a y .

T h e Automatic Pilot P a r a l i m i n a l t a p e f a c i l i t a t e s t h e e f f e c t i v e u s e o f
any skill. It h e l p s y o u e l i m i n a t e self-sabotage a n d a c c o m p l i s h
goals with greater ease.
L o a d y o u r learning t o w a r d success. As y o u stretch y o u r
capacity, add refinements that y o u can easily master. F o r e x a m p l e ,
using a stopwatch, determine h o w long it takes to read the
m o r n i n g n e w s p a p e r in your usual manner. T h e n do same level of
r e a d i n g i n five m i n u t e s less t i m e t o m o r r o w . A c c o m p l i s h this b y
refining y o u r use of previewing, super reading and dipping, or
skittering.
A s k f r i e n d s t o e n c o u r a g e y o u t o u s e t h e skill. W h e n y o u
take a P h o t o R e a d i n g seminar, y o u will have the opportunity to
exchange support with other PhotoReaders.

The best support

n e t w o r k y o u w i l l e v e r find for y o u r u s e o f P h o t o R e a d i n g i s t h e

The PhotoReading

Whole Mind System

people with w h o m y o u attend the

PhotoReading

Personal

Learning

Course.

90
seminar or w h o use the
Share

the

PhotoReading

idea w i t h supportive friends and h a v e t h e m c h e e r y o u on.

U s e the s k i l l s u n t i l t h e y feel real. T h e m o r e y o u u s e a skill,
t h e m o r e n a t u r a l i t b e c o m e s . W h i l e l e a r n i n g a skill, y o u m a y feel
self-conscious and a w k w a r d . It m a y s e e m as t h o u g h y o u are
simply going through the motions.

D o n o t let this n o r m a l

a w k w a r d n e s s stop y o u from m a s t e r i n g the skill. P e o p l e d o not

l e a r n to t y p e by t y p i n g only w h e n it feels n a t u r a l . It is t h r o u g h
u s i n g the t e c h n i q u e s and w o r k i n g t h r o u g h the initial discomfort
that skills are learned.
In summary, it is up to y o u to apply the techniques presented
in this b o o k and apply t h e m in w a y s that achieve y o u r purposes.
If y o u w a n t to master w h o l e m i n d reading, then follow these
t h r e e s u g g e s t i o n s : u s e it, u s e it, a n d u s e it.
A v o i d c r e a t i n g a n artificial " p r a c t i c e t i m e . " T h i s c a n b e c o m e
drudgery. Y o u have reading y o u w a n t and need to do. Use the
system! Y o u may even consider enrolling in a PhotoReading
seminar

or listening

to

the PhotoReading Personal Learning

Course.

In the m e a n w h i l e , dig into those piles of b o o k s laying around

the house.

Choose how you will use the

PhotoReading whole mind system
As y o u finish this chapter, think of a specific r e a d i n g task
that y o u often face, s u c h a s r e a d i n g r e p o r t s a n d t r a d e j o u r n a l s ,
studying textbooks, or cruising the internet. U s e the P h o t o R e a d i n g
whole

mind

reading

system in ways

that will

accomplish

y o u r goal.
Imagine h o w and w h e n y o u will use the techniques. For
e x a m p l e , y o u m i g h t see y o u r s e l f p r e v i e w i n g the m o r n i n g p a p e r
by scanning the headlines and photo captions. Determine the
specific t i m e and place y o u will u s e the t e c h n i q u e y o u c h o s e .
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 is a tool with
countless applications. Y o u have just seen yourself experiencing
some of them. Now, add another application to your reading
repertoire as y o u learn how to...

Share Information Through

Group Activation

I h e a r m a n y b u s i n e s s people c o m p l a i n about thick, ugly

documents

they

encounter

at

workspecification manuals,

r e q u e s t s for p r o p o s a l s , s t a c k s o f c o m p u t e r p r i n t o u t s , t e c h n i c a l
m a n u a l s for e q u i p m e n t , s o f t w a r e m a n u a l s , a n d s o o n . I s e e t h e s e
people's eyes sparkle w i t h anticipation, if not a m a z e m e n t , w h e n
I suggest an alternative that involves P h o t o R e a d i n g .
W h e n I first p r e s e n t e d P h o t o R e a d i n g a t I D S / A m e r i c a n
Express in Minneapolis, I worked with an information systems
and data processing

group.

After a class

session,

several

participants c a m e up to m e . The one holding a stack of reports

said, "This s e m i n a r h a s b e e n v e r y interesting. B u t h o w d o w e u s e
t h e t e c h n i q u e s o n these?" H e d r o p p e d t h e s t a c k o n t h e t a b l e w i t h
a thud. F e e l i n g a bit threatened, I told h i m we w o u l d c o v e r
applications of this sort d u r i n g the next session.
That afternoon,

cleared my

desk and took the

first

d o c u m e n t a b l u e c o v e r e d , c o m p u t e r g e n e r a t e d r e p o r t a n d set
i t i n front o f m e .

I r e a d t h e front c o v e r w h i c h s a i d

"CATS

Unscheduled Disbursements, Systems External Specifications."

M y b r a i n i n s t a n t l y o v e r l o a d e d a n d b l e w a fuse. M y h e a r t s t a r t e d
racing at the thought of teaching the next session. I could hear the
r i d i c u l e a n d feel t h e h u m i l i a t i o n . M y p a l m s g o t s w e a t y . N o d o u b t
a b o u t it, I w a s i n d o c u m e n t s h o c k .
I n u m b l y o p e n e d t h e front c o v e r a n d t r i e d t o r e a d t h e t a b l e
o f c o n t e n t s . N o t h i n g m a d e s e n s e . I t w a s all c o m p l e t e g i b b e r i s h .
N o w my panic was complete.

The PhotoReading

Whole Mind System

92

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 reportonce
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

Say that y o u m a n a g e a group of three people, and that each

of t h e s e p e o p l e h a s differing d e g r e e s of e x p e r t i s e a b o u t w h a t
h a p p e n s i n y o u r c o m p a n y a s a w h o l e . O n e p e r s o n , for e x a m p l e ,
often w o r k s w i t h the h u m a n r e s o u r c e d e p a r t m e n t , a n o t h e r talks
frequently to systems analysts in the data p r o c e s s i n g department,
and the third person has responsibilities in marketing and product
development.
O n e d a y y o u a r e h a n d e d t h e s o f t w a r e m a n u a l for a n e w
c o m p a n y - w i d e c o m p u t e r system. L o o k i n g at the table of contents,
y o u find t h a t y o u h a v e s i x h u n d r e d p a g e s o f e x t r a r e a d i n g t o
c o m p l e t e i n t h e n e x t w e e k . O n e o p t i o n for h a n d l i n g t h i s s i t u a t i o n

Group Activation

93

is the traditional one: y o u and each of y o u r p e o p l e slog t h r o u g h

t h e m a n u a l f r o m s t a r t t o finish, r e l e a s i n g m u c h h o p e o f s l e e p f o r
the next few nights.
I n s t e a d , t r y t h i s : h a n d e a c h o f y o u r staff a c o p y o f t h e
m a n u a l . A s k e a c h o f t h e m t o t a k e t h e m a n u a l h o m e for o n e n i g h t ,
p r e v i e w i t for five t o e i g h t m i n u t e s , a n d t h e n s p e n d a n o t h e r f e w
minutes P h o t o R e a d i n g it before they go to sleep. D u r i n g the next
w o r k i n g day, meet as a g r o u p to activate and discuss the d o c u m e n t .
In the meeting, go a r o u n d the group and ask w h a t they
k n o w from p r e v i e w i n g the manual. This will insure everyone is
starting from a similar frame of reference. Next, give y o u r group
an activation assignment. Ask each person to spend seven to ten
m i n u t e s s u p e r r e a d i n g a n d d i p p i n g i n the m a n u a l t o find specific
information. G i v e t h e m specific t o p i c s to focus on w i t h specific
questions related to areas of personal or professional interest.
For example, ask y o u r h u m a n resource expert to super read
a n d d i p i n t o t h e m a n u a l t o j u d g e h o w t h i s n e w s y s t e m w i l l affect
t h e c o m p a n y ' s n e e d for n e w p e r s o n n e l o r t r a i n i n g p r o g r a m s . A s k
y o u r s y s t e m ' s m a n a g e r t o j u d g e t h e t e c h n i c a l fit w i t h e x i s t i n g
s y s t e m s , a n d so on.
After c o m p l e t i n g this assignment, the next step is to activate
t h e m a n u a l i n a g r o u p d i s c u s s i o n . H a v e e a c h p e r s o n s p e n d five
minutes describing w h a t they learned from super reading and
d i p p i n g into the text. Let one p e r s o n create a giant m i n d m a p that
pools the m a i n points described. Follow the mind m a p p i n g with
an open discussion, allowing y o u r employees to ask each other
q u e s t i o n s a b o u t the specific p o i n t s they h a v e m a d e .
E x p e r i m e n t w i t h this strategy, and y o u will be surprised at
the richness

and value

of the e n s u i n g discussion.

As your

e m p l o y e e s ask and answer questions, they help each other activate

t h e m a t e r i a l t h e y h a v e r e a d . I n effect, t h i s i s P h o t o R e a d i n g
followed by group activation.
W a t c h i n g g r o u p s use this strategy, I h a v e seen t h e m reduce
reading chores from several hours of w a s t e d time to a matter of
a few h i g h l y effective m i n u t e s . W h a t ' s m o r e , this p r o c e s s p r o m p t s
people to share information across specialtiessomething that is
surprisingly rare in the information age. T h e payoff is concrete:
h i g h l e v e l p e o p l e a r e f r e e d f r o m p l o w i n g t h r o u g h m a n u a l s for
hours at a time; instead, they can return to w h a t they do best.

The PhotoReading

Whole Mind System

94

G r o u p s turn into productive decision m a k i n g forces, using shared

i n f o r m a t i o n a n d l e a r n i n g t o b e c o m e e v e n m o r e effective a s t h e y g o .
T h i s i s o n e o f t h e m o s t p o w e r f u l t o o l s I k n o w a b o u t for
coping with information overload and d o c u m e n t shock. It is no
l o n g e r f e a s i b l e t o e x p e c t a n y o n e p e r s o n t o m a s t e r all t h e
information on a given topic. Instead, use the P h o t o R e a d i n g
whole

mind

system to

create

a regular process

of sharing

information across departments and areas of expertise.

If y o u w i s h to use this process in a structured w a y , the
following format describes e a c h step. U s e it w h e n e v e r several
people need to share an u n d e r s t a n d i n g of a d o c u m e n t .
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
4.

95

DiscussionAnalytical 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 ?
DiscussionCreative

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.
The benefits of the P h o t o R e a d i n g whole mind system can
ripple t h r o u g h o u t y o u r o r g a n i z a t i o n and c h a n g e the w a y y o u get
things

done at work.

everyone

shares the

Shared decision-making occurs w h e n

same base of information.

Using these

t e c h n i q u e s , i n d i v i d u a l s k e e p u p w i t h a l m o s t n o effort o r s t r u g g l e .
A few m i n u t e s d e v o t e d to p r e v i e w i n g a n d P h o t o R e a d i n g at
night is not a major project. T a k i n g ten m i n u t e s in a m e e t i n g to
turn on the whole m i n d and activate relevant information with a

The PhotoReading

Whole Mind System

96

strong purposeful approach to p r o b l e m solving is enormously

productive. W h e n sharing the activated information, the group is
totally focused on decision-making.

Succeed in any group

A l t h o u g h this chapter has focused on b u s i n e s s applications
of g r o u p activation, y o u can use these skills w h e n e v e r sharing
information with others.
opportunity

to

Community

libraries

use

Consider book clubs as an excellent

and

refine

your PhotoReading

and bookstores

skills.

c a n often refer y o u t o

e x i s t i n g g r o u p s that w e l c o m e n e w m e m b e r s . I f y o u c a n n o t find
o n e , start y o u r o w n !
Many

PhotoReaders

attend

study

groups

within their

religious c o m m u n i t i e s . U s e the strategy outlined in this chapter

to study scripture and discover h o w quickly y o u gain the benefits
you

seek.

PhotoReading may be

o n e o f the b e s t things for

supporting y o u r spiritual growth.

I f y o u a t t e n d c o l l e g e c l a s s e s , s o o n e r o r later y o u will find
yourself in a group project where reading is involved. Use the
t e c h n i q u e s p r e s e n t e d here t o e n s u r e y o u are a l w a y s p r e p a r e d .
The

other group

members

will

recognize

your leadership

capabilities b e c a u s e of your a m a z i n g grasp of the information

you

study.
A n o t h e r type of group, called success teams, are groups of

t h r e e t o five P h o t o R e a d e r s w h o m e e t r e g u l a r l y t o h e l p e a c h o t h e r
accomplish personal and professional development objectives. It
is a big c o m m i t m e n t to meet every m o n t h to P h o t o R e a d with
o t h e r s , b u t i t h a s a l w a y s p a i d off for t h o s e w h o h a v e d o n e it. F o r
m o r e i n f o r m a t i o n o n s u c c e s s t e a m s , P h o t o R e a d Teamworks! b y
Barbara Sher and A n n Gottlieb.

Get your group

involved

H o w d o y o u get y o u r group m e m b e r s started today using

P h o t o R e a d i n g ? B u y c o p i e s o f this b o o k for t h e m . Tell t h e m t o
p r e v i e w and P h o t o R e a d the w h o l e b o o k , then activate j u s t this
chapter. Do y o u think that will stimulate their curiosity?

Group

Activation

97

Seriously, it is a g o o d idea that e v e r y o n e learn these skills.

Tell t h e m to use the guide at the b e g i n n i n g called " H o w to R e a d
This Book"
investment.
Learning

and r e a d the b o o k to L e v e l 2.
Consider

Course.

In

purchasing

it I

will

guide

the
you

This is a o n e - h o u r
PhotoReading

through

Personal

learning

the

PhotoReading whole mind system on audio tape. This b o o k is

included with the package.
A n o t h e r w a y to get others i n v o l v e d is to b r i n g a certified
P h o t o R e a d i n g i n s t r u c t o r i n t o y o u r c o m p a n y o r c o m m u n i t y for a
t r a i n i n g . C a l l 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 n o w for i n f o r m a t i o n
on sponsoring an in-company training.
Y o u c a n say g o o d - b y e t o w o r r y i n g a b o u t h o w t o c o n t r i b u t e
in m e e t i n g s b e c a u s e y o u did not read the report. G o n e are the
nights of lugging papers h o m e , only to ignore them, and then
s h a m e f u l l y let t h e m p i l e .

N o w y o u can stand up and take a

p o w e r f u l l e a d w h e r e v e r y o u a r e . I n f o r m a t i o n i s p o w e r for t h o s e
w h o k n o w h o w to access it and share it in useful w a y s .
S i m p l y d o it. T h e d e m o n s t r a t i o n s o f s u c c e s s w i l l h a p p e n .
Y o u c a n take specific steps to s t r e n g t h e n y o u r a p p l i c a t i o n of t h e s e
ideas as y o u learn h o w to...

Needing to learn French, a business w o m a n PhotoRead the English/French

dictionary repeatedly for two weeks before attending French classes at the
Berlitz school in Brussels. Each night after class, she PhotoRead the course
manuals and the dictionary. Within three days, she had advanced to the second
book. School administrators told her she was performing two and a half times
better than their previous best student.
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
Enrich Your PhotoReading
Experience

Y o u b e c o m e more skilled at P h o t o R e a d i n g w h e n y o u put

t h e t e c h n i q u e s t o w o r k for y o u . P l a i n a n d s i m p l e : j u s t d o it. U n l i k e
speed reading instructors that insist on endless repetition of
perfunctory drills, P h o t o R e a d i n g instructors e n c o u r a g e t a k i n g
relaxed,

playful,

and

explorative

interactions

with reading

m a t e r i a l s . D o i n g s o p r o m o t e s fast, c o n t i n u o u s s k i l l d e v e l o p m e n t .
The concept of "no pain, no g a i n " is absurd w h e n it c o m e s
to matters of the mind. Y o u simply cannot b e c o m e skilled at
P h o t o R e a d i n g while b e a t i n g yourself up. U s i n g the steps of 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 i n all r e a d i n g e n d e a v o r s h a s
p r o v e n to be the best route to b u i l d i n g skills.
I also enrich my use of the system w h e n I explore related
a r e a s o f self d e v e l o p m e n t . D i s c o v e r for y o u r s e l f t h a t b e c o m i n g
m o r e skilled with elements of P h o t o R e a d i n g actually i m p r o v e s
t h e q u a l i t y o f y o u r e n t i r e life.

