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IMPORTANT
To begin Please save this

workbook to your desktop
or in another location.
How can you get the most out of this writeable workbook? Research has shown that the more
ways you interact with learning material, the deeper your learning will be. Nightingale-Conant has
created a cutting-edge learning system that involves listening to the audio, reading the ideas in the
workbook, and writing your ideas and thoughts down. In fact, this workbook is designed so that
you can make notes inside this document to make this an even more interactive experience for
you. Remember, the more you apply this information, the more youll get out of it.
For each session, we recommend the following:
G
G
G
Preview the section of the workbook that corresponds

with the audio session, paying particular attention to the exercises.
Listen to the audio session at least once.
Read the text of the workbook.
Howard
HowardBergs
Bergs
MAXIMUM
MAXIMUM
SPEED
SPEED
READING
READING
By the
WORLDS FASTEST READER
HOWARD STEPHEN BERG
2003, 2002, 2001, 2000, 1999, 1998, 1997, 1996, 1995, 1994,
1993, 1992, 1991 Howard Stephen Berg.
All rights reserved.
No part of this workbook may be reproduced in any form or by any means
without permission in writing from HOWARD STEPHEN BERG.
MAXIMUM SPEED READING
contents
Getting Started
HOW TO USE MAXIMUM SPEED READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
SELECTING THE PERFECT TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
SETTING UP YOUR STUDY SCHEDULE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
HOW TO CALCULATE YOUR INITIAL READING SPEED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Sample Text For Measuring Your Reading Speed: Revolution In Science . . . . . . . . . . . . . . . . . . . . . . . . . .8
Hand Motions
THE PURPOSE OF HAND MOTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
HAND MOTION ONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
TIPS FOR HAND MOTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Hand Motion One Template: Beauty And The Beast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Reading Backward
TIPS FOR READING BACKWARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Sample Text: Pavlovs Dog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
PRACTICE READING AT HIGH SPEED IN YOUR TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
MIND MAP SUMMARIZING BACKWARD READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
SPEED-INCREASING EXERCISE ONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
How Do We Comprehend Text?

WHY DO WE READ SO SLOWLY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
HOW YOUR BRAIN DECODES TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
THE THREE TYPES OF INFORMATION THAT TEXT CONTAINS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
MIND MAP SUMMARIZING SCHEMA AND MEANING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
IDENTIFY THIS PICTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
HOW WORD GROUPINGS CREATE MEANING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Schematic Meaningfulness
Sample Text: LACKING SCHEMATIC CLUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Sample Text: ABUNDANT IN SCHEMATIC CLUES: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
SCHEMATIC CLUES AND BACKWARD READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
SPEED-INCREASING EXERCISE TWO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
HOW TEXTUAL SCHEMA IS DISTRIBUTED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
SCHEMA AND INCREASING READING SPEED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
MIND MAP SUMMARIZING SCHEMAS DISTRIBUTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
contents
The Four Reading Stages

(SR2Q) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
SPEED-INCREASING EXERCISE THREE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
How To Skim Text

Sample Text: USING THE BOOKS JACKET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Sample Text One: USING THE CONTENTS PAGE: American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Sample Text Two: USING THE CONTENTS PAGE: Vertebrate Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
How To Learn Difficult Material

Sample Text: USING CHARTS AND DIAGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Sample Text: USING AN INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Sample Text: READING MAGAZINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
MIND MAP SUMMARIZING SKIMMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
HOW TO INCREASE ALERTNESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
The Four Types Of Reading

PLEASURE READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
PLEASURE READING NONFICTION: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
HOW-TO BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
STUDYING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
TECHNICAL TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
READING MATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
READING COMPUTER SCREENS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
MIND MAP SUMMARIZING THE FOUR TYPES OF READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
contents
The Four Learning Levels

EXAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
MIND MAP SUMMARIZING THE FOUR LEARNING LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
How To Increase Memory And Recall

HOW TO USE REPETITION AND MULTIPLE SENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
HOW TO USE MUSIC TO INCREASE RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
HOW TO USE MEMORY PEGS TO BOOST RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
PEGGING PRACTICE EXERCISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
USING MNEMONICS TO INCREASE RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
EXAMPLES OF MNEMONICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
MNEMONICS Practice One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
MNEMONICS Practice Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
THE THREE TYPES OF MEMORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
NOTE TAKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Sample Text for Note Taking: THE WAR OF 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..53
QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
SAMPLE NOTES FOR QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
SAMPLE NOTES FOR VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
MAKING THE TRANSITION FROM READING TO LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
READING FOR COMPREHENSION EXERCISE FOUR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
MEMORY MUSIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Dear Friend:
Thank you for purchasing Maximum Speed Reading. In just a few

short hours you will learn how to boost your reading speed beyond
anything you believed possible. Maximum Speed Reading will also
instruct you on how to increase comprehension, memory, and recall
when reading. Whether you read for pleasure, business or school, you
will be shown the perfect method for reaching your goal.
My reading strategies have earned me the recognition as the worlds

fastest reader, and I am certain they will help you achieve your
maximum reading speed.
Your friend,
Howard Stephen Berg
The Worlds Fastest Reader
getting started
Getting Started
How To Use Maximum Speed Reading
The Program
Carefully follow the instructions in this section to get the maximum results from your Maximum
Speed Reading Program. First print pages 8 to 11 then measure your initial reading speed.
Then, read the section describing how to use hand motions to increase your reading speed. After
reading the section about hand motions, view the DVD accompanying your program. The DVD
contains a demonstration on how I read, as well as a demonstration on how to use the hand
motions. After watching the DVD, begin listening to CD one. Continue using each CD in sequence.
While listening to the CDs, follow the diagrams and examples mentioned in this workbook. Print
out the listed session as needed. Continue following the instructions on your CDs to achieve peak
results.
Selecting The Perfect Text

Choosing the perfect text will enable you to easily learn this programs techniques. Choose a
nonfiction book that has familiar vocabulary and concepts. Do not choose a book that would
be confusing to you if read slowly. Here are some examples of suitable reading material for you
to select:
A book on a very familiar subject. For example, a biologist can choose a biology book,
or a historian, a history book.
A book on a subject you once studied and completely understood. For example, a high
school history text will contain familiar material and vocabulary.
A book that you once read and found easy to understand.
getting started
Setting Up Your Study Schedule

Optimum results will be achieved by completing this program in a single day or evening. Do not
attempt to listen to a portion of a CD over a period of several days. Most people find it best to
complete the program between 6 p.m. and 10 p.m, or on a weekend between 10 a.m. and 2 p.m.
Listen to the program while seated at a table with a text of your choice, as outlined on page 6,
and a notepad. This is not a motivational program, and should not be taken while driving in a car.
There are several short breaks suggested on the CDS that I recommend you take. Once you
complete this program, you may review it while driving or performing another activity.
How To Calculate Your Initial Reading Speed

1. Using a timer, read the text on page 8, Revolution in Science, for 1 minute.
2. When the minute is up, write down the number of the line you were reading.
3. Multiply this number by 10 to obtain your initial reading speed.
Print out pages 8 to 11 for this in session

getting started
Sample Text for Measuring Your Reading Speed:

Revolution In Science
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Introduction
Even as you read, a revolution is occurring in the
minds of scientists. A revolution that will affect
everything that touches your life. Yet this is a strange revolution.
No explosions, no guns, not even a glimmer of activity
that might reveal its presence. This is not a violent
revolution with maiming and death; instead, it is about how
science views reality. The consequences of this incredible
revolution are only beginning to affect your life.
Quantum physics has opened a crack into the mystery of
the creation of the universe itself. A crack that sharp-minded
scientists are trying to widen each day. For the
layman, their discoveries are almost unknown. Some cryptic
puzzle of math and physics that many erroneously believe is not
meant for the minds of ordinary men. Yet the effects of
these discoveries threaten to dwarf even the significance of
nuclear energy. Discoveries that will not only change the
way you live, but alter the way you think about reality. As
the worlds fastest reader, I used my reading skill to investigate
the wonderful discoveries these brilliant men have made. As
you sharpen your reading speed using this writing sample, I
will provide you with information that reveals some of these
incredible discoveries. You will find this information
given in a down-to-earth fashion that will not cloud the
importance of their work with technical formulas and equations
that often do more to confuse than to inform.
The Philosophical Roots
Until the start of the 20th century, Western civilization
had been founded upon a very simple form of logic. A
system of logic begun by the Greek philosopher Aristotle.
Under this logic system something either exists or it
doesnt. This may seem simple in concept, but the new
physics requires a completely different form of logic. For

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getting started
example, everyone knows that something is either alive or

dead. Since these terms contradict each other, both statements
cannot be true at the same timecan they? Biologists
have discovered that a virus exists as a nonliving crystal
while outside a hosts body, but immediately exhibits all the
characteristics of a living organism once inside a host.
Remove it from the hosts body, and once again it appears to
be nonliving. Is it living or nonliving? The answer to
this question is no. But it is also yes!
The 20th century ushered in a new type of logic. A
logic that permits things to exist in complete contradiction.
The logic of relativity in which truth is
based on how you perceive an event. For example, imagine I am
in a room with a woman. I can see that she is an individual,
and I am an individual. Yet I also can see us as a
couple. Both statements are true, and also both statements
are false. The truthfulness and falseness of these statements
depends upon how I look at the relationship between
myself and this woman. This ability for something to contradict
itself, and yet for both parts of the contradiction
to be simultaneously true, lies at the center of the new
quantum physics. A physics that routinely views contradictions
in nature as being both logical and true.
The Mystery of Light
Possibly nothing in physics has stirred more controversy
than the structure of light. Study light using one set
of conditions and it appears to be a wave. Study it using a
different set of conditions and it seems to be a solid
particle. So is light a wave or a particle? Both answers
appear to be correct. At first, this answer may not appear
extraordinary, but upon closer examination this response
becomes astonishing.
Waves and particles are in complete conflict with each
other. Until quantum theory, it was considered impossible
for anything to possess the attributes of both the wave and
particle at the same time. Particles have a definite location