Cultivate

the

eye-mind connection

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
pagein 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

conflicting habit: receiving visual and auditory signals in order to

u n d e r s t a n d o u r r e a d i n g . Y o u r b r a i n m o s t likely w i l l not adjust t o
a t o t a l shift o v e r n i g h t . T o e n c o u r a g e y o u r d e v e l o p m e n t , r e l a x
w h e n y o u r e a d . D o n o t s w e a t t h e c o m p r e h e n s i o n o n t h e first o r
s e c o n d p a s s t h r o u g h m a t e r i a l . A n d p r a i s e y o u r s e l f for d o i n g a n y
a n d all t e c h n i q u e 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 s y s t e m .

Consider vision

training

V i s i o n Therapy, also k n o w n as Functional V i s i o n Training

or Sensory Perceptual Training, may be a way to advance y o u r
r e a d i n g skills.

Such training strengthens your eyes and y o u r

b r a i n ' s ability to p r o c e s s w r i t t e n information.

V i s i o n t r a i n i n g I r e c e i v e d i n c l u d e d e x e r c i s e s for c o n v e r g i n g
a n d d i v e r g i n g t h e e y e s , a c c o m m o d a t i n g m y f o c u s f r o m far t o
near, tracking m o v i n g objects smoothly, e x p a n d i n g short t e r m
visual memory

storage,

and enlarging my peripheral vision.

D e v e l o p i n g these skills results in a stronger, m o r e b a l a n c e d

v i s u a l s y s t e m . T h e p a y o f f i s t r e m e n d o u s e f f i c i e n c y i n all v i s u a l
tasks, especially reading.

Expand

your peripheral

awareness

Developing peripheral awareness involves looking at y o u r

v i s u a l field a n d n o t i c i n g w h a t e v e r i s not i n h a r d focus.

The

objective is to pull in information that usually eludes the conscious

mind. T h e benefit is that information in this other 99 p e r c e n t of
t h e v i s u a l field c a n b e a t t e n d e d t o ,

and r e s p o n d e d to, w i t h

r e m a r k a b l e efficiency.
Pupil dilation increases peripheral vision.

This occurs

naturally w h e n light intensity decreases or w h e n the eyes diverge,

as in the P h o t o F o c u s state. As an aid to this process, I r e c o m m e n d
t h a t y o u P h o t o R e a d i n w a r m e r , softer l i g h t .
P h o t o R e a d i n g i s d e s i g n e d t o o p e n o u r v i s u a l field. L i k e
removing the

"flight b l i n d e r s "

of a student pilot, p r a c t i c i n g

P h o t o R e a d i n g h e l p s y o u n o t i c e m o r e o f w h a t i s t h e r e i n front o f
youfor example, the edges of the b o o k rather than a single
word or word phrase.

31

The PhotoReading
There

are

Whole Mind System

other

100

applications

for i n c r e a s e d

peripheral

a w a r e n e s s . W i t h it, y o u i n c r e a s e y o u r r e s p o n s i v e n e s s t o v i s u a l
cues in the environment. T h e applications b e c o m e limitless. For
example,

you

can

drive

more

defensively,

increase

your

proficiency in sports such as racquetball and tennis, respond

better w h e n playing cards,

sing in choirs with greater ease,

f u n c t i o n i n a b u s y office e n v i r o n m e n t m o r e e a s i l y , f i n d i t e m s i n
stores m o r e quickly, and increase y o u r typing speed.
Here

are

some

simple ways to work with peripheral

awareness:
W h e n driving the car and looking d o w n the road, notice
the sides of the road, pick out m o v e m e n t s in the side v i e w
mirrors, and read billboards without looking at them.
W a l k w i t h a soft g a z e , l o o k i n g a t a p o i n t o n t h e h o r i z o n ,
and take in the wide p a n o r a m a of the world around you.
W h e n in conversation, notice w h a t items of clothing or
j e w e l r y p e o p l e are w e a r i n g w h i l e l o o k i n g only at their face.
W h e n P h o t o R e a d i n g , pay attention to the edges of the
b o o k or the spaces b e t w e e n the paragraphs.
W o r k w i t h a m a r t i a l arts expert. T h e s c h o o l s of T'ai Chi
a n d A i k i d o , w h i c h are c o n s i d e r e d the " s o f t e r " f o r m s , are ideal.
P h o t o R e a d b o o k s that t e a c h this k i n d of open, relaxed
a w a r e n e s s . B o o k s o n Z e n and m e d i t a t i o n are excellent r e s o u r c e s .
T h e Inner Game b o o k s b y T i m G a l l w e y d e s c r i b e m a n y o f t h e
concepts

of Zen

Westernized way.

meditation

in

an

application-oriented,

T h e s e b o o k s suggest m a n y exercises that

b u i l d skills related to P h o t o R e a d i n g .
After

PhotoReading books

on

meditation

and

open

a w a r e n e s s , d o n o t a c t i v a t e t h e m m a n u a l l y for a f e w d a y s a n d
notice what happens. Let y o u r magnificent brain surprise and
delight y o u w i t h i n c r e a s e d skills. N o t i c e y o u r e x p e r i e n c e and
discover that magical m o m e n t s b e c o m e more c o m m o n p l a c e as
t h e q u a l i t y o f y o u r life i m p r o v e s . S e e C h a p t e r 1 3 , " D i s c o v e r Y o u r
G e n i u s P o t e n t i a l W i t h D i r e c t L e a r n i n g , " for m o r e i n s i g h t i n t o
h o w this w o r k s .

Enter states

of relaxed alertness

D e c a d e s of r e s e a r c h s h o w us that o u r best r e s o u r c e s for

Enrich

Your PhotoReading Experience

101

learning a n d p e r s o n a l d e v e l o p m e n t are not available to us w h e n

w e c a l l o n o u r c o n s c i o u s m i n d , t h e p a r t t h a t u s e s t h e five s e n s e s
and focuses outwardly. An expanded range of brain resources
are a v a i l a b l e as we c h a n g e o u r state of c o n s c i o u s a w a r e n e s s to a
m o r e i n w a r d focus and rely on i n n e r senses to u n d e r s t a n d the
world. U s i n g the e x p a n d e d processing capabilities of the brain
we can accelerate learning,

i m p r o v e sport performance,

and

enhance personal development.

Y o u may k n o w that the h u m a n brain produces an electrical
frequency. The w a v e s of electrical energy can be m e a s u r e d in
Hertz (Hz) or cycles per second (cps) w i t h a device k n o w n as an
electroencephalograph (EEG). The brain normally operates in a
range of frequencies from 1 to 3 0+ cycles p e r second (cps).
S m a l l e r frequency r a n g e s w i t h i n the n o r m a l r a n g e are a s s o c i a t e d
w i t h a variety of b r a i n functions or capabilities.
D r . F. N o a h G o r d o n , in h i s b o o k Magical Classroom, d e s c r i b e s
the smaller frequency ranges as "brain channels," similar to radio
or television channels.

At each frequency

setting,

different

information is available to us. As with changing channels on the

television, we can change our brain channels and access more of
t h e b r a i n ' s full p o t e n t i a l .
T h e four c h a n n e l s are major states of a w a r e n e s s that are on
c a l l f o r e a c h o f u s a t all t i m e s . T h e s e c h a n n e l s a r e :
C h a n n e l 1Action C h a n n e l (16-30 cps), associated w i t h
o u t w a r d p e r f o r m a n c e , critical thinking, and stress.
Channel 2Relaxation Channel (12-15 cps), a stress-release
gate o p e n i n g i n w a r d to physically and mentally alert states.
Channel 3Learning Channel (8-12 cps), the h o m e of the
real learner w h e r e we p r o c e s s n e w learning, associated w i t h
c a l m , effortless, r e l a x e d i n n e r a w a r e n e s s .
C h a n n e l 4 H i g h Creativity / P a t t e r n - M a k e r C h a n n e l (5-7
cps), the place of highest resources and super abilities, associated
w i t h r e v e r i e , i n t u i t i o n , c r e a t i v i t y , a n d t h e g e n i u s self.
I

have

conducted

numerous

EEG

measurements

on

P h o t o R e a d e r s u s i n g a device called the Interactive B r a i n w a v e

V i s u a l A n a l y z e r ( p r o d u c e d b y I B V A T e c h n o l o g i e s ) . A u n i q u e set
of frequencies

are

reliably p r o d u c e d w h e n

someone

enters

PhotoFocus and P h o t o R e a d s a book. This characteristic "brain

signature"

appears

almost

instantaneously

upon

entering

The PhotoReading

Wliole Mind System

102

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,
hypnosis,

guided

fantasy,

Silva methods,

meditation,

selfand

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 selfstudy 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

Use supportive audio

tapes

A p r o v e n w a y to reinforce and enrich w h o l e m i n d reading

skills is w i t h the use of a u d i o cassette t a p e s . T h e b e s t t a p e s affirm
y o u r abilities to learn, relax, and establish n e w b e h a v i o r s . U s e
t h e m often.
I developed Paraliminal tapes w h i c h combine progressive
relaxation with the technology of N L P . These tapes blend separate
tracks of narration. O n e track is m o r e analytical and "left-brained,"
guiding y o u in a step-by-step process to help y o u accomplish
y o u r goal. A n o t h e r track is m o r e "right-brained," u s i n g stories
and symbolic imagery to reinforce the tape's central message.
Paraliminal tapes contain no subliminal m e s s a g e s and are
not designed to induce hypnotic trances. Rather, they actually
b r e a k the negative or self-limiting trances that h a v e kept so m a n y
people stuck and unresourceful.
S e v e r a l of t h e s e t a p e s are specifically d e s i g n e d to support
the steps of the w h o l e m i n d system.
Personal Genius h e l p s y o u g e t i n t o t h e f l o w s t a t e a n d u s e t h e
full r e s o u r c e s o f y o u r i n n e r m i n d f o r l e a r n i n g .
Memory Supercharger g i v e s y o u a c c e s s t o t h e v a s t m e m o r y
storage of y o u r w h o l e brain. U s e this tape before a p r e s e n t a t i o n
or e x a m to help you perform at your best.
Automatic Pilot h e l p s y o u g e t i n t o t h e f l o w s t a t e a n d m o v e
toward

your

goals

without

selfParaliminal Tapes and other

s a b o t a g e . T h i s t a p e is g r e a t if y o u
habitually talk yourself out o f reading
things y o u want or need.
J

t a k e a c t i o n n o w . I f y o u find y o u r s e l f

p u t t i n g off r e a d i n g , t h e n t h i s t a p e c a n
e

New

S c h e e l e a r e

Learning

Strategies

Corporation

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Behavior

establish the

Generator

www.LearningStrategies com

helps

habit of reading

and

overcome resistance.
New History Generator h e l p s o v e r c o m e a h i s t o r y of b e i n g a
poor reader or of not being good at school.
Anxiety-Free

helps

overcome

anxieties

around

reading,

The PhotoReading

Whole Mind System

104

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
10-Minute

Supercharger h e l p s b u i l d a p o s i t i v e
Supercharger h e l p s

self-concept.

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 .

Establish

outcomes;

raise

commitment

H a v i n g clear, well-formed goals is essential to a c h i e v i n g

m e a n i n g f u l r e s u l t s i n life. T h e b r a i n i s a g o a l - s e e k i n g d e v i c e a n d
m u s t a i m at a specific t a r g e t in o r d e r to hit the m a r k . To a c h i e v e
significant benefit from P h o t o R e a d i n g ,

continually

set c l e a r

targets. Establish a purpose each time y o u read. S o m e suggested

w a y s to support this activity are these:

I n c l u d e a n o t e o n y o u r d a i l y "to d o " l i s t t o u s e 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 . I n t e g r a t i o n o f these skills
happens as y o u apply them. Do not worry about practicing them;
simply use t h e m w h e n e v e r you read. The word "practice" implies
artificially created t i m e to do s o m e t h i n g y o u h a v e to do. T a k e the
p r e s s u r e off a n d j u s t a d d t h i s w h o l e m i n d a p p r o a c h t o h a n d l e
y o u r everyday reading priorities.
Set

specific

reading goals

and

share

them with a

"PhotoReading buddy" who can review your progress. As you

e s t a b l i s h y o u r p u r p o s e for r e a d i n g , set y o u r s e l f u p t o w i n . R a t h e r
than pressuring yourself with goals y o u think you

"should"

a c c o m p l i s h , set fun g o a l s w h i c h r e p r e s e n t w h a t y o u t r u l y w a n t .
S e t g o a l s w h i c h s t r e t c h y o u r c a p a b i l i t i e s ; a t t h e s a m e t i m e , set
goals you can reasonably accomplish.
If you do not get the results you w a n t , go easy on
y o u r s e l f . K e e p p l a y i n g w i t h o p t i o n s . A f t e r all, i f y o u a l w a y s d o
w h a t y o u ' v e a l w a y s done, y o u will a l w a y s get w h a t y o u ' v e

Enrich

Your PhotoReading Experience

105

a l w a y s gotten. Do things differently, confront old habits, a n d

affirm y o u r m i n d ' s p o t e n t i a l .
N o t i c e y o u r progress. K e e p track of any concrete indicator
of success in the direction of y o u r goals. Let go of perfectionistic
t e n d e n c i e s that e x p e c t only total success or c o m p l e t e failure.
C e l e b r a t e all o f y o u r s u c c e s s e s , n o m a t t e r h o w s m a l l t h e s t e p m a y
be toward y o u r end goal.

Use memory

techniques

T h e "tip o f the t o n g u e " p h e n o m e n o n i s a n e x a m p l e o f

k n o w i n g something but not being able to consciously articulate
it. F o r m a n y p e o p l e , t h i s i s c o m m o n w i t h r e m e m b e r i n g n a m e s .
The best technique of letting information b u b b l e up from
the o t h e r - t h a n - c o n s c i o u s m i n d into the c o n s c i o u s m i n d is to give
y o u r s e l f t h e s p a c e t o r e m e m b e r . F o r e x a m p l e , tell yourself: " I
k n o w this person's n a m e . His n a m e is c o m i n g to me n o w . " T h e n ,
d i s m i s s t h e i s s u e f r o m y o u r m i n d a n d a l l o w y o u r m i n d t o r e t r i e v e it.
C o n s i d e r t h i s r u l e : want it to h a p p e n ; expect it to h a p p e n ; g e t
o u t o f t h e w a y a n d let i t h a p p e n . T h i s i s t h e e s s e n c e o f a p o s i t i v e
attitude t o w a r d s yourself. It represents a basic trust that y o u r
m i n d is powerful and capable, ready to serve y o u w h e n e v e r y o u
want.

A p o s i t i v e faith in the integrity of y o u r m i n d is the

cornerstone of successful w h o l e m i n d reading.

Play

with your dreams

The brain naturally uses dreams to process information that

it received preconsciously. Noticing y o u r dreams help activate
books you have PhotoRead because w h e n you remember your
dreams, you build a bridge to your conscious and nonconscious
mind. In turn, this gives y o u m o r e c o n s c i o u s access to the vast
"data b a n k " of the brain.
P l a y w i t h n o t i c i n g y o u r d r e a m s . A t first, s i m p l y r e m e m b e r
y o u r d r e a m s w h e n y o u a w a k e n . A s y o u d o s o , y o u m a y find
yourself having lucid dreamsthose in which you consciously
respond to the events of y o u r dream. The m o r e frequently y o u
r e m e m b e r d r e a m s , and the clearer and m o r e detailed y o u r d r e a m
i m a g e s , the m o r e likely y o u are to h a v e lucid d r e a m s .

The PhotoReading

Whole Mind System

106

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.