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getting started
in time and space. Importantly, particles have mass or

weight. A particle is like a marble, but much smaller. If
you are hit with a marble traveling at very high speed it would
hurt. Waves are completely different from particles. Waves
lack a specific location, and they do not have any mass. Yet
light appears to have the properties of both waves and
particles when viewed under different conditions. Lets
examine an experiment that demonstrates this unusual nature
of light.
Imagine shining a bright light onto a piece of cardboard
that is sitting in front of a screen. If the cardboard
lacks a hole in it, then only the shadow of the cardboard
would appear on the screen. What do you think would
happen if you poked a very small hole into the center of the
cardboard? Scientists performed this experiment, and to no
ones surprise, the screen now had a patch of light upon it.
The light appeared to act like a particle or bullet. After
passing through the hole in the cardboard, it struck the
screen and spread a path of brightness as if it were a shattered
particle. Under these conditions, light definitely appears
to be a particle.
What do you think would happen if you poked a second
tiny hole into the cardboard near the first one? Logically,
you might expect the path of brightness behind the cardboard
to be twice as bright. After all, you now have two
holes permitting the light to shine onto the screen. This
is not what happens. Instead, gazing at the screen, your
eyes would view of series of circles identical to the ones
you would see in a pond after a rock was thrown into it.
This circular pattern is well known to physicists as the
fingerprint of a wave pattern. Viewed in this fashion, light
definitely seems to be a wave pattern. How could this
possibly happen? How could something as simple as punching
a hole in a piece of cardboard change the appearance of
light from that of a solid particle into a massless wave?
Quantum theory contains these incredible paradoxes that are

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getting started
only now starting to be understood. We shall continue our

investigation of this wondrous science in the next reading
selection.
11
hand motions
Hand Motions
The Purpose Of Hand Motions
1. Use hands to control the pace of your visual motion.
2. Your hands force your eyes to continuously view new information.
3. Your hand motion prevents your eyes from returning to read text that has already been
completed.
Hand Motion One

Have your eyes focus upon your hand as it scans the text from the left to the right margin.
When you reach the end of a line, move your hand to the beginning of the next line.
Since English text books turn on the right page, most people find it easier to turn the pages
with their right hand and guide their eyes with their left hand. Some right handed individuals
prefer to scan and turn with their right hand. If you find your left hand uncomfortable to use,
this is a suitable alternative. Both techniques are demonstrated on the accompanying DVD.
Tips For Hand Motions

1. Move your fingers across each line of text with your eyes following the motion.
2. When you complete a line, move your fingers to the start of the next line.
3. There are three positions your eyes can focus on while following your hand:
a. On the left side of the hand
b. On the right side of the hand
c. On top of the hand
4. Try all the positions to determine which one is most comfortable for you.
5. Most people find it easier to read with their left hand, and turn pages with their right hand.
6. Watch the hand motion demonstrations on your DVD.
7. Do not slow down to read unfamiliar vocabulary or concepts.
8. Do not permit your eyes to read any missed words or concepts. Keep your eyes
continuously moving.
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Print out page 13 for this session

hand motions
Hand Motion One Template: Beauty And The Beast

Once upon a time . . . as a merchant set off for market, he asked each of
his three daughters what she would like as a present on his return. The first
daughter wanted a brocade dress, the second a pearl necklace, but the third,
whose name was Beauty, the youngest, prettiest and sweetest of them all, said
to her father:
All Id like is a rose youve picked specially for me!
When the merchant had finished his business, he set off for home. However,
a sudden storm blew up, and his horse could hardly make headway in the howling
gale. Cold and weary, the merchant had lost all hope of reaching an inn when
he suddenly noticed a bright light shining in the middle of a wood. As he drew
near, he saw that it was a castle, bathed in light.
I hope Ill find shelter there for the night, he said to himself. When he
reached the door, he saw it was open, but though he shouted, nobody came to
greet him. Plucking up courage, he went inside, still calling out to attract
attention. On a table in the main hall, a splendid dinner lay already served.
The merchant lingered, still shouting for the owner of the castle. But no one
came, and so the starving merchant sat down to a hearty meal.
13
reading backward
Reading Backward
Many people are surprised to learn they can read text forward and backward. Many foreign
languages, like Hebrew, Chinese and Japanese, are read from right to left. No one from these
nations has a problem reading right to left in their native tongue. You read English from left to
right because that was how you were taught to read while you were very young.
Although some individuals will never learn to read backward, learning to read text in a
backward motion can still help them reach a higher reading speed. There is a drill in this program
that requires you to view text at a very high speed without comprehending the words. Using a
backward hand motion is perfect for successfully practicing this exercise. When this exercise is
completed you will be able to read much faster.
This program doesnt focus on making you a backward reader. It focuses on making you a
faster reader. Some people accomplish this by reading backward, and others by reading faster in
the forward direction.
Tips For Reading Backward

1. In the text that follows, trace your finger along the line that winds through the page.
2. Move your hand back and forth and down, scanning the text as you go.
14

reading backward
Sample Text: Pavlovs Dog

Who would have thought that a dog drooling over its food would lead to one of the most
important psychological discoveries in history? In 1902, Pavlov, a Russian psychologist, began a
series of experiments that revolutionized our understanding of learning. His most famous
experiment used a hungry dog.
Pavlov knew that a dog salivates when fed, and attempted to condition the animal to drool
upon hearing a ringing bell. Pavlov rang a bell just before feeding the dog. Soon, the animal began
to associate the ringing of the bell with the start of a meal. Pavlov noted that eventually the dog
drooled upon hearing the bell, even if no food was presented. Apparently the dog transferred its
instinctive reaction to eating food to the ringing of the bell. Pavlov called this form of learning
Classical Conditioning.
Classical Conditioning introduced four new vocabulary words into the language of
psychology. One of these terms is Unconditioned Stimulus (US). An unconditioned stimulus is
any stimulus that can produce a response in an organism without any training. The drooling for
food exhibited by the dog was not learned. This instinctive reaction to food is the UCS.
Another psychological term derived from this experiment is Unconditioned Response (UCR). The
UCR is a response consistently seen each time the unconditioned stimulus is presented. In this
experiment, the dog drools each time the food is presented. Drooling is the unconditioned
response to the food stimulus.
The Conditioned Stimulus (CS) is the new stimulus that an organism responds to following
classical learning. Under normal conditions a dog does not drool when hearing a bell. After
conditioning, Pavlovs dog responded to the ringing bell by drooling. The bell now acted as a
stimulus with the power to elicit the dogs salivation response.
The Conditioned Response (CR) is the reaction an organism has to the conditioned stimulus.
In Pavlovs experiment, the dogs drooling became the conditioned response to hearing a ringing
bell.
Although simple in concept, Pavlovs work was an important advancement for psychologists.
There isnt a branch in modern psychology untouched by Pavlovs discovery of classical
conditioning.
15
reading backward
Practice Reading At High Speed In Your Text

5 seconds per page
2 seconds per page
NOTES
16
reading backward
Mind Map Summarizing Backward Reading:

Read Patterns
Many people can

Dont literally read
backward
Not everyone can

read backward
Useful for speed increasing exercises
Backward Reading
5/1/2002 - v3
Hebrew
Asiatic languages
Many languages are

read right to left
The faster you read

backward, the easier it is
17

Speed-Increasing Exercise One:
reading backward
Practice In Your Text
Place a paper clip on the first page that you are reading.
Read at your comprehension speed for one minute using your hand.
Go back to the paper clip and double your reading speed for one minute.
Go back to the paper clip and triple your reading speed for one minute.
Go back to the paper clip and read for one minute at your comprehension speed.
Move the paper clip to where you just finished reading.
Continue reading in the next drill by starting at the paper clip.
Repeat exercise 4 times.
First minute: read at your comprehension rate. Start at the paper clip.
A
Second minute: read at double your comprehension rate. Start at the paper clip.
A
Third minute: read at triple your comprehension rate. Start at the paper clip.
A
Fourth minute: read at your comprehension rate. Move the paper clip to where you finish.
A
18
how do we comprehend text?
How Do We Comprehend Text?