Take

the PhotoReading seminar

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

In addition to learning the t e c h n i q u e s , y o u will learn:

H o w to P h o t o R e a d and activate your brain to achieve
your reading goals with higher comprehension.
H o w to reliably enter the a c c e l e r a t i v e l e a r n i n g state in a
matter of moments.
H o w to o p e n y o u r p e r c e p t u a l field and see w i t h y o u r
mind what cannot be perceived by your eyes.
H o w to instantly balance the hemispheres of y o u r brain
with simple physical movement, thereby making reading more
effective.
H o w t o p r o g r a m y o u r m i n d for n e w h a b i t a c q u i s i t i o n
a n d help b r e a k the c o m p u l s i o n t o read w i t h inefficient r e a d i n g
techniques.
H o w to use your dreams as an activation technique.
H o w to m a k e friends w i t h y o u r inner mind,

trusting

y o u r intuitive guidance to solve p r o b l e m s using the vast data

base of your nonconscious reserves of mind.
The biggest advantage to attending an intensive seminar
setting is the p o w e r of doing something and getting feedback.
D u r i n g the seminar, y o u will P h o t o R e a d and activate b o o k s
u s i n g all t h e t e c h n i q u e s d e s c r i b e d i n t h i s b o o k . W e e v e n t e a c h
y o u h o w to P h o t o R e a d a dictionary, think of a word, and k n o w
w h e r e it is on the page.
W h e n y o u meet others with like-minded attitudes in a
course, y o u gain the support needed to get y o u through the stages
of learning. Y o u m a y e v e n find s o m e n e w friends in the process.

Use

the PhotoReading Personal Learning Course

I never enjoyed learning from "self-study" tape p r o g r a m s .

S o , w h e n i t c a m e t i m e for t o p r o d u c e o n e , i t h a d t o b e o n e I w a n t e d
t o h e a r . A f t e r e i g h t e e n m o n t h s o f d e v e l o p m e n t , t h e PhotoReading
Personal Learning Course w a s r e a d y to s h i p to o u r e a g e r c u s t o m e r s .
It t u r n e d out to be a smash-hit.
I r e c e i v e d a call from the h u m a n r e s o u r c e s d i r e c t o r at a l a r g e
Minnesota business w h o asked, "Would you be open to some
feedback on y o u r c o u r s e . " I g u l p e d o n c e and said, " S u r e . "
D r e a d i n g the worse, I was a m a z e d at the praise he lavished
u p o n m e . " I w a n t e d t o let y o u k n o w t h i s i s t h e b e s t t a p e l e a r n i n g

The PhotoReading

Whole Mind System

program I have ever used,

108

a n d I've o w n e d a lot of t h e m .

C o n g r a t u l a t i o n s o n e x c e l l e n t w o r k . " I s i g h e d i n relief.
" Y o u w o u l d n e v e r get me into a s e m i n a r , " he said. " I ' m j u s t
not comfortable w i t h the typical level of self-disclosure involved
i n public p r o g r a m s . Y o u r self-study p r o g r a m g a v e m e t r e m e n d o u s
p e r m i s s i o n to p r o c e e d at my o w n rate, w i t h explicit decision
p o i n t s t o g o o n o r s t o p . I f i n i s h e d t h e e n t i r e p r o g r a m i n five d a y s
by s p e n d i n g a f e w h o u r s e a c h a f t e r n o o n , I f i g u r e d a total of 15
hours."
I felt s i n c e r e l y a c k n o w l e d g e d .

The diligent w o r k of the

g r e a t c r e w t h a t h e l p e d m e p u t t h e p r o g r a m t o g e t h e r h a d p a i d off.
N o t h i n g s u b s t i t u t e s for t h e p o w e r o f t h e l i v e s e m i n a r . B u t ,
the PhotoReading Personal

Learning Course

is

an excellent alternative

i f s o m e o n e c a n n o t a t t e n d the P h o t o R e a d i n g s e m i n a r offered b y
certified instructors.
T h r o u g h o u t this b o o k I h a v e e n c o u r a g e d y o u to read other
b o o k s , enroll in the P h o t o R e a d i n g s e m i n a r or use the self-study
course, and listen to supportive audio p r o g r a m s such as my
Paraliminal tapes. I do this b e c a u s e , the m o r e information y o u
have, the m o r e a c c o m p l i s h e d y o u will be in truly using the innate
talents y o u possess. Explore the benefits y o u can achieve using
our p r o g r a m s listed at the b a c k of this b o o k .
B e free t o d i s c o v e r w h a t a u t h o r P e t e r K l i n e c a l l s

"the

everyday genius" within you. I cannot convince anyone that they

p o s s e s s g e n i u s t a l e n t s . E a c h p e r s o n m u s t find this t r u t h w i t h i n .
M y s i n c e r e w i s h i s t h a t y o u d i s c o v e r t h i s t r u t h for y o u r s e l f .
As you

strengthen your eye-mind

peripheral awareness,

connection,

cultivate powerful mental

expand

states,

and

r e m e m b e r y o u r d r e a m s , y o u will d e e p e n and e x p a n d y o u r skills

at PhotoReading. Y o u will experience the culmination of y o u r
n e w skills a s y o u d i s c o v e r syntopic r e a d i n g i n C h a p t e r 1 1 .

11
Use Syntopic R e a d i n g for
Life-Long Exploration

My professor in graduate school told the class to pick a

s u b j e c t i n t h e field o f h u m a n r e s o u r c e m a n a g e m e n t . " G o r e a d all
t h e b o o k s y o u c a n find o n t h e s u b j e c t a n d w r i t e a t e n t o t w e n t y
p a g e report on w h a t y o u learn."
I found twelve b o o k 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
s y s t e m I f i n i s h e d all t h e b o o k s a n d c o m p l e t e d a m i n d m a p o f m y
reportall in one afternoon. I w r o t e the report from t h e m i n d
m a p and turned it in.
W h e n the p a p e r w a s returned to me it h a d only t w o m a r k s
on it:" 1 0 0 % " and "Excellent!" N e v e r before in my u n d e r g r a d u a t e
or graduate w o r k had such a project ever b e e n so easy.
M y colleague Patricia D a n i e l s o n , w h o s e early c o n t r i b u t i o n s
to P h o t o R e a d i n g led me to call her c o - d e v e l o p e r , refined the idea
into an exercise called "syntopic reading." S h e originally tested
it in E u r o p e , and it p r o v e d wildly successful.
T h e syntopic reading exercise enriches the learning of
P h o t o R e a d i n g . T o s y n t o p i c a l l y r e a d , y o u m u s t d r a w u p o n all t h e
skills y o u h a v e d e v e l o p e d and go to the n e x t level of m a s t e r y .
I m a g i n e r e a d i n g t h r e e t o five b o o k s o n a s u b j e c t i n j u s t o n e
afternoon. Y o u can with the b a s i c steps of syntopic reading
described in this chapter.

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

additional b o o k s o n the s a m e subject, y o u can k n o w the one b o o k

better. But here is the best n e w s : it takes less time to apply our
s y s t e m t o all f o u r b o o k s t h a n i t t a k e s t o r e a d o n e u s i n g y o u r o l d
reading techniques.
T h i n k of reading as a p a t h of lifelong exploration. As we
follow this path, we s o o n d i s c o v e r there are o p p o s i n g v i e w p o i n t s
o n e v e r y significant t o p i c . F o r the skilled reader, differing v i e w s
create a tension that invites the next level of resolution. Syntopic
reading provides a n e w v a n t a g e point and an easy route to the
synthesis of existing viewpoints.
P e o p l e w h o read well u n d e r s t a n d m a n y sides of a topic and
c o m e to their o w n conclusions. Syntopic reading ensures that
m o r e of y o u r ideas are b a s e d on y o u r o w n thinking. T h i s is d o n e
by exposing yourself to various viewpoints and choosing or
c o n s t r u c t i n g o n e t h a t u l t i m a t e l y r i n g s t r u e for y o u . Y o u r t r u t h
c o m e s from y o u r reasoning, overall k n o w l e d g e , and reflection on
e x p e r i e n c e a n d not j u s t from the last b o o k y o u read. Often, i n
fact, y o u m u s t r e a d s e v e r a l b o o k s o n t h e s a m e s u b j e c t t o g a i n a
deeper

understanding.

The experience of one PhotoReading student demonstrated

h o w easily she g a i n e d the a d v a n t a g e s of r e a d i n g multiple b o o k s
o n a s u b j e c t . S h e h a d r e t u r n e d t o s c h o o l 2 5 y e a r s after h i g h s c h o o l
to get her college degree in a local c o m m u n i t y college. Prior to
taking an essay e x a m in her history class, she P h o t o R e a d seven
b o o k s relating to the subject she w a s studying.
She b e a m e d as she d e s c r i b e d to me h o w the w o r d s flowed
during the exam.

S h e h a d n e v e r felt s o r e l a x e d a n d c o n f i d e n t

during an essay e x a m , and she p r o u d l y added, "I got an A on the

exam!" She had naturally found the transition from P h o t o R e a d i n g
to syntopic reading.
S y n t o p i c r e a d i n g w a s first d e s c r i b e d fifty y e a r s a g o i n
M o r t i m e r A d l e r a n d C h a r l e s V a n D o r e n ' s c l a s s i c t e x t How t o Read
a Book.

A d l e r c o n s i d e r e d the t h i n k i n g skills u s e d in syntopic

reading to be the ultimate goal of a well-read person. We added

the skills of 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 to syntopic
r e a d i n g to h e l p s y n t h e s i z e ideas m o r e efficiently.
O n e m a n in a class of m i n e w a s in a university doctoral
program in education. Writing papers had always been a timec o n s u m i n g p r o b l e m for h i m .

He w o u l d have to read several

Syntopic Reading for

Life-Long

Exploration

111

b o o k s , distill the information, g e n e r a t e his o w n ideas, a n d w r i t e

the p a p e r . After l e a r n i n g s y n t o p i c reading, he a p p l i e d his skills to
writing papers.

He called me several m o n t h s later.

unbelievable!"

he exclaimed.

"This is

"I c a n n o t tell y o u h o w easy

P h o t o R e a d i n g h a s m a d e i t for m e . I c a n finish, i n o n e a f t e r n o o n ,
a paper that used to take me two or three days."
H o w c a n i t b e ? I t i s all i n t h e b a s i c s t e p s o f w h o l e m i n d
syntopic reading w h i c h follow:

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
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 .
^

?
,

Be clear a n d specificit is crucial. S u p p o s e y o u r p u r p o s e is

pt I 0 1

Read,

,,(

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

T h e s e c o n d active step is to create a b i b l i o g r a p h y a list of

b o o k s that y o u p l a n to read. P r e v i e w y o u r b o o k s to d e t e r m i n e if
t h e y fit y o u r p u r p o s e . F o r t h i s e x e r c i s e , c h o o s e n o n f i c t i o n b o o k s
by

different

authors

on

subject

that

you

really

want

to understand.

3. PhotoRead all materials the day before activating

The mind needs incubation time to create new connections.
P h o t o R e a d y o u r selected b o o k s the day before y o u plan to
activate them. P h o t o R e a d i n g m a k e s the difference in y o u r ability
t o p r o c e s s i d e a s a t h i g h s p e e d s . D u r i n g sleep, y o u r b r a i n finds
w a y s to categorize information exposed to it during PhotoReading.

The

PhotoReading

Whole

Mind

111

System

Keymnt
s related.
to theme

to theme

Title

Author

' l U e

Keywtnt

tothfime.

KATwnt
retorted.
to theme

Theme

3>

iei
to theme

\
Theme

TurpoSft

Theme

theme

I Ltte

YeLcded.

Author I to theme.

re(Aie< .
to theme.

Ky-pxiit
related
to theme
Ttle

. AuhrjT

T
retaKed.
to theme

Yetted.
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

4.

113

Create a giant mind map

T a k e out y o u r b o o k s , a large sheet of paper, and colored

m a r k e r s 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 for m a k i n g n o t e s
during the remaining steps of syntopic reading. L o o k at the chart
s h o w n a s a s u g g e s t i o n for h o w t o o r g a n i z e y o u r m i n d m a p . Y o u r
initial statement of p u r p o s e t a k e s a p r o m i n e n t p l a c e in the center
of your sheet of paper.

Leave e n o u g h r o o m to revise your

p u r p o s e statement later if y o u desire. T h e p u r p o s e statement in

the center will help remind y o u that y o u r m i n d m a p is about your
p u r p o s e , n o t a b o u t t h e b o o k s . U s e i t t o c a p t u r e m a t e r i a l f r o m all t h e
b o o k s that speak to y o u r purpose. T h e content of any i n d i v i d u a l
b o o k takes less priority over the i m p o r t a n c e of y o u r purpose.

5.

Find relevant passages

Super read and dip through each of the b o o k s finding

p a s s a g e s relevant to y o u r purpose. In this step, y o u r p u r p o s e
reigns s u p r e m e o v e r the p u r p o s e s o f the a u t h o r s . T h e r e a s o n for
holding y o u r purpose as the guiding light is to pull out the
otherwise obscure passages that can serve y o u r purpose. Continue
m i n d m a p p i n g t h e p a s s a g e s y o u find.
Let go of y o u r desire to read in too m u c h detail at this point.
U s e only light dipping t h r o u g h o u t the b o o k s , and restrict y o u r
d i p p i n g t o r e l e v a n t p a s s a g e s . Y o u m a y find d u r i n g this step that
y o u r purpose statement will be refined as the complexities of the
topic b e c o m e clearer.
T h i n k of this as a discussion w i t h the authors of these b o o k s .
I m a g i n e these authors sitting a r o u n d in a circle with you. A s k
t h e m a q u e s t i o n a n d let t h e m s p e a k t o y o u r p u r p o s e . T h e o b j e c t i v e
is not to understand their b o o k s ; it is to understand y o u r purpose.

6.

Summarize in your own words

If y o u step b a c k and look at y o u r m i n d m a p , y o u will notice

a

number

of important

concepts being

addressed.

Briefly

s u m m a r i z e w h a t y o u t h i n k a b o u t t h e s u b j e c t s o far.
It helps to create neutral, jargon-free terminology of y o u r

The PhotoReading

Whole Mind System

114

o w n . Different a u t h o r s m a y use different w o r d s to say the s a m e

things.

Finding a neutral

set of t e r m s

creates

meaningful

associations and m a k e s the concepts your own.

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.

8. Define the issues

W h e n authors have o p p o s i n g v i e w p o i n t s , these differences
are p o i n t s o f c o n t e n t i o n o r i s s u e s . U n c o v e r differing v i e w p o i n t s ,
a n d y o u will e n h a n c e y o u r k n o w l e d g e a b o u t the subject.
I n t h i s s t e p , y o u s u p e r r e a d a n d d i p t o find k e y p o i n t s
related to these issues. Picture yourself as an investigative reporter
in a r o o m with y o u r authors. Pose the central questions to each
of them.
Go

quickly from one b o o k to

another,

answering one

q u e s t i o n at a t i m e . As s o o n as y o u find it in o n e b o o k , l e a v e that
b o o k a n d start flipping t h r o u g h the n e x t o n e .

9.

Formulate your own view

As y o u discover issues and explore various viewpoints,

you automatically begin to synthesize your o w n viewpoint. Look
a t all s i d e s a n d t a k e n o s i d e s a t first. M a k e a d e l i b e r a t e effort t o
r e m a i n objective and avoid b e i n g partial in y o u r analysis.
After

gathering

enough

information,

create

your

own

position. Formulate y o u r o w n opinion based on y o u r research.

10.

Apply

After c h o o s i n g y o u r p o s i t i o n o n the
create

an argument to

subject,

you must

s u p p o r t y o u r v i e w , b a s e d o n specific

i n f o r m a t i o n from y o u r b o o k s .