Why Do We Read So Slowly?
Dog
Hot
Hot Dog
Ice Cream
United States of America
19
How Your Brain Decodes Text

The importance of schema
Schema is your database
Schema is your familiarity
Schema is your map of the world
Schema is your life experiences
The Three Types Of Information That Text Contains

1. Literal information
2. Implied information
3. Inferential
Mind Map Summarizing Schema And Meaning

Map
Database
Schema
Familiarity
Life experiences
Schema And Meaning

Literal
3 levels of meaning
Implied
Inferential
20
Identify This Picture:
Answer on next page
21

Answer: Mona Lisa
22
How Word Groupings Create Meaning

Reds red dog, Red, read two books to me at the red light.
Dont you think that the two of you go too often to that place?
I read that the Egyptians could read books made from reeds.
Did you hear that he went here to get his hair put back on.
Frank was frank about how he wanted his frank to taste.
Did you polish the Polish table lamp?
23
schematic meaningfulness
Schematic Meaningfulness
Sample Text: Lacking Schematic Clues
The procedure is actually quite simple. First you arrange things into different groups. Of course,
one pile may be sufficient depending upon how much there is to do. If you have to go somewhere
else due to a lack of facilities that is the next step, otherwise you are pretty well set. It is
important not to overdo things. That is, it is better to do too few things at once than too many. In
the short run this may not seem important, but complications can easily arise. A mistake can be
expensive as well. At first the whole procedure will seem complicated. Soon, however, it will
become just another facet of life. It is difficult to foresee any end to the necessity for this task in
the immediate future, but then one can never tell. After the procedure is completed, one arranges
the materials into different groups again. Then they can be put into their appropriate places.
Eventually, they will have to be used once more and the whole cycle will then have to be
repeated. However that is part of life.
SOURCE: Bransford & Johnson, Consideration of Some Problems of Comprehension, 1973.
Sample Text: Abundant In Schematic Clues

7-28-1903
A baby shop
$175.00
Robert Cole
10-1-1903
A hospital
$125.00
Robert Cole
11-1-1903
A physician
$475.00
Robert Cole Sr.
12-20-1903
A toy company
$98.20
Robert Cole Sr.
9-6-1909
A private boys school
$2,250.00
Robert Cole Sr.
9-6-1915
An exclusive military academy
$3,150.00
Robert Cole Sr.
10-1-1921
A Cadillac dealer
$3,700.00
Robert Cole Sr.
11-7-1921
An auto repair shop
$300.75
Robert Cole Sr.
24

Schematic Clues And Backward Reading

The American war for independence began near Boston. The British army, under the
command of General Gage was stationed in Boston. April 19, 1775 was the date that the
war broke out. Over 700 British regulars went to destroy the American military supply in
Concord, on a very secret mission.
The American militia were alerted by both Paul Revere and William Dawes. Many have
read about the famous midnight ride taken by Paul Revere. This ride has been immortalized in
poetry and literature.
Even with early warning, the American troops initially were scattered by the British
army. American troops hid behind trees and fired upon the English troops who were better
trained. The battle quickly turned in favor of the Americans. British troops faced fierce fire
from American troops hiding in the woods. The New England forest provided first rate cover
for the troops and stopped the English from mounting a counterattack. While 100 American
soldiers died, over 250 British casualties occurred. Even more British troops would have
died, but a brigade that arrived from Boston prevented their total annihilation.
Horsemen spread the word of the English attack to all the other Colonies. During this
time period, horses were the main mode of transportation. In Massachusetts, the Massachusetts
Committee of Public Safety called up an army of 30,000 to be established to protect the
people from the British troops. After the call, militia came to Boston from everywhere in
New England. The scene was now set for one of the most famous early battles of the war, the
Battle of Bunker Hill, which actually took place on Breeds Hill.
25

Speed Increasing Exercise Two:
Place a paper clip on the first page that you are reading.
Go back to the paper clip and double your reading speed for one minute.
Go back to the paper clip and triple your reading speed for one minute.
Continue where you completed your third minute reading and read for one minute at your
comprehension speed.
Move the paper clip to where you just finished reading.
Continue reading in the next drill by starting at the paper clip.
First minute: read at your best comprehension rate.

A
Second minute: go to start of section and read at a doubled rate.

A
Third minute: go to start of section and read at a tripled rate.

A
Fourth minute: start where you completed the third minute and read at your comprehension rate.
D
26
How Textual Schema Is Distributed

The opening and closing chapters of a book are a map of what it will cover or
a summary of what it did cover.
The opening and closing paragraphs of a chapter are a map of what it will cover or
a summary of what it did cover.
The topic sentences are a map of the paragraph.
Look for key verbs and nouns.
Look for the who, what, where, when, why, and how in text.
Schema And Increasing Reading Speed

Reading a familiar subject:
When reading familiar material, use your triple reading speed.
Reading an unfamiliar subject:

Speed up your reading speed when you encounter unnecessary anecdotes,
examples, or illustrations.
27
Mind Map Summarizing Schemas Distribution

Triple speed in
familiar material
Opening and closing chapters are

high in schema
Familiar
subject
Opening and closing paragraphs are
high in schema
Schemas
Distribution
Triple speed when

unnecessary
information is given
Unfamiliar
subject
Topic sentences are

very important
Frequently first sentence

Often last sentence
Look for key verbs and nouns
Search for who, what, where,

when, why, and how
28
the four reading stages
The Four Reading Stages (SR2Q)

1. Skimming
2. Reading
3. Reviewing
4. Questioning
Speed-Increasing Exercise Three:
Continue reading and double your speed for one minute.
Continue reading and triple your speed for one minute.
Continue reading for one minute at your comprehension speed.
First minute: read at your comprehension speed using your hand.

A
Second minute: continue reading and double your speed.

B
Third minute: continue reading and triple your speed.

C
Fourth minute: continue reading at your comprehension speed.

D
29
how to skim text
How To Skim Text

Sample Text: Using The Books Jacket
READ IN MINUTES
WHAT ONCE TOOK YOU HOURS!
In just a few short hours you will learn how to boost your reading speed
beyond anything you believed possible. Howard will teach you methods to
increase your comprehension, memory, and recall. Whether youre reading
for business, school, or pleasure you will learn the perfect method for
achieving your goal two to three times faster than you ever had before.
In Maximum Speed Reading,

youll learn how to:
Dramatically increase your reading speed to stay on top of the latest
information.
Double and triple your comprehension rate for better recall and retention.
Use the various hand motions to increase your reading speed and learning
ability.
Rapidly skim a book to quickly ascertain if its worth reading.
Make the transition from reading to learning.
Use schema to understand and comprehend text more effectively.
With Maximum Speed Reading, youll get the strategies and techniques to
become a reading and comprehension master.
30
how to skim text
Sample Text One: Using The Contents Page
American History
Part One: Freedom in the New World
THE PEOPLE OF THE NEW LAND . . . . . . .10
The Culture of the New World Indians
The Heritage of the Indians
THE LEGACY OF THE COLONIAL PERIOD 15
The Spanish Colonies
The French Colonies
The Early English Colonies
Economic Development in the English Colonies
Colonial Culture
THE SEEDS OF REVOLUTION . . . . . . . . . . .25
Conflict between Britain and France
Taxation without Representation in the Colonies
American Resistance Strengthens
31
how to skim text
Sample Text Two: Using The Contents Page
VERTEBRATE BIOLOGY
PART FIVE
COMPARATIVE VERTEBRATE ZOOLOGY
CHAPTER 11
FISH
FISH PHYSIOLOGY
FISH MATING BEHAVIOR
FISH EATING HABITS
CHAPTER 12
AMPHIBIANS
AMPHIBIAN PHYSIOLOGY
AMPHIBIAN MATING BEHAVIOR
AMPHIBIAN EATING HABITS
CHAPTER 13
REPTILES
REPTILE PHYSIOLOGY
REPTILE MATING BEHAVIOR
REPTILE EATING HABITS
CHAPTER 14
BIRDS
AVIAN PHYSIOLOGY
AVIAN MATING BEHAVIOR
32
how to learn difficult text
How To Learn Difficult Material

Sample Text: Using Charts And Diagrams
Glucose-6Phosphate
Fructose-6Phosphate
Fructose-1,6Diphosphate
GLYCOLYSIS
Glyceraldehyde-3Phosphate
1,3Diphosphoglyceric
Acid
3-Phosphoglyceric
Acid
PhosphoenolPyruvic Acid
Pyruvic Acid
33
how to learn difficult material
Sample Text: Using An Index

Bacteria
435
Cellular defication
263
Bakers bodies
110
Central cisterna
163
Balbiani rings
75
Centrioles
391
Barr bodies
336
Centromere
345
Basal bodies
282
Centrosome
393
Basal plate
279
Centrosphere
395
Basic chromosome
numbers
Cephalin
68
345
Chitin
59
Basidiomycetes
410
Chloramphenicol
188
Beta configuration
128
Cholinesterase
171
Bioblast, Altmanns
theory of
210
Cilia and flagella
273
Cnidocil
287
Collenchyma
111
Birefringence
45
Bivalent chromosomes 422

Bonellia,
sex determination
34
Colloids
370
63
Contractile vacuoles
300
Cristae
212
Bridge-acentric
anaphase
490
Cryostat
Brush border
129
Cutin
127
C factor
241
Cytoblastema
550
20
Capsid of virion
92
Cytochrome oxidase
Cardiac glycoside
55
Cytogenetics
455
Cathespin
258
Cytokinesis
410
Cedidomyiidae
260
Cytolysomes
265
Cell hybridization
335
30
Perception
250
Reaction formation
474
Personal dispositions
560
Reflex
124
Regression
440
Personality
Measurement
580
Reinforcement
289
Personality Theory
581
Releaser
386
Phi phenomenon
230
Repression
374
Phobia
650
Response
Phonemes
99
Physical therapies
635
Piagets theory of
intelligence
532
Pitch, physical basis for 175

Place learning
309
Placebo effects
49
Play
Population
534
65
Prejudice
673
Prenatal influences
on behavior
404
Pressure, sense of
189
Primary colors
69
Probability
56
Problem-solving
262
Psychosomatic
disorders
495
Punishment training
655
15
Resting potential
114
Retention
360
Retina
155
Reversibility
536
Rods
166
Schizophrenia
610
Science
Self-concept
660
Sensation,
measurement of
212
Skewed distribution
57
Smell
189
Social attraction
690
Social psychology
660
Sound
178
Spinal cord
121
Split-brain preparation 146
35
Sample Text: Reading Magazines
Mega Learning
Volume 1, Issue 1
This Weeks
News In Review
Problems In Somalia
The conflict in Somalia

continues to concern all the
Joint Chiefs of Staff. The
abundance of weaponry
available to the Mogadishu
terrorist threatens the
security of our troops.
Most soldiers are more
worried about getting a hot
shower and staying in
touch with their loved ones.
Sorry about missing
Christmas, they frequently
laugh about the number of
shopping days left and their
inability to find a mall to do
their shopping.
One corporal hung a
large red stocking in his

tent. He hopes to fill it with
the presents his family will
be sending over the next
few weeks.
Another soldier, a
Marine with 18 years under
his belt, finds Somali
conditions very difficult.
There are outbreaks of
malaria caused by the
swarms of mosquitoes. You
often wake up with cold
and hot flashes, and there
are scorpions and cobras
hiding in the brush. The
thorn trees and bristles tear
at your flesh when you
walk through them.

Corporal Solvent was in
the Gulf last year and said
Somalia is a far more
difficult place to serve his
country. The people dont
want us and we constantly
have to stay vigilant for
snipers.
Armored vehicles,
blown apart by gunfire, can
be seen lying about the
countryside. As warlords
threaten to attack both
civilians and servicemen in
retaliation for the perceived
invasion of the country, the
situation is described as...
Understanding the Problem

The most important possessions for an
average man in Somalia are his camel, his
wife and his weapon. Trying to take the
weapons away from the Somali will prove
very difficult. Without his weapon, a man
has no way to protect his family from the
unknown enemies that constantly
threaten. No one will ever consider giving
up their weapons; yet this is the very thing
that the U.S. envoy is trying to
accomplish. The success of his mission is
36
very much in doubt as fewer and fewer

people seem willing to even consider his
proposal.
One UN official expressed grave
concerns that anything could ever be
accomplished until the Somali people
change their fundamental values
concerning weapons. It is not simply a
matter of sending in more troops, but a
matter of changing the conditions that
required the troops in the first place.
July 31, 2010
Inside This Issue:

Problems in Somalia 1
Science and God
The Election
Stocks Soar
Cure on the
Horizon
Speed Reading
Breakthrough
Lunar Rock
Reveals Secrets
Discover ten tips

for improving your
reading ability
How to boost
comprehension
How to increase
reading speed
Secrets for retaining
and recalling text
How to boost
your emotional
intelligence
Determining what
material to study for
tests and meetings
Mind Map Summarizing Skimming
Does the book target your subject?

Is the material familiar to you?
Contents page
How is the book organized?
Chunk down.
Complicated material
Get the big picture.
Skimming
Read at triple speed.
How familiar is the material?
Index
How long will it take to learn

the material?
Is the main text relevant?

Embedded stories
and footnotes
Is the embedded information

familiar to you?
Read embedded information first if
story is relevant and embedded
information is new.
Charts and diagrams
How much do you need to learn?

What is your purpose?
Review books cover
37
How To Increase Alertness

1. March in place.
2. March in place and swing arms from one side to the other.
3. Raise your right hand above your head and say, I feel energized!
4. Squeeze your right hand tightly and pull it to the side saying, Yes I do!
38
The Four Types of Reading

Pleasure Reading
Do not skim
Do not review
Read at optimum rate for pleasure
NOTES
39
the four types of reading
Pleasure Reading Nonfiction
Plot
Character
Fiction
Atmosphere
Theme
Arthur
Skim
Read
Gwenevere
Senses
Review
Lancelot
40
See
Hear
Smell
Touch
Who
What
Where
Nonfiction
When
Why
How
Why
How
John
Kennedy
Where
What
When
Who
41
How-to Books
Perform a short skim
Spend the majority of time reading
Brief review of key points
Studying
Skim and spend half your time reading
Spend half of your time reviewing
Technical Text
Skim quickly
Spend 10% of your time reading
Spend 90% of your time reviewing
Reading Math
Get the big picture
Copy the example and think about each step
Replicate the example without looking in the book
Practice problems
Reading Computer Screens

Put scroll on
Move your cursor like a hand
Highlight and print out relevant sections
42
Mind Map Summarizing The Four Types Of Reading
Skim
How-to Books
Read
Review
Skim
Technical
Overview
Chunk down
Read
First things first
Overview
Chunk down
Review
10% reading
90% reviewing
Skim
Overview
Chunk down
Four Types
Of Reading
Study
Read
Review
50% reading
50% reviewing
No skim
Pleasure
Speed through boring sections

No review
43
the four learning levels
The Four Learning Levels

Awareness
The main concept
Familiar
Primary category
Studying
Main examples in each category
Technical
Finer details
The Four Learning Levels Example

Main Concept
What is a disease?
Main Category
List the 5 things that cause disease.
Main Examples In Category

Name the 3 types of bacteria.
Technical
What causes tetanus?
44
the four learning levels
Mind Map Summarizing The Four Learning Levels
Main Concept
What is a disease
Main Category
Disease causes
Main Examples
Three types
of bacteria
Technical
Tetanus
Bacteria
Fungus
Virus
Protozoan
Rickettsia
The Four
Learning Levels
Bacilli
Cocci
Spirilla
45
how to increase memory and recall
How To Increase Memory And Recall

How To Use Repetition And Multiple Senses
Index Cards
Useful for concepts and definitions
Write data and key on card
Shuffle
If an error is made, write it down correctly while saying it aloud 25 times
Repeat above steps until no more errors are made
Write down question and answer
Memory Cards
Shuffle
Write it down 25 times

If error is made
Say it aloud
Repeat until all are correct
46
How To Use Music To Increase Retention

Brain has 60 beats per minute
Pairing music with this beat helps imprint information into memory
Use one beat /second music tape
Speak for four seconds
Memory Music
Record in four-second
increments
Keep quiet for four seconds
Play continuously
NOTES
47
How To Use Memory Pegs To Boost Retention

Started by the Greeks
Associate familiar object with new object to be learned
Use an imaginary picture that creates a powerful emotional response
Picture new object
Pegging
Picture familiar object
Create a picture
Link two objects
Exaggerate image
Make it very emotional
Pegging Practice Exercise

Pole
Soda
Socks
Notes
Wheelbarrow
Octopus
Window
Line
Starfish
Toes
48
Using Mnemonics To Increase Retention

Excellent for lists
Creates a link between a large number of items and a single trigger that helps you
remember them
Examples Of Mnemonics
Colors of the rainbow: ROY G. BIV
Characteristics of living systems: SMM IGR SAC
Remember lists
Mnemonics
Take first letter
of each object
Make a word
Make a phrase
49

Mnemonics Practice One
Memorize A List
Artery
Arteriole
Capillary
Venule
Vein
Mnemonics Practice Two

Make A Phrase
Artery Arteriole Capillary Venule Vein
Alex Always Calls Voluptuous Villains
Artery Arteriole Capillary Venule Vein
Blood away from the heart
Blood towards the heart
Big small smallest small Big
50
The Three Types Of Memory

1. Short-term
2. Intermediate
3. Long-term
The Memory Curve

100
% Remembered
Final Trial
Second Trial
First Trial
0
0
3
Hours
51
Note Taking
52
QUESTION
ANSWER
PAGE
What are the nine

characteristics of a
living system?
Specific organization,
metabolism, movement,
irritability, growth,
reproduction specialization,
adaptation, control
P 8. Biology for Today
Note Taking Practice: The War of 1812

Attack on Canada
During the War of 1812, many Americans
believed that conquering Canada could be
easily accomplished
for several reasons.
Canada had a very
low population and
French Canadians
were not fond of
English rulership.
Moreover, many
major Canadian
settlements were near the United States.
Montreal, Canadas strategic center, was
only thirty miles north of New York State.
Canada resists attack
Unexpectedly, Canada withstood American
invasion attempts. Americas army was
almost completely unqualified to launch an

assault. The standing army included only
6,000 soldiers who were scattered
throughout the frontier. Americas top
commanders were veterans of the
Revolution and too old to successfully
fight a new war. In fact, there wasnt even
a single general in command of the entire
war effort, and no coordinated plan on
how to fight the war existed.
The failure of militia
Lacking sufficient
regular troops,
President Madison
requested the states
to provide militia.
Many governors
refused to provide any
troops. This included many vital New
England states. Moreover, New Yorks
militia refused to enter Canada to wage a
war, and they were content to only fight to
defend their state if invaded. To make
matters worse, militia men were poorly
trained and often fled during a battle. Their
lack of discipline, training, and reliability
played a major role in Americas failed
attempt to conquer Canada.
53
Canadian military preparedness

Unlike Americas poorly prepared military,
Canadian military forces had excellent
leadership. They quickly conquered forts in
Detroit and two
forts on Lake
Michigan. When
America
launched an
attack across the
Niagara River it was quickly turned back.
Success in the west
failure in the east
In 1813, Commodore Oliver H. Perry
fought and won a brilliant battle against
a British fleet on Lake Erie. This defeat
forced the British to retreat from Detroit.
A future American President, William
Harrison, led a force of Kentucky militia
who defeated the British army at the battle
of the Thames. These Western victories
were offset by Americas inadequate
military leadership in the East. Attempted
invasions into Canada from Sackett Harbor
and Lake Champlain all failed.
The significance of Napoleons defeat
Napoleons defeat in Europe in 1814
enabled England to send much stronger
forces to America. Over 10,000 British
54
veterans, under the Command of Sir John