Syntopic

Reading

for

Life-Long

Exploration

115

O r d e r the key issues in such a w a y as to throw m o r e light on

t h e s u b j e c t . B e s p e c i f i c i n c r e a t i n g a n y a r g u m e n t for y o u r p o s i t i o n .
To add credibility to your argument y o u should be prepared to
quote y o u r sources. In this case, it helps to a l w a y s a c c o m p a n y a
statement of an author's v i e w with an actual quotation from the
text, referenced b y the p a g e n u m b e r . C r e a t e a n o t h e r m i n d m a p o f
y o u r v i e w p o i n t before writing a formal report. This saves time
and helps y o u present y o u r ideas clearly.
M o s t b u s i n e s s p e o p l e a n d s t u d e n t s fulfill t h e i r n e e d s b y t h e
e n d o f t h e p r e v i o u s s t e p . T h a t m a y b e a s far a s t h e y w a n t t o g o
w i t h t h e i r s u b j e c t . B u t for t h e p e r s o n w r i t i n g a c o l l e g e l e v e l p a p e r
or detailed b u s i n e s s report, this additional step is important.
H o w m u c h time do y o u expect to invest in syntopic reading?
W e s u g g e s t y o u t a k e o n l y t w o 4 5 - m i n u t e p e r i o d s for a c t i v a t i o n .
T h a t is all. T h e i n v e s t m e n t b e f o r e is a p p r o x i m a t e l y 10 to 15
minutes p e r b o o k to preview, and P h o t o R e a d . W h e n finished,
most participants recognize that they have achieved 80 to 90
percent of w h a t they really w a n t and need.
W h e n y o u s y n t o p i c a l l y r e a d t h r e e t o five b o o k s , y o u m a y
find o n e w o r t h y of further study, one that s e e m s to c a p t u r e the
subject m o s t concisely. If y o u are interested, c o m p l e t e y o u r study
of that b o o k using the activation steps of 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 . P e r h a p s a q u i c k r a p i d r e a d will be sufficient to
gather the remaining information y o u need. D e p e n d i n g u p o n the
subject and the b o o k , y o u m i g h t finish this in t w e n t y m i n u t e s or
four hours.

The

cumulative power

of syntopic

reading

W h e n y o u l o o k a t all the a u t h o r s listed i n the b i b l i o g r a p h y

to this b o o k , y o u will see that these are sources from my syntopic
reading. Similarly, the P h o t o R e a d i n g seminar is a product of
examining many authors and many researchers. Many authors
c i t e d h e r e a l s o r e f e r e n c e d m a n y a u t h o r s s o m e t i m e s fifty t o o n e
h u n d r e d different b o o k s a n d j o u r n a l s .
Every time y o u syntopically read, y o u have the a c c u m u l a t e d
mental energies of hundreds of thinkers with thousands upon
thousands of hours

of labor and experience backing you

in

The PhotoReading

Whole Mind System

116

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

PhotoReading

process

in his
and

thinking,
syntopic

he

described

reading.

The

the
next

PhotoReading seminar in Brussels had seven of those doctors in

attendance.

Visualize

the process

Take a m o m e n t to integrate the ten steps of syntopic reading

with a quick visualization. T h i n k of a subject that y o u w o u l d like
t o s t u d y . W h a t p u r p o s e d o y o u d e s i r e t o fulfill? I m a g i n e g o i n g t o
the library a n d selecting a d o z e n b o o k s on the subject. Briefly l o o k
t h e m o v e r t o d e t e r m i n e w h i c h t h r e e t o five y o u w i l l t a k e h o m e
w i t h y o u . T h e s e a r e t h e o n e s y o u feel w i l l m e e t y o u r p u r p o s e .
Imagine that evening, previewing and P h o t o R e a d i n g the
b o o k s . The next day y o u a w a k e n raring to go. Y o u create a giant
m i n d map, establishing a clear purpose statement and writing it
at the center of the mind m a p .

Syntopic

Reading for Life-Long Exploration

117

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 minister PhotoRead a section of the Bible before sleeping one evening.

He

dreamed about a Bible story and how it related to a problem in the life of one
of his parishioners. He was able to use his insights to counsel the parishioner.
Several PhotoReaders w i t h strong eyeglass prescriptions have reported a shift
in their vision impairment. Within a year of PhotoReading regularly, their annual
eye exams did not follow the usual course of increasing prescription intensity.
In fact, they reported a reversal to a lesser prescription. In each case, the
optometrists claimed such reversals were extremely rare.
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 . "

A certified public accountant was asked to serve on a panel of business
professionals discussing raising venture capital. Her hectic schedule, left only an
afternoon for preparation. She selected several books to PhotoRead and
activate. She felt as well prepared as if she had spent several days reading and
w r i t i n g . She presented the information concisely, and it was well received.

12
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

S i m p l y k n o w i n g a b o u t the c o m p o n e n t skills and t e c h n i q u e s

of the P h o t o R e a d i n g whole mind system is not enough. Y o u must
d e v e l o p a n d u s e t h e s k i l l s i n r e a l life. T h a t i s w h e n q u e s t i o n s
arise.
The most c o m m o n question asks, " A m I doing it right?" To
k n o w t h e a n s w e r w i t h c e r t a i n t y , f o l l o w t h e i n s t r u c t i o n s for e a c h
step y o u perform. The instructions found in this b o o k have b e e n
d e v e l o p e d , refined, a n d e x p l a i n e d to h u n d r e d s of t h o u s a n d s of
p e o p l e before y o u . If y o u h a v e doubts about any of the steps,
reread the chapter and closely follow the instructions again.
E a c h step 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 p r o d u c e s
a n effect w h e n y o u u s e it. F o r e x a m p l e , w h e n y o u h a v e p r e v i e w e d
a b u s i n e s s report, w i t h i n 3 minutes y o u will k n o w the structure
and format of the report, the key t e r m s b e i n g used, and w h e t h e r
investing any m o r e time in it will be w o r t h w h i l e to y o u . D i d y o u
a c h i e v e the results y o u e x p e c t e d w i t h the t e c h n i q u e ? If not, there
is a g o o d r e a s o n .
We have found that occasionally a course participant will
r e a d or h e a r o n e thing, t h i n k another, a n d p e r f o r m it differently
t h a n either. Are y o u performing the steps as explained in the
i n s t r u c t i o n s ? E v e n i f y o u d o n o t a c h i e v e y o u r final g o a l w i t h a
single technique, y o u will m o s t likely receive indicators that y o u
are on track a n d m o v i n g in the direction of y o u r goal. Pay close
attention to

any

concrete

indicator of success,

no

matter

h o w small it may be. This will quickly reassure y o u that y o u

are on track.

Questions

and Answers

ng

If y o u have followed instructions and produce conflicting

r e s u l t s , t h e n y o u r a p p r o a c h t o t h e t a s k c o u l d b e t h r o w i n g y o u off
course. In the v a r i o u s sections of this chapter that follow, we
explore h o w to ensure y o u maintain the ideal mindset during the
use of the PhotoReading whole mind system.

Use the ideas

presented here and y o u will charge ahead with confidence and

success.

How can I quickly learn to use PhotoReading?

Since the ninth grade, y o u have b e e n able to recognize
w o r d s instantly, w i t h o u t h a v i n g to s o u n d t h e m out. Y o u are
already well-versed in the exquisite array of visual patterns that
w e c a l l w r i t t e n w o r d s . W h y t h e n d o w e feel c o m p e l l e d t o s o u n d
o u t e v e r y w o r d ? L e a r n i n g t o r e a d i n s t a l l e d a set o f t r a i n i n g
w h e e l s w h i c h m a y h a v e n e v e r c o m e off. P h o t o R e a d i n g n o t o n l y
r e m o v e s t h e m ; it helps install rockets in their place.
L e a r n i n g a n e w skill will confront y e a r s of e s t a b l i s h e d
habitual b e h a v i o r . Y o u n e e d to go easy on yourself. L e a r n i n g can
be frustrating, especially if y o u h a v e g r e m l i n s .
G r e m l i n s are habits a n d d i s e m p o w e r i n g beliefs that create
negative feelings and stop us from learning. They are w o r r i s o m e
l i t t l e c r e a t u r e s a c c o r d i n g t o R i c h a r d C a r s o n i n h i s b o o k Taming
Your

Gremlin.
H o w d o y o u deal w i t h g r e m l i n s ? I f y o u try t o e x t e r m i n a t e

them, says Carson, they only get bigger. Instead, play w i t h them.
L o v e t h e m t o death. M o r e specifically, call t o m i n d t h e " N O P S "
f o r m u l a : N o t i c e it, O w n it, P l a y w i t h it, S t a y w i t h it. W i t h N O P S ,
a n y f r u s t r a t i o n y o u m a y feel c a n b e e a s i e r t o h a n d l e a n d n e e d n o t
b e c o m e an o b s t a c l e to further l e a r n i n g .
" N " N o t i c e y o u r f e e l i n g s . F e e l i n g s are not right o r w r o n g ;
they j u s t are.
"O"Own

your

experience.

Admit

any

frustration.

P r o b l e m s w e openly a c k n o w l e d g e are solvable; those w e deny

will only continue.
Y o u c a n call u p m a n y c o m f o r t i n g t h o u g h t s w h e n e v e r y o u
feel f r u s t r a t e d w i t h l e a r n i n g . T a k e a n e w t w i s t o n a n o l d s a y i n g :
i f a t first y o u d o n ' t s u c c e e d , y o u a r e n o r m a l . S o d o i t a g a i n .

The PhotoReading WJiole Mind System

120

" P " P l a y w i t h your e x p e r i e n c e . P u s h into the tailspin and

see w h a t h a p p e n s . Go d e e p e r into y o u r confusion. A s k yourself
q u e s t i o n s . D o i n g s o m a y l e a d t o e v e n g r e a t e r c o n f u s i o n a t first. B e
childlikeit is okay to learn.
" S " S t a y w i t h it. T o o often w e i n t e r p r e t f r u s t r a t i o n a s a
sign to give u p . I n s t e a d , see this e m o t i o n as an i n v i t a t i o n to forge
ahead.
from

If you

do,

you

will

start

producing

new

results

reading.
With N O P S in mind, learning the PhotoReading whole

m i n d s y s t e m i s a fast a n d g e n t l e e x p e r i e n c e . I t h e l p s u s e n t e r t h e
m i n d s e t o f a c h i l d l e a r n i n g t o w a l k . F a l l i n g d o w n i s n o t a t i m e for
self-castigation or p u b l i c h u m i l i a t i o n . It is a signal to get u p ,
adjust y o u r a p p r o a c h , a n d try a g a i n . U s i n g t h e N O P S f o r m u l a ,
y o u can be y o u r best cheerleader and quickly m a s t e r the skills.

How can I measure my performance during the

PhotoReading
step?
*-

W h e n it c o m e s to the P h o t o R e a d i n g step, assessing y o u r

performance must be done in a nontraditional w a y . Because
during the P h o t o R e a d i n g step, the goal is to k e e p c o n s c i o u s
interference

to

minimum.

If you

ask

yourself while

P h o t o R e a d i n g , " A m I d o i n g this c o r r e c t l y ? " , it is already too late.

Y o u are n o t .
This is the same d i l e m m a created w h e n asking a sleeping
p e r s o n " A r e y o u s l e e p i n g ? " T h e v e r y act o f i n q u i r i n g i m m e d i a t e l y
pulls the subject out of the e x p e r i e n c e in w h i c h he is engaged. N o t
only does that stop one's i n v o l v e m e n t in the activity, it also
negatively influences the o u t c o m e of the very experiment being
performed.
W h e n the m i n d studies the mind, a traditional experimental
m o d e l does not w o r k . Any experiment w h e r e the e x p e r i m e n t e r
(or o b s e r v e r ) i s a l s o t h e s u b j e c t w i l l b e c o n t a m i n a t e d . T h e m i n d
w i l l a l w a y s i n f l u e n c e t h e o u t c o m e o f its o w n e x p e r i m e n t . S o , i f
y o u are P h o t o R e a d i n g and w o n d e r i n g if y o u are doing it correctly,
y o u cannot b e . P h o t o R e a d i n g requires that y o u i m m e r s e yourself
i n t h e f l o w o f t h e e x p e r i e n c e , s o t h a t t h e act o f P h o t o R e a d i n g
o c c u r s w i t h o u t self-conscious or self-critical a w a r e n e s s .

Questions and Answers

121

To study the effectiveness of y o u r P h o t o R e a d i n g , stay in the

flow a s y o u P h o t o R e a d . A f t e r w a r d s , t h i n k b a c k o n y o u r e x p e r i e n c e
and consider:
Did I relax physically, mentally, and enter the accelerative
learning state?
D i d I affirm m y c o n c e n t r a t i o n a n d p u r p o s e ?
D i d I m a i n t a i n a steady state w i t h relaxed b r e a t h i n g ,
rhythmic page turning, and a chant in my conscious m i n d ?
Did I m a i n t a i n P h o t o F o c u s , either with the blip p a g e
or w i t h a w a r e n e s s of the four corners a n d the w h i t e space on
the page?
D i d I s t a t e my c l o s i n g a f f i r m a t i o n s ?
If y o u can a n s w e r yes, then y o u did the P h o t o R e a d i n g step
c o r r e c t l y . T o e x a m i n e t h e effects o f P h o t o R e a d i n g , y o u m u s t
p e r f o r m a t e s t o f s o m e k i n d after t h e fact.

S u c h tests c a n be

subjective or objective. T h r o u g h o u t this book, I have printed the

stories given us by P h o t o R e a d e r s from around the world. Their
experiences c a n serve as e x a m p l e s of tests y o u might perform on
yourself. O t h e r tests that h a v e h e l p e d m a n y p e o p l e d e m o n s t r a t e
t h e i m m e d i a t e effects o f t h e P h o t o R e a d i n g t e c h n i q u e c a n b e
found at the end of Chapter 7.
D u r i n g the early stages of learning the P h o t o R e a d i n g w h o l e
m i n d system, I r e c o m m e n d y o u step up to challenges in w h i c h
y o u feel y o u c a n w i n . B u i l d y o u r c o n f i d e n c e a n d t a k e o n e v e n
b i g g e r c h a l l e n g e s . I f y o u d o n o t feel r e a d y t o p e r f o r m a t e s t o n
television like the one d e s c r i b e d next,

pick one that works

for y o u .
A P h o t o R e a d e r in G e r m a n y w a s asked to a p p e a r as a test
s u b j e c t for a n e w s s t o r y a b o u t 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. U n d e r the watchful eyes of the interviewer, p r o d u c t i o n
c r e w , a n d c a m e r a , s h e s e l e c t e d a b o o k f r o m s e v e r a l offered. S h e
previewed, PhotoRead,
activated

with

and mind probed.

super reading,

dipping,

T h e next day she

and

mind

mapping,

s p e n d i n g a total of 45 m i n u t e s w i t h the b o o k . She w a s then asked,

w h i l e on c a m e r a , specific questions on the b o o k . She a n s w e r e d
every one correctly.
W h e n l e c t u r i n g i n M u n i c h , I s h o w e d a v i d e o o f t h e five
m i n u t e television story and h a d the P h o t o R e a d e r speak to the
g r o u p a b o u t h e r e x p e r i e n c e . She said, "I n e v e r b e l i e v e d I c o u l d

The PhotoReading

Whole Mind System

122

h a v e d o n e that. B u t w h e n asked, I realized I faced an i m p o r t a n t

d e c i s i o n : e i t h e r I c o u l d l i v e t h e r e s t o f m y life b e l i e v i n g I c o u l d n o t
p e r f o r m s u c c e s s f u l l y , or, I c o u l d t a k e t h e c h a l l e n g e a n d find o u t
the truth." Interestingly, a m a n from the a u d i e n c e said it w a s too
u n b e l i e v a b l e to i m a g i n e that he c o u l d ever do such a thing.
Unfortunately, if he maintains that mindset he never will.

Can anyone learn to PhotoRead?

We have taught PhotoReading in dozens of countries, in
m a n y l a n g u a g e s , to people from ages 9 to 86 w h o c a m e w i t h very
diverse b a c k g r o u n d s and reading abilities. The secret to success
in every case rests in the m i n d s e t or attitude of the learner. T h e
ideal mindset to maintain is one that is determined, persistent,
and

patient.

This

mindset has b e e n beautifully

described

t h r o u g h o u t the ages as the " b e g i n n e r ' s m i n d . " It h e l p s us into a

new paradigm of reading.
O n e o f the great t r a p s w e face a s P h o t o R e a d e r s c o m e s from
already k n o w i n g h o w to read. O u r previous training gives us
certain

notions

about

acceptable

speed

and

levels

of

comprehension. T h e n along comes PhotoReading w h i c h asks us

to change how we approach our reading problems.
O n l y a c o m p l e t e l y n e w p a r a d i g m will h e l p see us t h r o u g h
the pressures of deadlines and paper blizzards. S o m e t i m e s I hear
b e g i n n i n g P h o t o R e a d e r s say, "This is totally redefining w h a t it
m e a n s to read."
Maintaining the beginner's m i n d takes us to a place where
we can glimpse new options.

This concept goes back to the

ancient school of Zen Buddhism. Shunryu Suzuki, a Z e n master,

said, "In the b e g i n n e r ' s m i n d there are m a n y possibilities, b u t in
the expert's there are few." A n d he added:
beginner's mind,

"We must have a

free f r o m p o s s e s s i n g a n y t h i n g ,

knows everything is in flowing change.

a m i n d that

N o t h i n g exists but

m o m e n t a r i l y i n its p r e s e n t f o r m . . . "
T o d a y we live in a w o r l d that requires us to b e c o m e b e g i n n e r s
o v e r a n d o v e r a g a i n i n the face o f i m p e r m a n e n c e , c o n t i n u o u s
change, and chaos. Re-examining what we have b e e n taught
a b o u t r e a d i n g i s j u s t o n e e x a m p l e o f the n e e d for b e g i n n e r ' s m i n d ,
and

the

dizzying pace

of change

guarantees

that we

will

Questions

and

Answers

123

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.

How long will it take to learn this system?

As an automobile driver, I found learning to pilot an airplane
b o t h familiar and

strange.

reader learning PhotoReading

e x p e r i e n c e s similarities and radical differences to regular reading.

It takes less time to learn the familiar and m o r e time to learn the
strange.
T h e r e are four stages to l e a r n i n g a n y t h i n g that is different
or unusual. The length of time it takes will depend on h o w you
m o v e t h r o u g h the stages of learning. Let me illustrate each stage
as it applies to learning P h o t o R e a d i n g .
I n t h e first s t a g e , y o u n o t i c e p i l e s o f u n r e a d m a t e r i a l a n d feel
a pervasive sense of information anxiety. E v e n so, y o u do not
r e c o g n i z e t h e s o u r c e o f t h i s p r o b l e m , let a l o n e h o w t o r e s p o n d .
S o m e t h i n g i n y o u r life i s b r o k e n , b u t y o u a r e n o t a w a r e o f w h a t
n e e d s fixing.
A t t h i s l e v e l i t i s c o m m o n t o feel fear, s o m e t i m e s p a i r e d w i t h
e x c i t e m e n t o v e r the possibility of solving the p r o b l e m . L a b e l this
step U n c o n s c i o u s I n c o m p e t e n c e .
Next, y o u sense that y o u r present reading habits are not
s e r v i n g y o u w e l l . T h o s e h a b i t s , i n fact, a r e a m a j o r s o u r c e o f
i n f o r m a t i o n a n x i e t y . Y o u l e a r n a b o u t P h o t o R e a d i n g a n d e v e n try
some of the techniques. These techniques seem unfamiliar. N o w
y o u k n o w w h a t is broken, y o u k n o w w h a t to do, b u t y o u are
unable to do it yet. Label this stage C o n s c i o u s I n c o m p e t e n c e .
This third

stage

represents

q u a n t u m leap.

You use

The

PhotoReading

Whole Mind

System

124

P h o t o R e a d i n g skills and e x p e r i e n c e success w i t h t h e m . E v e n so,

t h e s e s k i l l s a r e n o t fully i n t e g r a t e d i n t o y o u r life. Y o u still n e e d t o
r e m i n d yourself to use this n e w a p p r o a c h w i t h written materials.
L a b e l this level C o n s c i o u s C o m p e t e n c e .
Finally, y o u enter the stage of mastery. N o w P h o t o R e a d i n g
is so familiar to y o u that y o u use it automatically. The techniques
b e c o m e as natural as breathing. Y o u experience not only a new
r e l a t i o n s h i p w i t h t h e p r i n t e d w o r d , b u t a n e w q u a l i t y o f life. Y o u
r e d u c e o r e l i m i n a t e t h o s e u n r e a d p i l e s a n d c o n t i n u a l l y satisfy
y o u r p u r p o s e for r e a d i n g . L a b e l this stage E x c e l l e n c e .

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
something
Not

important

surprisingly,

or

certain

that

we

emotions

lack
often

do

not k n o w

desired
accompany

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 .

skill.
this

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>
jfjf

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
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.
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

Unfortunately, our e d u c a t i o n often lead u s d o w n the p a t h

of frustration. In the traditional e d u c a t i o n a l m o d e l of reading,
confusion equals failure, and frustration equals i n c o m p e t e n c e .
For some, joy in reading never appears and learning stops.
Whatever

feelings

you

experience

while

learning

P h o t o R e a d i n g a r e fine. D o n o t s u p p r e s s a n y e m o t i o n a l s t a t e , a n y
degree of confusion. Y o u may be t e m p t e d to c o m p a r e yourself
w i t h others: "I am not doing this right. E v e r y b o d y else can do
this. W h y can't I ? " I f y o u d e t e c t s u c h t h o u g h t s , let t h e m c o m e t o
full a w a r e n e s s a n d b e w i l l i n g t o l e t t h e m g o . R e m i n d y o u r s e l f t h a t
conscious competence is coming your way.
R e a d i n g gets right to the heart of self-image.

O u r self-

c o n c e p t i s often b o u n d u p w i t h our s u c c e s s a s learners, a n d m u c h

o f o u r e x p e r i e n c e w i t h l e a r n i n g t i e s t o r e a d i n g . I find t h a t p e o p l e
label themselves

as poor readers too

r e a d i l y a n d t h u s feel

ineffective. S u c h frustration quickly tarnishes our self-image.

T h e alternative is to accept the e m o t i o n a l ups and d o w n s of
learning, to see t h e m as a natural and graceful d a n c e . If y o u do,
y o u will shorten the path to excellence.

What state of mind should I be in when using the

PhotoReading whole mind system?
Think about times w h e n you have b e e n absolutely absorbed
i n r e a d i n g . I t i s i m p o r t a n t for u s t o e x p l o r e t h o s e e x p e r i e n c e s i n
m o r e depth, b e c a u s e , at those m o m e n t s , y o u are transformed into
a skilled, powerful readereffortlessly.
R e m e m b e r w h a t those times w e r e like. P e r h a p s y o u w e r e
e n g r o s s e d in a n o v e l . M a y b e y o u w e r e s a v o r i n g a love letter. Or
p e r h a p s y o u w e r e solving a m u r d e r mystery. In any case, a
curious thing h a p p e n e d : y o u w e r e u n a w a r e of a n y t h i n g else
going on around you. It w a s as if the pictures, images, and
f e e l i n g s i n s i d e y o u w e r e m o r e i m p o r t a n t t h a n t h e b o o k i n front o f
y o u . Y o u w e r e n o l o n g e r r e a d i n g w o r d s y o u had s t e p p e d into
a n o t h e r r e a l i t y . W h a t w a s g o i n g o n b e h i n d y o u r e y e s w a s far
m o r e i m p o r t a n t t h a n w h a t a p p e a r e d i n front o f t h e m .
People describe these experiences with remarkably similar
l a n g u a g e . " I l o s t all t r a c k o f t i m e a n d p l a c e . " " I w a s n o t c o n s c i o u s

Questions and Answers

127

of words on a page." "I w a s just seeing m o v i e s in my mind." "I

a b s o r b e d t h e w o r d s w i t h o u t effort."

" W o r d s j u s t flowed from the

page to my mind."
F l o w t h a t i s a h a n d y w o r d for it.
features

of the

e x p e r i e n c e s ease,

It captures the key

fluidity,

lack

o f effort,

absorption, c o n c e n t r a t i o n , softness, relaxation, efficiency, a n d

enhanced

productivity.
Although

Stephen Mitchell, a translator

of the Tao, describes the flow
state: A good athlete can enter

sounds

like

this

an

experience

altered

state

of

consciousness, it is not a b n o r m a l .

a state of body-awareness in

H u m a n beings

which the right stroke or the

t h e " f l o w e x p e r i e n c e " for h u n d r e d s

right movement happens by

of y e a r s , u s i n g a variety of t e r m s to

itself, effortlessly, w i t h o u t any

interference of the conscious
will. This is a paradigm for
non-action: the

purest and

describe

it.

have

The

k n o w n about

Tao

te

Ching,

spiritual text from C h i n a by L a o Tsu,

s p e a k s of effortless action, or n o n -

most effective form of action.

action.

The game plays the game; the

M a s l o w spoke of "peak experiences,"

poem writes the p o e m ; we

can't tell the

dancer from

the dance.

Psychologist

Abraham

describing t h e m in a similar way.

Mihaly

Csikszentmihalyi,

psychologist from the University of

C h i c a g o , r e v e a l e d that flow e x p e r i e n c e s c a n h a p p e n to a n y o n e .
H i s studies of this state h a v e i n c l u d e d clerks,

assembly-line

w o r k e r s , athletes, e n g i n e e r s , a n d m a n a g e r s . He says flow states

bear a strong resemblance to other well-known p h e n o m e n a
hypnosis and meditation.
A h , b u t i f w e c o u l d o n l y flip a s w i t c h a n d e n t e r t h a t f l o w
state w h e n e v e r w e read. W e w o u l d b e i n states o f d e e p attention,
free o f effort o r s t r a i n , w o r k i n g s m o o t h l y , q u i c k l y , a n d e f f i c i e n t l y .
W e w o u l d b e r e l a x e d , a c t i v e , a n d alert, all a t t h e s a m e t i m e .
R e a d i n g w o u l d be a b r e e z e a s easy to flow t h r o u g h technical
i n f o r m a t i o n as a n o v e l .
The P h o t o R e a d i n g w h o l e mind system is that switch. The
flow state is y o u r birthright, o n e of y o u r p o t e n t i a l s as a h u m a n
being. T h r o u g h P h o t o R e a d i n g , y o u get a c h a n c e to choose this
e x p e r i e n c e instead of l e a v i n g it to c h a n c e . This state is not a fluke
or s o m e k i n d of out-of-body e x p e r i e n c e . Rather, it is a naturally
o c c u r r i n g e v e n t , a n d t h e s e c r e t i s t o m a k e i t h a b i t u a l d u r i n g all
your reading.

The PhotoReading

Whole Mind Si/stem

128

What do accelerative learning and

PhotoReading have in common?
As a child, y o u naturally used strategies of accelerative
learning to a c c o m p l i s h the m o n u m e n t a l tasks of learning to walk
and talk. N o t h i n g we learn as adults will e q u a l the c o m p l e x i t y of
those tasks.
T h e s k i l l s o f a c c e l e r a t i v e l e a r n i n g a r e still w i t h u s f r o m
childhood,

obscured as they might be from years

of abuse,

misuse, and disuse. We simply need to r e a w a k e n our mastery

and apply it to the task of reading. The P h o t o R e a d i n g w h o l e
m i n d system d r a w s heavily from accelerative learning, m a k i n g it
e a s y a n d fun t o l e a r n a n d u s e .
O n e of the best k n o w n researchers in the study of accelerative
learning is Georgi L o z a n o v , a B u l g a r i a n psychologist. Dr. L o z a n o v
has written m a n y p a p e r s supporting the claim that we use barely
t e n p e r c e n t o f o u r b r a i n c a p a c i t y . H e a n d h i s staff o f r e s e a r c h e r s
believe that we

can systematically

learn to tap

the h i d d e n

reservesthe other ninety percentof the mind. He developed

h i s f i n d i n g s i n t o a n a p p l i e d s y s t e m for l e a r n i n g .
L o z a n o v ' s m e t h o d s allow b o t h h e m i s p h e r e s of the b r a i n to
w o r k together as an orchestrated team. W h e n that happens, our
capacity to learn increases exponentially.
Lozanov claimed you can expose yourself to vast amounts
o f i n f o r m a t i o n , a b s o r b i t e f f o r t l e s s l y , a n d u s e i t w h e n y o u n e e d it.
T h o s e are p r e c i s e l y the skills we n e e d to s u r v i v e in the age of
information overload and d o c u m e n t shock.
At the heart of L o z a n o v ' s l e a r n i n g m e t h o d s are three steps:
decode, concert, and activate. T h e s e steps p a r a l l e l the P h o t o R e a d i n g
whole mind system.
D e c o d i n g is a "once over lightly"a quick overview of the
material to be learned.
D u r i n g the c o n c e r t session, l e a r n e r s enter a state of r e l a x e d
alertness to receive a m o r e c o m p l e t e e x p o s u r e to the material.
T h i s information is

often p r e s e n t e d

as

a story

or play

and

a c c o m p a n i e d by classical music playing in the background.

Finally, learners activate the material, that is, call it to the
c o n s c i o u s m i n d a n d a p p l y it. I n s t e a d o f d r i l l s e s s i o n s a n d r o t e
m e m o r i z a t i o n , activation uses g r o u p discussion, g a m e s , skits,

Questions and Answers

129

and other nontraditional m e t h o d s .

See the connection? L o z a n o v ' s decode-concert-activate is
our preview-PhotoRead-activate. The P h o t o R e a d i n g whole mind
system incorporates many aspects of Lozanov's m e t h o d s as does
the teaching of the P h o t o R e a d i n g seminar.

I know I rely too heavily on my

conscious rational mind. What else can I do?
In the early 1980s, H o w a r d Gardner, a H a r v a r d psychologist,
d e v e l o p e d an idea that c o m p l e m e n t s L o z a n o v ' s work.

Gardner

said that our s c h o o l i n g w o r k s mostly on t w o k i n d s of i n t e l l i g e n c e :

one that involves language and one that involves logic. Gardner
c o n c l u d e d that this w a s only a small part of the picture, h o w e v e r .
A m o r e a c c u r a t e v i e w o f i n t e l l i g e n c e i n c l u d e s all o f t h e f o l l o w i n g
capacities:
L i n g u i s t i c I n t e l l i g e n c e t h e a b i l i t y t o skillfully d e s c r i b e
the world with w o r d s .

Logical-Mathematical

Intelligencethe

ability

to

represent the world with n u m e r i c symbols and m a n i p u l a t e those

symbols according to the rules of logic.
M u s i c a l I n t e l l i g e n c e t h e ability to a p p r e c i a t e and u s e
the nonverbal " l a n g u a g e " of melody,

rhythm, harmony,

and

tone color.
Spatial I n t e l l i g e n c e t h e ability to p e r c e i v e the v i s u a l
world accurately and recreate it in the m i n d or on paper.
B o d i l y - K i n e s t h e t i c I n t e l l i g e n c e t h e ability to u s e the
b o d y for s k i l l e d s e l f - e x p r e s s i o n or as a t o o l for l e a r n i n g .
Interpersonal I n t e l l i g e n c e t h e ability to p e r c e i v e and
understand other people's feelings and desires.
I n t r a p e r s o n a l I n t e l l i g e n c e t h e a b i l i t y t o clarify p e r s o n a l
values and gain insight through solitude.
Naturalist

Intelligencethe

ability

to

see

patterns,

d i s t i n g u i s h , a n d classify t h i n g s i n t h e n a t u r a l w o r l d .
Think of a time y o u learned s o m e t h i n g masterfully. Consider
w h i c h of the eight intelligences y o u used. Y o u already k n o w h o w
to excel at learning and can do so again at any t i m e . U s e the
strengths y o u already possess.
I m a g i n e a p p l y i n g all e i g h t i n t e l l i g e n c e s p l u s i n t u i t i o n t o

The PhotoReading

230

Whole Mind System

your reading. The PhotoReading whole mind system helps you

do e x a c t l y that. A l l y o u r i n t e l l i g e n c e s are i n v i t e d to the act of
reading. In this sense, P h o t o R e a d i n g is not a r e a d i n g p r o g r a m b u t
a l e a r n i n g p r o g r a m a s e t o f s t r a t e g i e s for l e a r n i n g a n y t h i n g .
Anything.