Prevost, advanced toward America. This
force was triple the size of the American
force opposing it at Plattsburgh. By now,
older American military leaders were
retired and replaced by younger, more able
leaders. General
Alexander Macomb
lead the American
land forces at
Plattsburgh.
Commodore Thomas
Macdonough
commanded a small
fleet. Although their
forces were much
smaller than the British, under their
capable leadership they inflicted heavy
losses upon the British which prompted
them to retreat back to Montreal.
Questions
1. List three reasons why America believed Canada would be easy to conquer.
2. Why was Canada able to withstand an American invasion?
3. What was President Madisons solution for adding soldiers to the war?
4. Why didnt Madisons solution work?
5. Describe Canadian military preparedness.
Vocabulary
Montreal
President Madison
Commodore Oliver H. Perry
William Harrison
Sir John Prevost
General Alexander Macomb
Commodore Thomas Macdonough
55
Sample Notes For Questions

The War of 1812
Attack on Canada
Canadian military
preparedness
Success in the west
failure in the east
The significance of
Napoleons defeat
List 3 reasons why
America believed Canada
would be easy to conquer?
Why was Canada able to
withstand an American
invasion?
What was President
Madisons solution for
adding soldiers to the war?
Why didnt Madisons
solution work?
Describe Canadian
military preparedness
56
America fought English and Canadians.
P 53
Americans believed Canada would quickly lose.

Canada had a low population, French Canadians
disliked England, and Montreal was a major target
and close to the United States.
P 53
Canada resisted attack. America had only 6,000.

regular soldiers. Top American commanders were
old Revolutionary War veterans. No general commanded
entire army. There was no coordinated battle plan.
P 53
Many states refused to send troops. NYS militia refused

to invade Canada. Militia were poorly trained and often
fled during battles.
P 53
Canadian troops were disciplined and well trained.

Conquered forts in Detroit and two forts on
Lake Michigan.
P 54
1813: Commodore Perry defeated British on Lake Erie.

Forced British to retreat from Detroit. William Harrison
defeated English at Battle of Thames. Attempts to invade
Canada failed at both Sackett Harbor and Lake Champlain.
P 54
Napoleons defeat enabled England to send more

seasoned troops. Over 10,000 came under Command of
Sir John Prevost.
P 54
Canadas population was low.

French Canadians didnt like English.
Montreal, the major target, was only 30 miles from NYS.
P 54
America had only 6,000 regular troops.

American leaders were old.
No single general commanded entire army.
There was no coordinated plan.
P 54
States should provide militia.

P 54
Many states refused to send troops.
Many New England states refused to send troops.
New York State militia refused to invade Canada.
Would only defend NYS.
P 54
Excellent leadership and well trained.

P 54
Sample Notes For Vocabulary

Montreal
President Madison
Commodore
Oliver H. Perry
William Harrison
Sir John Prevost

General
Alexander Macomb
Commodore Thomas
Macdonough
Canadas strategic center.

Only 30 miles from NYS.
P 53
President during War of 1812.
P 53
1813: Perry fought and defeated British fleet on Lake Erie.

Forced English to retreat from Detroit.
P 54
Future President.
Led Kentucky militia.
Defeated British at Battle of Thames.
P 54
10,000 English troops were lead by

him following defeat of Napoleon.
P 54
Lead American forces at Plattsburgh and

defeated much larger British invasion force.
P 54
Commanded American fleet at Plattsburgh and helped

defeat much larger British invasion force.
P 54
57
Making The Transition From Reading To Learning

The Difference Between Data, Information, And Understanding
DATA
LITERAL
READING
SKIM, READ, REVIEW
INFORMATION
IMPLIED
ASSOCIATION
RELATIONSHIPS,
SIMILARITIES,
DIFFERENCES,
PATTERNS, CONTEXT
UNDERSTANDING
INFERENTIAL
PROJECTION
QUESTIONING, IFTHEN?;
WHAT IF?;
CONSIDER ALTERNATIVES
58
Exercise Four: Reading For Comprehension

Get a familiar book
Skim the entire book in under 15 minutes
In the next 30 minutes:
Read the book at your top reading speed
Review
Use study skills
Use memory skills to lock in new information
NOTES
59
Memory Music
The following is a lists of some music that I have found useful for improving my memory, learning
state, and recall of information:
Bach: Largo from Harpsichord Concerto

in F Minor
Beethoven: Symphony No. 9

Choral Movement IV
Bach: Air on the G String
Chopin: Nocturne Op. 9, No. 2 in E Flat
Bach: Oboe Concerto in D minor
Chopin: Prelude: Op. 28, No. 20 and 4

(Medley)
Pachelbel: Canon
Chopin: Nocturne: Op. 55, No. 1 in F Minor
Corelli: Largo from Concerto Number 7
in D Minor, Opus 5
Chopin: Etude: Op 10, No. 3 in E
Vivaldi: Largo from Concerto in D Major

for Guitar and Strings
Chopin: Prelude: Op. 28, No. 15 in D Flat

(Raindrops)
Vivaldi: The Four Seasons: Spring

movement 1
Offenbach: Barcarolle from

The Tales of Hoffmann
Mozart: Eine Kleine Nachtmusik

movement 1
Sibelius: Valse Triste

Liszt: Liebestraum No. 3 in A Flat
Mozart: Piano Concerto No. 21

Elvira Madigan movement 11
Boccherini: Minuet
Debussy: Clair de Lune
Mascagni: Intermezzo sinfonico from

Cavalleria rusticana
Tchaikovsky: Swan Lake

Tchaikovsky: The Nutcracker
Dvorak: Symphony No. 9

From the New World, 2nd movement
Strauss: Blue Danube Waltz
Handel: Largo from Xerxes
Rachmaninoff: Piano Concerto

No. 2, movement II
Grieg: Ases Death from Peer Gynt

Schubert: Ave Maria
Wagner: Die WulkureRide of the Valkyries

Mahler: Symphony No. 3, 2nd movement
Rossini: William Tell Overture
60
NOTES
61
NOTES
62
NOTES
63
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64
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Phone: 1-800-525-9000
or visit our website at www.nightingale.com
or for our UK clients
Phone: 01803 666100 nightingaleconant.co.uk.
Some images 2001-2003 www.clipart.com
Howard Stephen Berg

E-mail: mrreader@msn.com
22970PG1-WCDR
MAXIMUM
SPEED
LEARNING
By the
WORLDS FASTEST READER
HOWARD STEPHEN BERG
Copyright 2003, 2002, 2001 Howard Stephen Berg.

All rights reserved. No part of this workbook may be reproduced in any form
or by any means without permission in writing from
HOWARD STEPHEN BERG.
Updated 2013
IMPORTANT
To begin Please save this
workbook to your desktop
or in another location.
MAXIMUM SPEED LEARNING
contents
Getting Started
How To Use The Maximum Speed Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Scheduling Your Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Brain-Based Learning
Brains Learning Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Survival Underlies All Brain Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Learning Is Multi-path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Your Brains Three Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Significance In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Emotion In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Biological Cycles To Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
The Importance Of Lighting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Effects Of Color On Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Effects Of Temperature And Dehydration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Choosing The Correct Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Choosing The Perfect Learning Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Using Your Senses To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Studying Using Accelerated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Boosting Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Using Eye Movements To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Howard Gardners Seven Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Increasing Emotional Intelligence
How To Relax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Learning Is State Dependent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Exercise Demonstrating Importance Of State Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
contents
Creative Blockbusting & Overcoming Writers Block 1

The Four Types Of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
The Four Writing Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
The Learners Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Make Lists Of Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
List Organized Into Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Block And Copy List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Organizational Formats For Creative Blockbusting 1
Reporters Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Book Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
The Four Levels Of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Non-Linear Outlining Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Organizational Formats: Brain Drawings: American History Lesson . . . . . . . . . . . . . . . . . . . .23
Putting Organizational Frameworks To Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Using the Computer To Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing The Rough Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Starting The Creative Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing Efficiency Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Releasing Your Creative Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Dealing With Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Using Alternate Writing Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Overcoming Distractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Writing Over A Period Of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Returning to Uncompleted Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Maximizing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
contents
Practicing Reading In Subject Matter Areas

History: The War Of 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: The Circulatory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Biology Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Speed Multiplication
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Two Numbers Near 100 And Both Greater Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Two Numbers Near 100 And Both Less Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Math Note-Taking Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Speed Multiplication Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Mind Map Practice
Cinderella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
How To Read Letters
Letter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Letter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Letter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Letter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Letter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Creativity Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Dear Friend,
Thank you for purchasing Maximum Speed Learning. This program is designed to
compliment the results obtained from Maximum Speed Learning. It provides
additional hand motions and memory strategies, and it focuses upon using the
information gathered from reading. Strategies for achieving peak learning are
also covered. You will learn how to get into a flow state for problem solving and
for overcoming writers block, and you will have the opportunity to practice all
your skills in a variety of subject areas.
My reading strategies have enabled me to read up to 80 pages per minute and

write over 100 words per minute. In our information-rich world, your ability to
learn and apply information determines your ability to succeed. I know that my
strategies will help you fulfill your dreams and objectives by empowering you
with better information to base your decisions upon.
Your friend,
Howard Stephen Berg
getting started
Getting Started
How To Use Maximum LearningTM
The Program
To get the benefits of the Maximum Learning program, follow the instructions given in this
section. Begin by playing each CD in sequence and following along with the page in the
workbook at home. The drills on how to overcome writers block and get into a flow state
should be done while seated at a table with a writing pad available for practice. The program
concludes with practice reading in various subject matter areas. Use the materials printed in
the workbook, and read them while seated at a desk or table.
How can you get the most out of this writable workbook? Research has shown that the more
ways you interact with learning material, the deeper your learning will be. Nightingale-Conant has
created a cutting-edge learning system that involves listening to the audio, reading the ideas in the
workbook, and writing your ideas and thoughts down. In fact, this workbook is designed so that
you can fill in your answers right inside this document.
For each session, we recommend the following:
Preview the section of the workbook that corresponds

with the audio session, paying particular attention to the exercises.
Listen to the audio session at least once.
Read the text of the workbook.
In addition to the exercises and questions, weve created an ijournal to make this an even more
interactive experience for you. At the end of this guide, you can write down any additional
thoughts, ideas, or insights to further personalize the material. Remember, the more you apply
this information, the more youll get out of it.
getting started
Scheduling Your Studies

Maximum Learning is broken down into several modules that include:
Brain-based learning strategies.
How to overcome writers block and get into a flow state.
Practicing your skills in a variety of subject matter areas.
You can study each individual section at a different time, but complete an entire section during a
single study session.
brain-based learning
Brain-Based Learning
Brains Learning Potential
Brain has one hundred billion cells.
Number of connections you brain can make is 10800.
More than the number of atoms in the known universe.
Survival Underlies All Brain Functions

Brain learns patterns that lead to survival.
Learning Is Multi-path
Even simple learning events stimulate numerous regions of the brain.
Your Brains Three Parts

Cortex.
Mid-brain.
Brain stem.
The Importance Of Significance In Learning

Brain finds patterns.
Understanding comes by relating what we learn to our personal life.
Understanding patterns discloses their significance.
The Importance Of Emotion In Learning

Feeling something is true is necessary for learning to take place.
Your emotions are controlled by the limbic system.
The Importance Of Biological Cycles To Learning

Time of day and other cycles can affect learning ability.
Biological cycles affect your ability to remember and learn.
Breathing has cycles of about 3 hours in length.
Peak learning often occurs in the late afternoon and early evening.
The Importance Of Lighting

Brain responds to movement, contrast, and color changes.
Intense and specific visual information boosts understanding.
Effects Of Color On Learning

Red is stimulating.
Yellow can cause stress and is mentally stimulating.
Blue calms.
Green calms.
Darker colors mitigate stress.
Bright colors increase energy levels.
Effects Of Temperature And Dehydration

6872 degrees is ideal temperature for learning.
Need to drink as many as 15 glasses of water each day.
Choosing The Correct Clothing

Formal or informal.
Choosing The Perfect Learning Location

Desk.
Chair.
Using Your Senses To Enhance Learning

Vision.
Hearing.
Taste.
Smell.
Touch.
Studying Using Accelerated Learning

Set goals.
Skim the material.
Create questions.
Read for meaning.
Summarize key meanings.
Use the information.
Visualize using the information in the future.
Boosting Meaning
Make it important.
Relate it to a feeling.
Look for the context or theme.
10
Using Eye Movements To Enhance Learning

Visual: eyes look up.
Auditory: eyes look towards the ears.
Kinesthetic: eyes look down to the right.
Past: generally towards the left.
Future: generally toward the right.
Howard Gardners Seven Intelligences

Verbal-linguistic.
Musical-rhythmic.
Bodily-kinesthetic.
Spatial.
Mathematical-logical.
Intrapersonal.
Interpersonal.
11
increasing emotional intelligence
Increasing Emotional Intelligence

How To Relax
Using breathing.
Using breathing and colors.
Using relaxation response.
Learning Is State Dependent

State you are in during learning is the state you need to be in when using the information.
Exercise Demonstrating Importance of State Learning

Get a partner.
Hold out your arm and have them try to push your arm down.
Look down and think of something terrible.
Have them push your arm down.
Look up and feel wonderful.
Have them push your arm down again.
12
creative blockbusting & overcoming writers block
Creative Blockbusting & Overcoming Writers Block

The Four Types Of Writing
Personal: focused upon the recipient.
School: focused upon the instructor.
Business: focused upon the client or supervisor.
Professional: focused upon the audience.
The Four Writing Stages

Getting started.
Creating a rough draft.
Revising.
Completion.
13
Getting Started
State your purpose.
Let your ideas flow freely.
Make no attempt to criticize or refine these ideas.
Imagine the person you are writing for sitting in front of you and analyze their
learning mode.
Visual
Bright or dim.
Near or far.
Color or black and white.
Big or small.
Auditory
Loud or soft.
Rhythmic or noisy.
Fast or slow.
Kinesthetic
Relaxing or stressful.
Soft or hard.
Wet or dry.
The Learners Mode

Adapt your language to fit the readers learning mode.
14
Make Lists Of Your Ideas

Random list.
Question: What are some things you would do if you suddenly inherited a great sum of money?
Answers:
Take a vacation
Buy a home
Purchase a car
Invest the money
Travel to Rome
Travel to England
Purchase a home
Purchase stocks
Donate money to charity
Pay bills
Pay college loan
Help friends
Travel to London
15

List Organized Into Categories
1. Vacation
a. Travel to England
i. Travel to London
b. Travel to Rome
2. Purchase a home
3. Purchase a car
4. Invest the money
a. Purchase stocks
5. Donate money to charity
a. Help Friends
6. Pay bills
a. Pay college loan
16
Block And Copy List

Vacation
Travel to England
(Begin writing here as if answering an essay test question.)
Dear Vicki:
I am trying to write about a vacation to England that I want to take, but I dont know what to
say. I cant remember if I want to go to the Tower of London or to see Big Ben first. I know
there are many things in England I would like to see, like Stonehenge, Stratford, the birthplace
of William Shakespeare
Travel to London
Travel to Rome
Purchase a home
Purchase a car
Invest
Purchase stocks
Donate money to charity
Help friends
Pay bills
Pay college loan
17
organizational formats for creative blockbusting 1

Reporters Format
Who
What
Where
When
Why
How
Who, What, Where, When, Why, How

Invest
Who will you be investing for?
Yourself
Spouse
Children
Parents
What will you invest in?
Bonds
CDs
90 day paper
Stocks
Small companies
Medium companies
Large companies
Treasury Notes
Where will your investments be located?
U S.
Europe
Africa
Asia
18
When will you be investing?

Now
On a regular schedule
In the future
Why are you investing?
College
Retirement
House payment
Wealth-building
How will you invest?
Automatic withdrawal
Broker
Advice from friends
Personal skills
19

Book Format
Beginning, Middle, End.
Past, Present, Future

Who are you investing for?
Past
Present
Future
What are you investing in?
Past
Present
Future
Where will your investments be?
Past
Present
Future
When will you be investing?
Past
Present
Future
Why are you investing?
Past
Present
Future
How will you invest?
Past
Present
Future
20

The Four Levels Of Consciousness
Physical, Emotional, Mental, Spiritual.
Physical Invest
Past
Who, what, where, when, why, and how
Present
Future
Emotional Invest
Past
Present
Future
Mental Invest
Past
Present
Future
Spiritual Invest
Past
Present
Future
21
Non-Linear Outlining Strategy
We often find that one cause has several effects
EFFECTS/RESULTS
East India Company granted
monopoly on tea
Colonists rebel
Colonists refuse
to buy tea
Enrages King
Boston throws tea

into ocean
Parliament institutes
Intolerable Acts
CAUSE
Parliament
passes
Tea Tax
and that several causes lead to one effect
CAUSE
Intolerable Acts
Tea Tax
British East India

Monopoly
22
EFFECTS/
RESULTS
Colonist
revolt
Organizational Formats: Brain Drawings

American History Lesson
No representation
for colonists
Tax colonists
Colonial Foreign Policy

British National Policy
Protect East
India Company
Increase King
Georges power
Parliament and the

American Revolution
Grant East India
Company monopoly
Place Tea Tax
on colonists
Economic Ideas
23
Putting Organizational Frameworks To Work

Sentence Outline
Traditional outline format.
Adjust your outline after doing research.
Research Tips
Contact an expert.
Go online to a special-interest group.
Using The Computer To Outline

Review your purpose.
Free associate and list your ideas.
Print them out.
Remove ineffective ideas.
Writing The Rough Draft

Getting started.
Focus upon your purpose.
Review your outline.
Starting The Creative Flow

Use simplistic sentence structures.
Pretend youre writing a letter to an acquaintance.
Use someone elses work for inspiration.
24
Writing Efficiency Tips

Use your most creative moments for writing.
Begin writing at the easiest point.
Use your imagination to unlock your creative potential.
Releasing Your Creative Potential

Write what you are trying to say on top of a page.
Write without stopping 5-10 minutes.
Write down anything that pops into your head.
Review what you wrote. Analyze it. Use what is useful and delete everything else.
Dealing With Blocks

Continuous writing.
Write without stopping for 50 minutes.
Keep your flow going.
At the end of 50 minutes, review what you wrote and delete what is useless. Keep what
is useful.
Using Alternative Writing Tools