How does activation tap into

the expanded processing capabilities of the

brain?

A c c o r d i n g t o D r . W i n W e n g e r , a u t h o r o f The Einstein Factor,

the n o n c o n s c i o u s storage capacity of the brain exceeds the capacity
of the conscious m i n d by ten billion to one. These are the reserves
of the m i n d w h i c h we draw from during activation.
A n e x a m p l e o f a c t i v a t i o n i s t h e tip o f t h e t o n g u e p h e n o m e n o n
that often takes p l a c e i n r e m e m b e r i n g n a m e s . Y o u k n o w the
scene: y o u see a familiar p e r s o n at a party, b u t his or her n a m e
slips y o u r m i n d . Y o u try for a m i n u t e to recall t h e n a m e . T h i s
stimulates the neural circuitry of y o u r brain. Then, a few m i n u t e s
later, the n a m e s u d d e n l y flashes i n y o u r m i n d , often w h i l e y o u
are talking to s o m e o n e else a n d not consciously trying to r e m e m b e r
it. Y o u r b r a i n g e n e r a t e d t h e n a m e b a s e d o n t h e s t i m u l a t i o n o f
neural

pathways

established

when you

first

learned

the

person's name.
A c t i v a t i o n can also take place on a g r a n d e r scale. A writer
I k n o w practices meditation, w h i c h is another way of entering the
state of relaxed alertness we cultivate in P h o t o R e a d i n g . He says
that some of his best ideas c o m e during periods of meditation,
particularly w h e n he is struggling with the content or structure
o f a m a n u s c r i p t . F r e q u e n t l y , o u t l i n e s for e n t i r e b o o k s c o m e t o
h i m in this w a y .
A r t i s t s o f all t y p e s d e s c r i b e s i m i l a r e v e n t s i n t h e i r l i v e s .
A a r o n C o p l a n d , the d i s t i n g u i s h e d A m e r i c a n c o m p o s e r , said that
writing music begins with transcribing themes that b l o s s o m
spontaneously from within.
in

As he p u t it in What to Listen for

Music:
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 fromhas
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

T h a t is w h y he k e e p s a b o o k very often and w r i t e s t h e m e s

d o w n w h e n e v e r they come.
We do not have to be great composers or writers to draw on
these deep, creative reserves. We need a relaxed alertness along
w i t h a g e n t l e r e q u e s t for t h e i d e a s w e s e e k t o s u r f a c e i n t h e
conscious mind.
This has profound implications. The secret is to get out of
t h e w a y a n d let o u r s e l v e s P h o t o R e a d .

Will hard work help me develop my skills?

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

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 .

When will I attain the levels of

comprehension I need?
R e m e m b e r that the P h o t o R e a d i n g w h o l e m i n d system is
based on multiple passes through printed material.

First we

preview. That can be followed, as we choose, by P h o t o R e a d i n g ,

super reading, dipping, and rapid reading.
C o m p r e h e n s i o n c o m e s in layers. P r e v i e w i n g gives us a
sense of structure. By using the r e m a i n i n g steps of the system, we
build on that foundation, gaining a level of c o m p r e h e n s i o n that
i s c o n s i s t e n t w i t h o u r p u r p o s e . T h i s a p p r o a c h frees u s .
P e r h a p s t h i s feels l i k e full c o m p r e h e n s i o n i s d e l a y e d t h a t
y o u are not getting the " g o o d i e s " from y o u r reading
as soon as y o u w a n t them. My suggestion is to
greet this
..

feeling w i t h the N O P S

formula and

discover what emerges.

Notice it.
O

it.

Play w i t h it.
Stay w i t h it.

For example, a PhotoReader took a seminar

during his doctoral p r o g r a m in w h i c h he had to read twenty
t h o u s a n d p a g e s . M o s t students i n that p r o g r a m take b e t w e e n six
a n d nine m o n t h s to finish the r e q u i r e d r e a d i n g and write the
necessary

papers.

For

an entire

week

he

previewed

and

P h o t o R e a d . The next w e e k he tried to activate the b o o k s and

write his p a p e r s ; n o t h i n g c a m e to him. He e x p e c t e d to k n o w the
m a t e r i a l . I n f r u s t r a t i o n , h e let i t all g o , f e e l i n g h e h a d w a s t e d t h e
week.
T h e following w e e k the P h o t o R e a d e r e x p e r i m e n t e d w i t h
entering the

"beginner's mind."

He once again activated the

b o o k s , astonished that this time e v e r y t h i n g m a d e sense to him.

H i s w r i t i n g f l o w e d , a n d h e f i n i s h e d t h e c o u r s e , r e c e i v i n g a n A for
his w o r k . His total i n v e s t m e n t w a s only three w e e k s from the
time he started.
W a s the second w e e k of activation a w a s t e ? Or was it the

Questions and Answers

133

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."
In s u m m a r y this chapter h e l p e d y o u learn:
T h e N O P S f o r m u l a n o t i c e it, o w n it, p l a y w i t h it, s t a y
w i t h itwill help o v e r c o m e frustrating habits w h i c h prevent
learning.
T h e b e g i n n e r ' s m i n d is the perfect mindset to m a i n t a i n
during the PhotoReading whole m i n d system.
T h e r e are four levels y o u m u s t p r o g r e s s t h r o u g h w h e n
l e a r n i n g a n e w skill.

Confusion is

an appropriate

experience

during

any

learning activity.
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 uses flow states
of consciousness.
D r . L o z a n o v ' s a c c e l e r a t i v e l e a r n i n g i s a m o d e l for t h e
PhotoReading whole mind system.
W e u s e all e i g h t i n t e l l i g e n c e s d e s c r i b e d b y D r . G a r d n e r
with the P h o t o R e a d i n g whole mind system to make reading

The PhotoReading

Whole Mind System

134

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...

A male PhotoReader PhotoRead a couple dozen books on w o m e n ' s health

issues over several weeks. He did no structured activation. Several months later
his sister-in-law had a hysterectomy after a troubled birth. He surprised himself
and his family with the depth of knowledge he had on fibroid tumors and
endometriosis, the primary cause of the problems.
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.
A copy-editor repeatedly PhotoRead a Thesaurus. His supervisor commended
him for a marked improvement in his speed and clarity of w r i t i n g .
An executive reads his email in three minutes, instead of never getting to it.

1 3

Discover Your Genius Potential

with Direct L e a r n i n g

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 .

Experience the miracle of "direct learning"

In the early

days of teaching PhotoReading, we were

surprised w h e n graduates reported

spontaneous improvement

i n s k i l l s s u c h a s t e n n i s , golf, r a c q u e t b a l l , p i a n o p l a y i n g , t y p i n g ,
and public speaking to n a m e a few. The anecdotes invariably
involved syntopic reading. W h e n a PhotoReader syntopically
read books

relating to topics

of intense personal

interests,

s o m e h o w a c t u a l skill d e v e l o p m e n t o c c u r r e d .
T h e s e r e p o r t s o f s p o n t a n e o u s skill d e v e l o p m e n t s t r o n g l y
c h a l l e n g e d the c o n v e n t i o n a l w i s d o m in adult e d u c a t i o n . I h a d
b e e n t a u g h t t h a t k n o w l e d g e a c q u i s i t i o n a n d skill d e v e l o p m e n t
are t w o very

different l e a r n i n g a c t i v i t i e s . B u t e v i d e n c e w a s

pushing me to consider that behavioral learning could e m e r g e

even though no physical practice of the behaviors took place.

The PhotoReading
My

Whole Mind System

colleagues

and

136
hypothesized

that

because

P h o t o R e a d i n g routes information into the brain preconsciously,

s o m e h o w t h e b r a i n m u s t c r e a t e n e u r o n a l l i n k s for b e h a v i o r a s i t
d o e s for c o g n i t i o n . L i t e r a t u r e o n t h e p h e n o m e n o n o f " i m p l i c i t
l e a r n i n g " l e a r n i n g w i t h o u t c o n s c i o u s or "explicit" m e m o r y
suggested o u r hypothesis m i g h t be right on target.
The distinction b e t w e e n explicit and implicit learning can
be t h o u g h t of as the difference b e t w e e n w h a t y o u r h e a d k n o w s
and what your body knows. Explicit memory involves learning
w i t h a w a r e n e s s a n d k n o w i n g facts t h a t y o u c a n recall t h r o u g h
c o n s c i o u s l y directed r e m e m b e r i n g . I m p l i c i t (or i m p l i e d ) m e m o r y
involves learning without awareness and knowing h o w to perform
s k i l l s w i t h o u t b e i n g a b l e t o d e s c r i b e h o w y o u d o it.
A c c o r d i n g t o n e u r o l o g i s t R i c h a r d R e s t a k , M . D . , different
p a r t s o f t h e b r a i n a r e i n v o l v e d i n t h e t w o t y p e s o f m e m o r y . I n fact,
it has b e e n demonstrated that a person with brain d a m a g e to the
e x p l i c i t l e a r n i n g p a r t o f t h e b r a i n c a n still l e a r n t o p e r f o r m t a s k s
e v e n though they

have no

conscious

recollection of having

learned them.
Could it be that P h o t o R e a d i n g naturally activates the implicit
learning and m e m o r y s y s t e m of the b r a i n ? To test this idea, a
m e d i c a l d o c t o r f r o m S o u t h A f r i c a , I z z y Katzeff, s u g g e s t e d t h a t
brain studies be performed to track the parts of the brain activated
during PhotoReading.

A team of medical doctors at the US

Veterans' Administration Hospital took up the challenge.

The research team, headed by nuclear medicine specialists
Irma Molina, M.D., and Sandra Gracia, M.D., performed brain
studies on P h o t o R e a d e r s . The results of their study w i t h a small
subject sample e n c o u r a g e d the

research committee to

seek

additional studies.
I n t h e m e a n w h i l e , c o n s i d e r t h a t after P h o t o R e a d i n g s e v e r a l
b o o k s on a skill y o u are i n t e r e s t e d in d e v e l o p i n g , the skill c a n
s u d d e n l y s h o w u p i n t h e s i t u a t i o n s w h e n y o u n e e d it. W e c a n
t h i n k of this implicit l e a r n i n g as a sort of s p o n t a n e o u s a c t i v a t i o n
happening behaviorally.

"Direct learning"

is our systematic

approach to capitalize on the p h e n o m e n o n of direct behavioral

activation.

Discover

Natural

Your

Follow

Brilliance

137

these steps for direct learning

Here is how y o u perform the direct learning exercise on

your own:
K n o w w h a t n e w b e h a v i o r s y o u desire. T h e m o r e specific
y o u can be, the b e t t e r this process will work.

It should be

s o m e t h i n g y o u have a strong personal desire to learn.

Select several b o o k s that speak authoritatively about the
subject. It is i m p o r t a n t that these b o o k s t e a c h the n e w b e h a v i o r s
y o u w a n t in a practical, how-to fashion. B o o k s on theory c a n be
helpful, as l o n g as they discuss practical application. E a c h b o o k
represents several y e a r s of the author's k n o w l e d g e a n d skills and
the essential ideas from m a n y b o o k s .

I m a g i n e w h a t y o u are

d o w n l o a d i n g this into y o u r neural circuitry.

P h o t o R e a d y o u r b o o k s . R e m e m b e r to state y o u r p u r p o s e
clearly before e a c h b o o k a n d to say a solid c l o s i n g affirmation
after e a c h o n e . I t m a y b e a g o o d i d e a t o t a k e a b r i e f s t r e t c h o r d r i n k
water between books. Allow yourself to remain centered and
relaxed throughout the process. If something h a p p e n s to distract
you

between books,

take

few

moments

to

get b a c k

into state.
Direct y o u r m i n d to generate the behaviors. R e m e m b e r
h o w y o u imagined doing things as a child? Y o u called it "Playing
P r e t e n d . " G e s t a l t t h e r a p i s t s c a l l i t " P l a y i n g A s If." S e e a m e n t a l
simulation of the

future,

which encodes

the b r a i n w i t h the

n e c e s s a r y i n f o r m a t i o n to give rise to the b e h a v i o r s a c c o r d i n g to

y o u r needs. This is the direct learning activation stage. T h e
information will be activated spontaneously in the appropriate
contexts.
found

T h e c o m p l e t e p r o c e d u r e for direct l e a r n i n g c a n b e

in my

Natural Brilliance b o o k .

W h e n performing the direct learning process, I suggest

not activating y o u r b o o k s consciously b e c a u s e the conscious
m i n d tends to interfere by trying to control the process. Y o u see,
m o s t p e o p l e in our culture have b e e n schooled in the "Puritan
Work Ethic," which means

"You must work hard to achieve

rewards." Y o u r athletics c o a c h m a y h a v e said "No pain, no gain"

t o r e i n f o r c e t h e i d e a t h a t h a r d w o r k , effort, a n d s t r u g g l e a r e
the fastest routes to success. D i r e c t learning c h a l l e n g e s such
traditional assumptions by demonstrating that the inner mind

The PhotoReading Whole Mind System

138

can p r o v i d e a "path of least r e s i s t a n c e " to our success. As living

life e f f o r t l e s s l y i s a r e a l h u m a n o p t i o n for t h e first t i m e i n h i s t o r y ,
w h y n o t g o for i t ?
In summary,

the direct learning p r o c e s s invites y o u to

answer the simple question, " W h a t do y o u w a n t ? " W h e n y o u can

a n s w e r t h a t q u e s t i o n w i t h c l a r i t y , y o u are w e l l o n y o u r w a y t o
accomplishing y o u r desires. W i t h direct learning, y o u P h o t o R e a d
a stack of b o o k s that e n c o u r a g e s the u s e of the skills y o u n e e d .
T h e n , y o u i m a g i n e y o u r s e l f in the future, in the m o m e n t of
enjoying the a c c o m p l i s h m e n t of y o u r goal. This tells y o u r brain
to spontaneously generate the behaviors y o u need to achieve
y o u r future s u c c e s s .
T h i n k o f y o u r b r a i n a s a n ally i n p e r s o n a l a n d p r o f e s s i o n a l
d e v e l o p m e n t . A s k it to help,

and trust it to demonstrate the

w o n d e r s i t c a n p e r f o r m for y o u .

Use the Natural Brilliance model

You

can

realize

your

genius

potential

with

ease.

P h o t o R e a d i n g gets y o u started. T h e four-step N a t u r a l Brilliance

m o d e l for l i f e l o n g l e a r n i n g k e e p s y o u o n t r a c k .
N a t u r a l B r i l l i a n c e i s a p r o c e s s for c o n s i s t e n t l y b r e a k i n g
t h r o u g h t o s u c c e s s i n a r e a s o f y o u r life w h e r e y o u m a y feel s t u c k .
T h e steps are: R e l e a s e , N o t i c e , R e s p o n d , and W i t n e s s . I c o v e r
these

steps

in

detail

Feeling

Stuck

to

Achieving

Learning

Course.

Personal

in my b o o k Natural Brilliance: Movingfrom

Success

and

in

the

Natural

Brilliance

T h e first s t e p , R e l e a s e , d r a i n s s t r e s s o u t o f t h e p h y s i c a l
s y s t e m s . R e l a x i n g y o u r b o d y a n d m i n d i s t h e e s s e n t i a l first s t e p
t o p r o m o t e t h e o p t i m a l s t a t e for l e a r n i n g r e l a x e d a l e r t n e s s .
Tension and resistance characterize a person trying to change
the present situation. Paradoxically, tension and stress cause us
to narrowly focus our attention. We m a n a g e microdetails and
miss the big picture.
You can release in m a n y w a y s . C h a n g i n g posture, e y e f o c u s , b r e a t h i n g , a n d t h o u g h t s c a n p r o d u c e a c a l m i n g effect. B y
draining stress out of the b o d y

and m i n d , y o u automatically

m i n i m i z e the b e h a v i o r s that k e e p y o u stuck. S i m u l t a n e o u s l y y o u

Discover

Your Natural Brilliance

139

restore the natural acuity of y o u r sensory systems, giving y o u

access to new information and choices.
R e l e a s e l e t s y o u p u l l y o u r f o r e h e a d off t h e t r e e l o n g e n o u g h
t o see t h a t y o u are i n the forest.