Tape recorder.
Voice decoding software.
Different pen.
Use a flair.
Change your location.
25
Overcoming Distractions
Set goals and reward yourself for achieving them.
Use your paper margin to write yourself notes.
Split your computer screen to write notes to yourself.
Use time planner software.
Use music to enhance creative mood.
Writing Over A Period Of Time

When done for the day, write yourself a memo describing what you intend to write next.
Be as specific as possible to help stimulate the creative flow and style.
Returning To Uncompleted Work

Reread last few pages to get a feel for the style.
Read your notes to reconnect to your writing purpose.
Maximizing Creativity
Maintain several projects at once.
Start on the easy phrase of a project first.
Switch to a more challenging portion of another project once your creative juices
start flowing.
26
Revising
Take a break before returning to work.
Analyze your work objectively.
Be prepared to eliminate things that dont work.
Consider saving eliminated ideas into a file for future use.
Read your work aloud to others.
Sharpen your transitions.
Vary the positions of the subject, verb, and object in your sentences.
Do not overuse words. Use a thesaurus.
Use specific verbs and nouns when possible. Remember to focus upon the readers
learning mode.
Vary your sentence lengths.
Use Ericsonian language structures.
Use a grammar and spelling checker.
Use a fog index.
Completion
Take a break.
Read your work aloud.
Have someone else read your work.
Consider any formatting changes you may want to make.
Print out final copy.
27
practicing reading in subject matter areas
Practicing Reading In Subject Matter Areas

History: The War Of 1812
Attack on Canada
During the War of 1812, many Americans
believed that conquering Canada could be
easily accomplished
for several reasons.
Canada had a very
low population and
French Canadians
were not fond of
English rulership.
Moreover, many
major Canadian
settlements were near the United States.
Montreal, Canadas strategic center, was
only thirty miles north of New York State.
Unexpectedly, Canada withstood American
invasion attempts. Americas army was
almost completely unqualified to launch an
28
assault. The standing army included only

6,000 soldiers who were scattered
throughout the frontier. Americas top
commanders were veterans of the
Revolution and too old to successfully fight
a new war. In fact, there wasnt even a
single general in command of the entire
war effort, and no coordinated plan on how
to fight the war existed.
Lacking sufficient regular troops, President
Madison requested the
states to provide
militia. Many
governors refused to
provide any troops.
This included many
vital New England
states. Moreover, New
Yorks militia refused to enter Canada to
wage a war, and they were content to only
fight to defend their state if invaded. To
make matters worse, militia men were
poorly trained and often fled during a
battle. Their lack of discipline, training, and
reliability played a major role in Americas
failed attempt to conquer Canada.

Canadian military preparedness
Unlike Americas poorly prepared military,
Canadian military forces had excellent
leadership. They quickly conquered forts in
Detroit and two forts on Lake Michigan.
When America
launched an
attack across the
Niagara River it
was quickly
turned back.
Success in the west
failure in the east
In 1813, Commodore Oliver H. Perry
fought and won a brilliant battle against a
British fleet on Lake Erie. This defeat
forced the British to retreat from Detroit. A
future American President, William
Harrison, led a force of Kentucky militia
who defeated the British army at the battle
of the Thames. These Western victories
were offset by Americas inadequate
military leadership in the East. Attempted
invasions into Canada from Sackett Harbor
and Lake Champlain all failed.
force was triple the size of the American

force opposing it at Plattsburgh. By now,
older American military leaders were
retired and replaced by younger, more able
leaders. General Alexander Macomb lead
the American land forces at Plattsburgh.
commanded a small fleet. Although their
forces were much smaller than the British,
under their capable
leadership they
inflicted heavy losses
upon the British
which prompted
them to retreat back
to Montreal.
The significance of Napoleons defeat

Napoleons defeat in Europe in 1814
enabled England to send much stronger
forces to America. Over 10,000 British
veterans, under the Command of Sir John
Prevost, advanced toward America. This
29
Questions
1. List three reasons why America believed Canada would be easy to conquer.
2. Why was Canada able to withstand an American invasion?
3. What was President Madisons solution for adding soldiers to the war?
4. Why didnt Madisons solution work?
5. Describe Canadian military preparedness.
Vocabulary
Montreal
President Madison
Commodore Oliver H. Perry
William Harrison
Sir John Prevost
General Alexander Macomb
30

The War of 1812
Attack on Canada
Canadian military
preparedness
Success in the west
failure in the east
The significance of
Napoleons defeat
List 3 reasons why
America believed Canada
would be easy to conquer?
Why was Canada able to
withstand an American
invasion?
What was President
Madisons solution for
adding soldiers to the war?
Why didnt Madisons
solution work?
Describe Canadian
military preparedness
America fought English and Canadians.
P 28
Americans believed Canada would quickly lose.

Canada had a low population, French Canadians
disliked England, and Montreal was a major target
and close to the United States.
P 28
Canada resisted attack. America had only 6,000.

regular soldiers. Top American commanders were
old Revolutionary War veterans. No general commanded
entire army. There was no coordinated battle plan.
P 28
Many states refused to send troops. NYS militia refused

to invade Canada. Militia were poorly trained and often
fled during battles.
P 28
Canadian troops were disciplined and well trained.

Conquered forts in Detroit and two forts on
Lake Michigan.
P 29
1813: Commodore Perry defeated British on Lake Erie.

Forced British to retreat from Detroit. William Harrison
defeated English at Battle of Thames. Attempts to invade
Canada failed at both Sackett Harbor and Lake Champlain.
P 29
Napoleons defeat enabled England to send more

seasoned troops. Over 10,000 came under Command of
Sir John Prevost.
P 29
Canadas population was low.

French Canadians didnt like English.
Montreal, the major target, was only 30 miles from NYS.
P 29
America had only 6,000 regular troops.

American leaders were old.
No single general commanded entire army.
There was no coordinated plan.
P 29
States should provide militia.

P 29
Many states refused to send troops.
Many New England states refused to send troops.
New York State militia refused to invade Canada.
Would only defend NYS.
P 29
Excellent leadership and well trained.

P 29
31

Montreal
President Madison
Commodore
Oliver H. Perry
William Harrison
Sir John Prevost

General
Alexander Macomb
Commodore Thomas
Macdonough
32
Canadas strategic center.

Only 30 miles from NYS.
P 28
President during War of 1812.
P 28
1813: Perry fought and defeated British fleet on Lake Erie.

Forced English to retreat from Detroit.
P 29
Future President.
Led Kentucky militia.
Defeated British at Battle of Thames.
P 29
10,000 English troops were lead by

him following defeat of Napoleon.
P 29
Lead American forces at Plattsburgh and

defeated much larger British invasion force.
P 29
Commanded American fleet at Plattsburgh and helped

defeat much larger British invasion force.
P 29
Chapter 12
The Circulatory System
The human circulatory system is closed and includes a single heart that pumps the blood and
vessels that distribute the blood throughout the body.
Goals of this section:
1. Define and contrast the structure of a vein, artery, and capillary.
2. Describe the structures of the heart and their function.
Bloof enters from the body
Bloof arrives from the lungs

Oxygenated
Bloof flows to the body
Up -----Atrium
Atrium----- Up
Ventricle---- Down
Left side
Right side
Down ----Ventricle
Deoxygenated
Bloof flows to the lungs
Deoxygenated
Oxygenated
Heart Blood Flow
33
12-1 The blood vessels

Arteries. Blood vessels that carry blood away
from the heart and into the body are called
arteries. Once an artery enters an organ or
tissue, it divides many times into smaller and
smaller arteries. Arterioles are the smallest
arteries.
Artery walls are
thick and also
elastic. Layers of
connective tissue
and smooth muscle
surround them.
Epithelial tissue is
also associated
with arteries.
Veins. Blood vessels that carry blood from the
body back to the heart are called veins. The
tiniest veins are called venules. These venules
combine to form veins and continue
merging into larger and larger veins.
Unlike arteries, vein walls are thin
and only slightly elastic. Flaplike
valves are within the veins that only
permit blood to flow toward the
heart. This is especially helpful
when blood has to be pumped up
from the feet and legs against
the pull of gravity. When
valves malfunction, blood
accumulates within the vein
and stretches it out. This
condition is called varicose
veins and can be seen in the
accompanying diagram.
Capillaries connect arterioles and venules.

Capillary walls are formed from a single layer
of epithelial cells and are so narrow that only a
single red blood cell can pass through at a
time. The blood flowing through the capillaries
exchanges nutrients, wastes, oxygen, and other
things between the cells and the blood.
12-2 The heart

The heart pumps the blood through the vessels
in a rhythmic fashion. About the size of a fist,
the heart is a muscular organ located around
the middle of the chest. The cardiac muscle
comprising the heart is unique amongst the
bodys muscles. They form an interlocking
network that enables them to contract and
pump the blood with great pressure.
aorta
left atrium
right atrium
left ventricle
right ventricle
septum
34

The pericardium, a tough protective
membrane, surrounds the heart. Four
chambers can been seen within it. The lower
two chambers are called the ventricles, Thick
walled, they pump blood out of the heart and
into arteries. The ventricles are separated by a
thick dividing wall called the septum. The two
upper chambers of the heart are called
atriums. Atriums receive the blood from the
veins. Blood flow through the heart is
controlled by valves, four flaplike structures
that permit the blood to flow in a single
direction.
12-3 The blood flow

Deoxygenated blood, dark blue blood, from the
body enters the right atrium. The deoxygenated
blood is then pumped into the right ventricle.
The right ventricle pumps the blood to the
lungs where it is mixed with oxygen and turns
a scarlet red. The oxygenated blood from the
lungs enters the left atrium. The left atrium
pumps the oxygen rich blood to the left
ventricle. The left ventricle pumps the
oxygenated blood throughout the body. The
blood exits the left ventricle through the aorta.
The heart is actually two pumps in one. Oxygenlow blood is pumped to the lungs on the right
side. Oxygen-rich blood is pumped to the body
on the left side.
Vocabulary
Arteries
Arterioles
Valves (veins)
Capillaries
Pericardium
Atriums
Aorta
Veins
Venules
Varicose Veins
Heart
Ventricles
Valves (heart)
Septum
Questions
1. Describe the five types of blood vessels.
2. What causes varicose veins?
3. Describe the flow of blood through the heart and lungs.
35

The circulatory system
Closed system.
Includes a single heart.
Distributes blood throughout the body.
P 34
The blood vessels
Carry blood to and from the heart and body.
P 34
The heart
Pumps blood throughout the body.