W h e n y o u put your sensory

systems b a c k online, y o u step out of tunnel vision and the w o r l d

opens up.
T h e s e c o n d step, N o t i c e , m e a n s e n t e r i n g a state of i n c r e a s e d
awareness and paying attention to information in the present
situation. W h e n y o u attend to the input in y o u r sensory systems,
y o u will naturally generate creative options and promising responses.
The speed of the m i n d is tremendous.

The inner mind

w o r k s at m a k i n g associations m u c h faster t h a n the c o n s c i o u s

m i n d can duplicate. W h e n given the proper direction, the w h o l e
m i n d can a c c o m p l i s h virtually any p r o b l e m - s o l v i n g task.
A p e r s o n in a stuck state oscillates b e t w e e n w a n t i n g to p u s h
forward and pull back at the same time. This happens w h e n a
goal is desired b u t potential failures or p u n i s h m e n t s m u s t be
a v o i d e d . T h e c o m b i n a t i o n of rele asing and n o t i c i n g a l l o w s y o u to
step out of the oscillation and stuck state.
Noticing involves becoming aware of what is happening
around and in you. It helps y o u d e v e l o p a n e w point of view, a
p e r c e p t u a l p o s i t i o n i n w h i c h y o u c a n see w h a t y o u are d o i n g i n
t h e s i t u a t i o n i n w h i c h y o u a r e d o i n g it. T h e n , f r o m t h e r i c h
information about your outer experience and inner experience,
you can make decisions and respond to people and events.
A n " o u t s i d e y o u r s e l f " a w a r e n e s s o p e n s t h e p o s s i b i l i t y for
b a l a n c e . A stuck state is like r u n n i n g b a c k a n d forth on a s e e s a w
o n t h e s c h o o l p l a y g r o u n d . W i t h t h e s t e p o f N o t i c e , y o u h o p off
and choose a new position to w o r k fromalongside the oscillating
system. It is m u c h easier to minimize the oscillation and bring the
teeter-totter into b a l a n c e .
By c o m b i n i n g the steps of Release and Notice, y o u achieve
the o p t i m a l l e a r n i n g state, the state o f r e l a x e d alertness. O n c e y o u
have developed relaxed alertness and increased your foundation
of information, y o u c a n c h o o s e n e w r e s p o n s e s from a rich set
of options.
Step 3, Respond, involves taking action to discover h o w
things c h a n g e . Any response either increases the oscillation and
the inability to m o v e , or it d a m p e n s the oscillation and increases

The PhotoReading

Whole Mind System

140

m o v e m e n t t o w a r d a satisfying o u t c o m e . Y o u r actions will either

m a k e the situation be tte r or it will not. In either case, m o v e m e n t
w i t h i n a system provides real and i m m e d i a t e feedback.
O n c e y o u r b r a i n r e c o g n i z e s y o u r d o i n g (or not d o i n g )
something makes y o u r situation better or worse, you have the
b e g i n n i n g s o f c h a n g e a n d t h e first s t e p i n g a i n i n g c o n t r o l o f t h e
o u t c o m e s y o u w a n t t o p r o d u c e . W h e n y o u feel y o u c a n c a u s e
y o u r life t o g e t b e t t e r , y o u c a n g e n e r a t e a p o s i t i v e effect t h a t
builds self-confidence and self-esteem.
W i t n e s s i n g the results of y o u r actions, Step 4 of the model,
puts y o u in charge of p r o d u c i n g the success y o u want. W h e n y o u
w i t n e s s , y o u find a n o n j u d g m e n t a l p o s i t i o n f r o m w h i c h y o u
observe learning taking place. W h e t h e r your response in Step 3
h a s s u c c e e d e d or failed is not significant. T h e i m p o r t a n t t h i n g is
to get feedback that can lead to learning. In this step the feeling is
o n e o f safety a n d b l e s s i n g .
Do

you

desire

to b r e a k t h r o u g h to

new

level

of

performance? The Natural Brilliance model leads y o u to replicate

a n d r e c l a i m t h e safety a n d b l e s s i n g s o f y o u r n a t u r a l l e a r n i n g g e n i u s .
Unfortunately, m a n y of us e x p e r i e n c e d school as a place of
w o u n d i n g . Natural Brilliance will assist y o u in o v e r c o m i n g y o u r
w o u n d s a n d r e p l a c i n g t h e m w i t h the s t r e n g t h s o f safety a n d
b l e s s i n g . T h e great o p p o r t u n i t y for y o u as an adult is to w i t n e s s
y o u r continued learning e a c h day. As y o u develop the Natural
Brilliance in you, the results y o u create will shine throughout
y o u r life.
I f y o u e v e r feel s t u c k w h e n l e a r n i n g t o u s e p a r t 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, use the four steps of N a t u r a l
Brilliance. R e l e a s e the p u s h and pu 11 of trying to do it right. N o t i c e
m o r e of the rich information around and within you. R e s p o n d in
n e w and creative w a y s that lead to greater ease and flow. W i t n e s s
t h e results y o u p r o d u c e a n d stay o n t r a c k t o y o u r g o a l s .

Awaken

your

intuition

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

isthe

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
simultaneously

enriching the

and

quality

activation

skills

while

a n d e a s e o f y o u r life.

14
The Secret of the PhotoReading
W h o l e M i n d System

T h e true secret of P h o t o R e a d i n g a t 2 5 , 0 0 0 w o r d s per minute

i s that y o u a l r e a d y h a v e the ability. Y o u r b r a i n i s h a r d w i r e d for
g e n i u s . R e d i s c o v e r y o u r n a t u r a l g e n i u s . P l a y w i t h it, a n d a l l o w i t
t o b e c o m e p a r t o f y o u r e v e r y d a y life.
Actively e n c o u r a g e yourself. Y o u will d i s c o v e r that y o u
h a v e a b i l i t i e s r e a c h i n g far b e y o n d P h o t o R e a d i n g .

A call to active reading

I am privileged to have studied the m o s t masterful learners
in the w o r l d b a b i e s . B a b i e s are active, purposeful, goal oriented,
insatiable learners. My wife and I h a v e loved w a t c h i n g our three
children engage the physical and mental universe. Their hunger
t o m a k e s e n s e o f life i s e n o r m o u s .
A l t h o u g h our three b o y s are n o w w e l l b e y o n d the b a b y
s t a g e , t h e y still a c t i v e l y e x p l o r e t h e i r w o r l d . L e a r n i n g i s a c t i v e ;
a c t i v i t y i s t h e fuel o f g e n i u s . O u r g e n i u s f a d e s w h e n p a s s i v i t y
takes over.
T e l e v i s i o n t e a c h e s us to be p a s s i v e . It tells us to wait;
e v e r y t h i n g w e w a n t w i l l c o m e t o u s r i g h t after t h i s c o m m e r c i a l .
I f r e a d i n g b e c o m e s p a s s i v e , o u r g e n i u s i s stifled.
R e g a r d l e s s o f w h a t t y p e o f r e a d i n g y o u do, stay a c t i v e . T h e
m o r e active y o u are, the m o r e fluent y o u r r e a d i n g b e c o m e s a n d
the m o r e effective y o u will b e a t a c h i e v i n g the results y o u desire.
Fluent

readers

maintain a high degree

of focus by

reading

purposefully and by asking questions of the author as they read.

The Secret of the PhotoReading Whole Mind System

143

Concentration, the essence of active reading, is not nearly so

m u c h a d i s c i p l i n e as it is an a t t i t u d e .
R e a l i z e that y o u are r e a d i n g by c h o i c e and that y o u w a n t to
c r e a t e v a l u e for y o u r s e l f . C h o i c e m a k e s a r e a l d i f f e r e n c e i n h o w
e a s i l y y o u a c c o m p l i s h y o u r p u r p o s e for r e a d i n g , b e i t a d e s i r e t o
gain information and skills, to evaluate ideas, or to simply r e l a x .
W h e n y o u consciously choose to read, y o u engage your mind's
full c a p a b i l i t y .
As I write these w o r d s , I think of G e o r g i L o z a n o v , the
grandfather of accelerative learning. Early in his career, L o z a n o v
b e l i e v e d t h e p u r p o s e o f h i s m e t h o d s w a s t o e l i m i n a t e fear f r o m
the c l a s s r o o m and increase p e o p l e ' s suggestibilitytheir ability
to receive information on an other-than-conscious level. O v e r the
years, his thinking changed, and his overriding goal b e c a m e to
offer l e a r n e r s m o r e c h o i c e s .
T h i s i s p r e c i s e l y t h e a i m I h a v e for y o u i n r e a d i n g . M y g o a l
i n t h i s b o o k h a s b e e n t o lay o u t a n e w p a r a d i g m for r e a d i n g a n d
a n a c c o m p a n y i n g set o f t o o l s t h a t m a x i m i z e y o u r c h o i c e s w h e n
interacting with the printed p a g e .
M a k e 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 y o u r ally a s
y o u b e c o m e a m o r e active, purposeful, and d e m a n d i n g reader.
R e a d with speed and efficiency. Take the opportunity to extend
y o u r u n d e r s t a n d i n g b e y o n d y o u r c u r r e n t l i m i t s . A b o v e all, u s e
your mind's

full p o t e n t i a l t o

accomplish your personal

and

professional goals, and discover an abiding joy in the process.

Y o u c a n d o it!

A new scenario, a closing thought

R e m e m b e r the scenario of choice from C h a p t e r 2? Let us
r e t u r n t o i t for a m o m e n t . Y o u a r e r e a d y t o enjoy any p a r t o f i t
you desire.
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.
Reading technical reports,

task that used to consume hours,

now

requires only minutes per document. At the end of your day you look at

The PhotoReading

Whole Mind System

144

a clear desk feeling ready for the following day.

This quality extends to your home life as well.
of untouched books,
your living space.

magazines,
You

keep

newspapers,
up with

Gone are the piles

and mail that once crowded

the latest daily news

in

10-15

minutes a day.

In a single sitting you pare down or eliminate your

be read" piles.

And with

top-priority

tasks

Your
complete
learning

time, you

consistently complete the

on your to-do lists.

advanced

degrees,

knowledge,

the extra

"to

reading

gain

abilities

promotions,

and satisfy your general

enable
learn

curiosity.

you

new

to
skills,

take

courses,

expand your

The ease of it all makes

fun.

Draw you create time for novels,

magazines,

andpleasure reading

which go beyond the immediate demands of your job. In the process, you
create free time to play as well.
As y o u embrace the possibilities,

savor the experience.

W h a t i s y o u r c o m m i t m e n t n o w ? W h a t step can y o u take i n the

n e x t t w e n t y - f o u r h o u r s t o m a k e m o r e o f t h i s s c e n a r i o a r e a l i t y for
you?
P e t e r S e n g e , in h i s b o o k The Fifth Discipline, offers a p e r f e c t
summary:
T h e learning process of the y o u n g child provides a beautiful
m e t a p h o r for t h e l e a r n i n g c h a l l e n g e f a c e d b y u s a l l : t o
continually expand our awareness and understanding, to
see m o r e and m o r e of the i n t e r d e p e n d e n c i e s b e t w e e n actions
a n d our reality, t o see m o r e a n d m o r e o f o u r c o n n e c t e d n e s s
to the w o r l d around us.
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 .
C h a n g e is as inevitable in our lives as it is in the world
a r o u n d u s . P h o t o R e a d i n g , a c a t a l y s t for p e r s o n a l g r o w t h ,

frees

o u r t h i n k i n g a n d e x p a n d s o u r a w a r e n e s s t o c o p e effectively w i t h
c h a n g e . W i t h 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 system,
P h o t o R e a d e r s adjust to the c h a n g e s in their schools, w o r k p l a c e s ,
professions, societies, nations, global c o m m u n i t y , and planet.

The

Secret

of

the

PhotoReading

Whole

Mind

System

145

W i t h PhotoReading, y o u can actively pursue mastery in the

face o f c h a n g e b y c h o i c e . C h o o s e n o w t o m a s t e r any p a r t o r all
of the P h o t o R e a d i n g w h o l e m i n d system. Every action y o u take
leads to y o u r personal excellence.

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

O n e o f t h e m a x i m s o f t h i s b o o k i s t o forget a b o u t " p r a c t i c i n g "

w i t h 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 . I n s t e a d , j u s t u s e it.
T o reinforce w h a t y o u h a v e learned from P h o t o R e a d i n g ,
c h o o s e another b o o k y o u w a n t to read and apply each of the steps
listed b e l o w . T h e sooner y o u do this, the better. Either do it n o w ,
o r set a t i m e n o w t o d o i t i n t h e n e x t t h r e e d a y s .
U s e this guide w h e n e v e r y o u n e e d to as a refresher.

Quick

Reference

Guide

147

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
Survey the written materials.
Pull out trigger w o r d s from these materials.
R e v i e w the information y o u have u n c o v e r e d and establish
y o u r g o a l for g o i n g further.
Consider the traps of previewing. It may be best to survey
b r i e f l y , for o n l y a m i n u t e , t h e n p e r f o r m t h e a b o v e a s p o s t v i e w i n g
after y o u P h o t o R e a d .

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

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

Ideally,

wait

4: Activate
few

minutes,

or o v e r n i g h t ,

after

P h o t o R e a d i n g before activating. This is a period of incubation.

The PhotoReading

Whole Mind System

148

Probe y o u r mind. A s k yourself questions about the material

y o u P h o t o R e a d . This starts y o u r activation.
S u p e r read the parts that attract you. M o v e y o u r eyes
quickly d o w n the center of the page to trigger large b l o c k s of text
into conscious awareness.

T h e i d e a l s t a t e o f m i n d for a c t i v a t i o n

is one in w h i c h y o u are attentive to subtle cues in the p e r i p h e r y

of your awareness.
D i p into the text to read selected p a s s a g e s and a n s w e r
specific q u e s t i o n s y o u a s k e d yourself. T h e t e c h n i q u e of r h y t h m i c
perusal is the best way to dip.
Skitter as an adjunct or alternative to super reading and
dipping. After r e a d i n g the topic s e n t e n c e of a p a r a g r a p h , skitter
y o u r eyes over the

augmentation,

t h e n read the c o n c l u d i n g

sentence.
Create a m i n d m a p by m a k i n g a visual d i a g r a m of the k e y
ideas from the written materials.
E x p l o r e other forms of activation including discussions
and dreaming that use multiple intelligences.

Step 5: Rapid Read

M o v e rapidly t h r o u g h the text, r e a d i n g c o m f o r t a b l y from
start to finish w i t h o u t stopping. T a k e as m u c h t i m e as y o u desire.
Vary y o u r reading speed depending on the complexity

and

i m p o r t a n c e of the material.

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

Bibliography
Many books used as reference in the development of the
PhotoReading whole mind system were published in the first
and second editions of this book This bibliography contains
more updated versions of many of those ideas To obtain a copy
of the originally published bibliography, contact the publisher.

Adler, Mortimer J, and Charles Van Doren How to Read A Book New York Simon
and Schuster, 1972
Bennett, J Michael Four Powers of Communication Skills for Effective Learning New
York McGraw-Hill, 1991
Bennett, J Michael Four Powers of Greatness Personal Learning Course Wayzata,
MN Learning Strategies Corporation, 1998
Barker, Joel Future Edge Discovering the New Paradigms of Success New York
William Morrow & Company, Inc, 1992
Belt, Ten-E, and Charlotte Ward Simply Live It UP Brief Solutions Bethesda, MD
Purposeful Press, 1995
Buzan, Tony The MindMap Book New York Penguin Books, 1996
Cartwnghr, Rosalind, and Lynne Lamberg Crisis Dreaming Using Your Dreams to
Solve Your Problems New York Harper Collins Publishers, 1992
Campbell, Don G 100 Ways to Improve Teaching Using Your Voice and Music
Pathways to Accelerate Learning Tucson, AZ Zephyr Press, 1992
Carson, Richard Taming Your Gremlin New York Harper Perennial, 1983
Copland, Aaron What to Listen for in Music New York New American Library,
1957
Csikszentmihalyi, Mihaly Flow The Psychology of Optimal Experience New York
Harper & Row Publishers, 1990
Csikszentmihalyi, Mihaly FmdingFlow The Psychology of Engagement with Everyday
Life New York Harper & Row Publishers, 1997
Cudney, Milton and Robert Hardy Self Defeating Behaviors Free Yourself from the
Habits Compulsions Feelings and Attitudes That Hold You Back New York
Harper Collins Publishers, 1991
Davis, Ron D The Gift of Dyslexia Why Some of the Smartest People Can t Read and
How They Can Learn San Juan Capistrano, CA Ability Workshop Press, 1994

Bibliography

151

Denmson, Paul E , and Gail E Denruson Brain Gym Simple Activities for Whole
Brain Learning Ventura, CA Edu-Kinesthetics, 1986
DePorter Bobbi Quantum Business Achieving Success Through Quantum Learning
New York Dell Publishing, 1997
Diamond, Marian Cleves Enriching Heredity New York The Free Press, 1988
Dilts Robert B Strategies of Genius Albert Einstein Capitola, CA Meta, 1994
Ddts, Robert B, Todd Epstein, Robert W Dilts Tools for Dreamers Strategies for
Creativity and the Structure of Innovation Cupertino, CA Meta, 1991
Dixon, Norman F Preconscious Processing Chichester, NY Wiley, 1981
Dixon, Norman F Subliminal Perception The Nature of a Controversy New York
McGraw-Hill, 1971
Dryden, Gordon, and Jeannette Vos The Learning Revolution A Life Long Learning
program for the World s Finest Computer Your Amazing Brain Rolling Hills
Estates, CA Jalmar Press, 1994
1

Edelman, Gerald M Bright Air Brilliant Fire On the Matter of the Mind New York
Basic Books, 1992
Edelman, Gerald M Remembered Present New York Basic Books, 1989
Edwards, Betty Drawing on the Right Side of the Brain Los Angeles J P Tarcher,
1979
Gardner, Howard Multiple Intelligences The Theory in Practice New York Harper
Collins Publishers, Inc ,1993
Gelb, Michael How to Think like Leonardo da Vina New York Delacourte Press,
1998
Goleman, Daniel Emotional Intelligence Why It Can Matter More Than IQ New
York Bantam, 1995
Gordon,F Noah Magical Classroom Creating Effective Brain friendly Environments
for Learning Tucson, AZ Zephyr Press, 1995
Harman, Willis, and Howard Rheingold Higher Creativity Liberating the
Unconscious for Breakthrough Insights Los Angeles, CA Jeremy P Tarcher,
Inc, 1984
Hunt, D Trinidad Learning To Learn Maximizing Your Performance Potential
Kaneohe, HI Elan Enterprises, 1991
Jensen, Eric Brain based Learning & Teaching
Publishing, 1995

Del Mar CA Turning Point

Jensen, Eric Introduction to Brain Compatible Learning San Diego The Brain Store,
Inc, 1998
Jensen, Eric The Learning Brain San Diego Turning Point Publishing, 1994
Kandel, Eric R, James H Schwartz, and Thomas M Jessell Essentials of Neural
Science and Behavior Norwalk, CN Appleton & Lange, 1995
Kline, Peter The Everyday Genius Restoring Children s Natural joy of Learning
Arlington, VA Great Ocean Publishers, 1988
Kline, Peter, and Laurence Martel School Success The Inside Story Arlington, VA
Great Ocean Publishers, Inc, 1992

The PhotoReading

Whole Mind System

152

LaBerge, Stephen, and H Rhemgold Exploring the World of Lucid Dreaming New
York Ballanhne Books, 1991
Lao Tsu Tao Te Ching Translated by Gia-Fu Feng and Jane English New York
Vintage Books, 1972
LeDoux, Joseph The Emotional Brain The Mysterious Underpinnings of Emotional
Life New York Simon & Schuster, 1996
Lozanov, Georgi Suggestion in Psychology and Education New York Gordon and
Breach, 1978
Marguhes, Nancy Mapping Inner Space Learning and Teaching Mind Mapping
Tucson, AZ Zepher Press, 1991
Masters, Robert Neurospeak Transforms Your Body While You Read Wheaton, IL
Quest, 1994
Mmdell, Phyllis Power Reading A Dynamic System for Mastering All Your Business
Reading Englewood Cliffs, NJ Prentice-Hall, Inc, 1993
McCarthy, Michael Mastering the Information Age Los Angeles J P Tarcher, 1991
Musashi, Miyamoto A Book of Five Rings The Classic Guide to Strategy Woodstock,
NY The Overlook Press, 1974
Ostrander, Sheila, and Lynn Schroeder, with Nancy Ostrander Super-Learning
2000 New York Delacorte Publishing, 1994
Perkins, David Outsmarting IQ The Emerging Science of Learnable Intelligence New
York Free Press, Simon & Schuster, 1995
Pert, Candace B Molecules of Emotion Why You Feel the Way You Feel New York
Scnbner, 1997
Pinker, Steven How the Mind Works Pinker, Steven New York Norton, 1997
Pnchard, Allyn, and Jean Taylor Accelerating Learning The Use of Suggestion in the
Classroom Novato, CA Academic Therapy Publications, 1980
Promislow, Sharon The Top 10 Stress Releasers Simple, effective self care to re-educate
your reaction to stress from the inside out Vancouver, B C Kinetic Publishing
Corporation, 1994
Ramachandran, F S and Sandra Blakeslee Phantoms In The Brain Probing the
Mysteries of the Human Mind New York Morrow, 1998
Restak, Richard M The Modular Brain How New Discoveries in Neuroscience Are
Answering Age Old Questions About Memory, Free Will, Consciousness, and
Personal Identity New York Macmillan, 1994
Robinson, Adam What Smart Students Know MaximumGrades Optimum Learning
Minimum Time New York Crown, 1993
Rose, Colin and Malcolm Nicholl Accelerated Learning for thellst Century The SixStep Plan to Unlock YourMaster-MmdNY Delacorte Press, 1997
Rose, Steven The Making of Memory New York Doubleday, 1992
Scheele, Paul The PhotoReading Whole Mind System Wayzata, MN Learning
Strategies Corporation, 1997 (2nd ed )
Scheele, Paul PhotoReading Personal Learning Course Wayzata, MN Learning
Strategies Corporation, 1995
Scheele, Paul Natural Brilliance Move from Feeling Stuck to Achieving Success
Wayzata, MN Learning Strategies Corporation, 1997

Bibliography

153

Scheele, Paul Natural Brilliance Personal Learning Course Minneapolis, MN

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Seigel, Robert Simon Six Seconds to True Calm Santa Monica, CA Little Sun
Books, 1995
Senge, Peter The Fifth Discipline New York Doubledav, 1990
Sher, Barbara, and Ann Gottlieb Teamworks' New York Warner Books, 1989
Shlain, Leonard The Alphabet Versus the Goddess The Conflict Between Word and
Image New York Viking, Penguin Group, 1998
Smith, Frank Reading Without Nonsense 2d ed Columbia University, New York
Teachers College Press, 1985
Smith, Frank To Think Columbia University, New York Teachers College Press,
1990
Stauffer, Russell Teaching Reading as aThinking Process New York Harper&Row,
1969
Suzuki, Shunryu Zen Mind, Beginner s Mind New York John Weatherhill, Inc,
1970
Talbot, Michael The Holographic Universe New York Harper Collins Publishers,
1991
Watzlawick, Paul Ultra-Solutions Or How to FailMost Successfully New York
W W Norton & Company, 1988
Wenger, Win A Method for Personal Growth and Development Gaithersburg, MD
Project Renaissance, 1990
Wenger, Win, and Richard Coe The Einstein Factor A Proven New Method for
Increasing Your Intelligence Rocklm, CA Prima, 1996
Witt, Scott How To Be Twice As Smart Boosting Your Brain power and Unleashing the
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Macmillan, 1984
Wohnsky, Stephen Trances People Live Healing Approaches in Quantum Psychology
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Wycoff, Joyce MindMapping New York Berkley Books, 1991

Index

associations 54, 56, 67

attention 27, 30
accelerative learning

seven units of 27

128

accelerative learning state 4 1 , 49

attitudes

how to m a i n t a i n 50
payoffs 42
activation 7,16, 20, 53, 7 6 , 1 2 8 ,

131

6
Bacon, Francis 25

130

barriers 89

by discussion 57

beginner's m i n d 122, 132

d i p 5 8 . See also d i p
dreams 105. See also dreams

benefits 8
Bennett, J . M i c h a e l 6 1 , 6 4

electronic files 84

blip page 4 8 . See also

email 83

PhotoFocus

journals 82

brain channels

magazines 82

101

brain frequency

m a n u a l 54
m i n d m a p p i n g 66. See also

101

B u z a n , T o n y 67. See

also mind

mapping

mind mapping
m i n d probing 57. See also
questions

newspapers 82

C a r s o n , Richard 119

novels 83

chanting 49

rhythmic perusal 54

choice

skittering 64

importance to reading

spontaneous 54
super read and dip.

See super

read

32, 54, 60, 61, 64, 69, 73, 74,

98, 99,131

guideline

61

h o w to achieve

textbooks 83

132

levels of conscious

w i t h group discussion 93

comprehension 54

active reading 14, 143

concentration 28, 143

Adler, Mortimer

concert session

affirmations

143

comprehension 3 , 4 , 1 3 , 1 6 , 2 1 , 27,

110

51

"aha!" experience 74. See also

spontaneous activation

128

confusion 120, 125, 132

conscious
competence

124

Index

155

incompetence

123

feel self-conscious 90

m i n d 57, 123, 129

five-day plan

conventional reading 72
Copland, Aaron

76

fixed point of attention 3 1 . See

130

also tangerine technique

Csikszentmihalyi, Mihaly

127

curiosity 57

flow

127

flow state 29, 31

frustration 119, 125, 126. See

also learned helplessness

D a i l y news 82

Danielson, Patricia

109,

116

D a v i s , Ron 30

Gallwey, Tim

decision m a k i n g 60, 94

Gardner, H o w a r d

decoding

genius 7, 8, 140, 142

128

100

diet 102

giant m i n d m a p

d i p 20, 58, 60. See also

goals 43

activation: dip
direct learning

113

in reading 104

135

gremlins 119, 132

h o w to 137

group activation 91

mental simulation

137
guilt 26, 60

distractions 49
document shock
dreams

129

14
H

105

habit 26, 99, 105

as activation 53
dyslexia 30

ideal brain state 102

E d e l m a n , G e r a l d , M.D.

68

ideal state 27, 29, 4 9 . See also

flow state

E d w a r d s , Betty 44

implicit learning

electronic files 84
elementary reading
email 83

inner m i n d

enter the accelerative learning

integrate

state.

136

incubation 56, 133

13

skills 88

See accelerative

integration 88

learning state
excellence 124. See also stages of

intuition 60, 132, 140

intuitive signals 62, 87

learning
exercise 102

expanded brain 7
expanded capabilities
explicit learning

136

explicit m e m o r y

136

123

e y e - m i n d connection 98
F
fear 4, 2 1 , 143

James, W i l l i a m 35
Johnson, D a v i d W. 88
Johnson, Frank P. 88
journals 82
j u m p start 55

The

PhotoReading

Whole

Mind System

156
3 respond

139

4 witness

140

Kline, Peter 108

negative attitudes 17. See also

neural networks 69

limitations
Noah Gordon
Lao Tsu 127

101

nonconscious data base 57, 59

learned helplessness
left hemisphere

125

nonconscious m i n d 7,

15

39,105

nonconscious storage capacity of

limitations 7

the brain

perfectionism 17

NOPS

130

119

limits 13
o

Lozanov, Georgi 128, 143

oscillation

139

other-than-conscious m i n d

magazines 82
martial arts 100

overwhelmed

Maslow, Abraham

61

meditation

paraconscious m i n d

102

m e m o r y 33, 68,

paradigm

105

tip of the tongue p h e n o m e n o n

105, 130

131

Paraliminal tapes 43, 87, 103

m i n d . See conscious m i n d ; inner

mind;

13,15, 60, 6 8 , 1 2 2 , 1 4 3

shifts 17
paradoxes

m e n t a l s u m m a r y 64
other-than-conscious

m i n d ; nonconscious m i n d
mind map

14

127

M c K e n n a , Paul 84
meaning

7,16,

4 2 , 44, 7 4 , 1 0 5 , 1 4 1 , 1 4 3

115

helpful titles 103

payoffs 27
perceptual defense 46
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

m o t i v a t i o n 36

cocktail weenie effect 46

PhotoReading 14, 40, 62, 69

m u l t i p l e intelligences, theory of
spatial intelligence 67
M u s a s h i , M i y a m o t o 45
music 87

a f f i r m 43
close 51
enter the accelerative learning
state 41
in business 76

mentally p h o t o g r a p h

m i n d m a p of 66
N a t u r a l Brilliance
four-step m o d e l
1 release 138
2 notice 139

next step
138

135

payoffs 6,
prepare

144

41

r e q u i r e m e n t f o r s u c c e s s 132

Index

157

research 136

formulate 55

secret of 142

questioning 14

secret p o w e r of system 7
R

steady state 49
technique of 19

rapid read 7 , 2 1 , 7 1 , 7 2

testing it 75
tests 121

kayak analogy 73

to master 17

versus super read 73

w h e n to do it 71

P h o t o R e a d i n g P e r s o n a l Learning
Course

reading 2

107

PhotoReading seminar

speed 13, 72

106

versus PhotoReading

PhotoReading w h o l e m i n d

relaxation gate

in business 91

18, 27, 28, 57, 100. See also

13

ideal state

w i t h novels 83
w i t h texbooks or technical

right hemisphere

posture 49
Postview 55

16

37
104

schema

preconscious m i n d

preconscious processing 5, 40
prepare 7, 18, 24
h o w to 29

author's scheme for w r i t i n g

63
self-image

126

Senge, Peter 144

Preview 1 1 1 , 132
preview 7,19, 32, 3 6 , 1 1 6 , 1 1 8 ,
129

serendipity 56
seven intelligences 129. See also
multiple intelligences:

payoffs 35

theory of

review 19, 35

Sher, Barbara 96

secret to success 35
trigger w o r d s
prioritize

136

rhythmic perusal 20, 6 1 , 6 5

132

practice

Restak, Richard, M . D .
review 35

manuals 83

postview

101

relaxed alertness

recapping the steps 80

versus elementary reading

play

15

recall 43, 54, 57, 69, 83, 130

system

19

81

probing the m i n d 20. See also

m i n d probing
purpose 13,18, 25, 26, 35, 54, 6 1 ,
73, 8 0 , 1 0 4 , 1 1 1 , 137
being purposeful 14
setting your 25

skepticism

131

skill d e v e l o p m e n t 135. See also

direct learning
skitter 20, 64
skittering
steps of 65
S m i t h , Frank 61
soft eyes 45. See also PhotoFocus
soft gaze 100
spatial intelligence 67. See also

multiple intelligences,

q u e s t i o n s 5 7 . See also mind

theory of

probing

speed reading 3, 5, 64
spin. See also confusion

The

PhotoReading

Whole

Mind

metaphor 4
spontaneous activation 74. See
also a c t i v a t i o n

158

item
unconscious mind 7
V

stages of learning 123

state of m i n d .

See accelerative

learning state; ideal state

visual cues 58
visual field 59. See also

Stauffer, Russell 61
stuck state

vision training 99

peripheral vision

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
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

activation: super reading
a n d d i p 71

W e n g e r , W i n 37,
whole mind

130

74. See also m i n d

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
survey 19, 33. See also p r e v i e w

Z e n 100, 102, 122. See also

h o w to 33
S u z u k i , S h u n r y u 122
syntopic reading
power of

meditation

109

115

steps of 111

T
t a k i n g tests 87
tangerine technique

27, 29

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

trigger w o r d s 34. See also

preview
tunnel vision 139

u
unconscious incompetence
123. See also stages of
learning

30