Is rhythmic.
P 34
The blood flow
Deoxygenated blood flows into the heart on the right side.

Oxygenated blood flows from the heart to the body on
the left side.
P 34
Arteries
Carry blood from the heart to the body.

Are thick walled.
Are elastic.
Divide into smaller groups.
P 34
Arterioles
The smallest artery is called a arteriole.
P 34
Veins
Carry blood toward the heart.

Have valves.
An less elastic than arteries.
P 34
Venules
The smallest vein is called a venule.
P 34
Valves (veins)
Permit the blood to flow in one direction to the heart.

Help fight the pull of gravity.
P 34
When the valves malfunction and blood pools up it can

stretch the vein. This condition is called varicose veins.
P 34
Single layer of epithelial cells.

Red blood flows through one cell at a time.
Blood flows through them and exchanges wastes,
nutrients, and other things with the body.
P 34
Varicose veins
Capillaries
36

Heart
Pumps the blood throughout the body.

Size of a fist.
Located in the center of the chest.
P 34
Pericardium
Tough, protective membrane surrounding heart.
P 35
Ventricles
Located at the bottom of the heart.

There are 2 ventricles.
P 35
Septum
Thick wall separating right and left ventricle.
P 35
Valves (heart)
Permit blood to flow in only one direction through

the heart.
P 35
Located at the top of the heart.

There are two atriums.
P 35
Atriums

Describe the five types
of blood vessels
1. Arteries: Thick walled vessels, surrounded by muscle, that

move oxygenated blood away from the heart.
2. Arteriole: The smallest artery
3. Capillary: One-cell-thick blood vessel. Blood flowing through
them exchanges wastes, nutrients, and other substances with
the body.
4. Venules: The smallest vein
5. Vein: Slightly elastic, and carry deoxygenated blood towards
the heart.
What causes varicose veins?
When the valves in veins malfunction causing the blood to pool

up inside the vein and stretch it.
Describe the flow of blood

through the heart and lungs.
Deoxygenated blood enters the right atrium.

Blood is pumped into the right ventricle.
The right ventricle pumps deoxygenated blood into the lungs.
The oxygenated blood returns to the heart via the left atrium.
The atrium pumps the blood into the left ventricle.
The left ventricle pumps the oxygenated blood back to the body
through the aorta
37
Biology Mind Map

Carry blood away from heart
Walls thick & elastic
Arteries
Surrounded by smooth muscle

& connective tissue
Arterioles
Smallest artery
Epithelial tissue
Pumps blood
The blood
vessels
Vein
Size of fist
Cardiac muscle
Tough protective
membrane surrounding
the heart
Carry blood toward the heart

Thin walls and slightly elastic
Valves
Capillary
Single layer of epithelial cells
Muscular
Smallest possible vein
Center of chest
Only a single red blood cell

can pass through
Pericardium
Blood flowing exchanges
The heart
Atriums
Separated by
thick septum
Nutrients
Four chambers
Wastes
Ventricles
Oxygen
Valves
Other
substances
Permit blood to
flow in one
direction
The Circulatory
System
Deoxygenated blood
Right atrium
The blood
flow
From the body
Blood is pumped into right ventricle

Pumps blood to lungs
Right ventricle
Deoxygenated blood
Lungs
Blood gases are exchanged

Oxygenated blood turns red
Enters left atrium

Oxygenated blood
Blood pumped to left ventricle

Oxygenated blood pumped to body
Blood exits via the aorta artery
38
Restrict blood flow

to one direction
Venule
speed multiplication
Contents
Definition of Speed Multiplication.
Two numbers near 100 and both greater than 100.
Two numbers near 100 and both less than 100.
Definition
Often multiplication needs to be carried out under conditions that would not permit the use of a
calculator. Speed multiplication is a powerful tool for effortlessly multiplying two numbers
without the aid of a calculator. It is based upon a simple model in which both numbers to be
multiplied are both near the number 100. Both numbers can be greater than 100, or both
numbers can be less than 100 for the technique to work. For example, you could use speed
multiplication to multiply 103 and 105 (which are both greater than 100) or 98 and 97 (which
are both less than 100). However, if one number is greater than 100, and the other is less than
100, this method will not work. For example, when multiplying 98 and 103, you can not use
speed multiplication since 98 is less than 100 and 103 is greater than 100.
39
Two Numbers Near 100 And Both Greater Than 100

Step one: Write down each number to be multiplied.
103
x
105
Step two: Calculate the difference of each number from 100.
Write down the difference in a column to the right of the number.
103
3
x
105
5
Step three: Multiply the differences of both numbers.
Write down the multiplicand.
This number will be the final two digits in your completed answer.
103
3
x
x
105
5
15
Step four: Add the differences of each number to the other number.
Adding diagonally either way gives the same answer.
103
3
103
(or)
x
105
5
+5
15
108
Step five: Write the sum of either diagonal addition.
103
+5
108
3
x5
15
Step six: Combine both answers to get the final answer: 10,815
Practice Speed Multiplication

103
x 107
40
105
x 106
107
x 109
108
x 102
105
+3
108
Two Numbers Near 100 And Both Less Than 100

Step one: Write down each number to be multiplied.
98
x
95
Step two: Calculate the difference of each number from 100.
Write down the difference in a column to the right of the number.
98
2
x
95
5
Step three: Multiply the differences of both numbers.
Write down the multiplicand.
This number will be the final two digits of your completed answer.
98
2
x
x
95
5
10
Step four: Subtract the differences of each number to the other number.
Subtracting diagonally either way gives you the same answer.
2
98
95
(or)
5
- 05
- 02
10
93
93
Step five: Write down the difference of either diagonal subtraction.
98
2
5
x
5
93
10
x
98
95
Step six: Combine both answers to get the final answer: 9,310
Practice Speed Multiplication

98
x 94
97
x 91
92
x 99
93
x 96
41

Math Note-Taking Practice
42
Two numbers less than 100
Two numbers greater than 100
43
mind map practice
Mind Map Practice

CINDERELLA
Once upon a time...
there lived an unhappy young girl.
Unhappy she was, for her mother was
dead, her father had married another
woman, a widow with two daughters,
and her stepmother didnt like her one
little bit. All the nice things, kind
thoughts and loving touches were for
her own daughters. And not just the
kind thoughts and love, but also
dresses, shoes, shawls, delicious food,
comfy beds, as well as every home
comfort. All this was laid on for her
daughters. But, for the poor unhappy
girl, there was nothing at all. No
dresses, only her stepsisters hand-medowns. No lovely dishes, nothing but
scraps. No nice rests and comfort. For
she had to work hard all day, and only
when evening came was she allowed
to sit for a while by the fire, near the
cinders. That is how she got her
nickname, for everybody called her
Cinderella. Cinderella used to spend
long hours all alone talking to the cat.
The cat said, Miaow, which really
meant, Cheer up! You have something
neither of your stepsisters have and
that is beauty.
44
It was quite true. Cinderella, even

dressed in rags with a dusty grey face
from the cinders, was a lovely girl.
While her stepsisters, no matter how
splendid and elegant their clothes,
were still clumsy, lumpy and ugly and
always would be.
One day, beautiful new dresses arrived
at the house. A ball was to be held at
Court and the stepsisters were getting
ready to go to it. Cinderella, didnt
even dare ask, What about me? for
she knew very well what the answer to
that would be:
You? My dear girl, youre staying at
home to wash the dishes, scrub the
floors and turn down the beds for your
stepsisters. They will come home tired
and very sleepy. Cinderella sighed at
the cat, Oh dear, Im so unhappy!
And the cat murmured Miaow.
Suddenly something amazing
happened. In the kitchen, where
Cinderella was sitting all by herself,
there was a burst of light and a fairy
appeared.
Dont be alarmed, Cinderella, said
the fairy. The wind blew me your
sighs. I know you would love to go to
the ball. And so you shall!

How can I, dressed in rags?
Cinderella replied. The servants will
turn me away! The fairy smiled. With
a flick of her magic wand, Cinderella
found herself wearing the a beautiful
dress, the loveliest ever seen in the
realm.
Now that we have settled the matter
of the dress, said the fairy, well need
to get you a coach. A real lady would
never go to a ball on foot! Quick! Get
me a pumpkin!
Oh, of course, said Cinderella,
rushing away. Then the fairy turned to
the cat. You, bring me seven mice!
Seven mice! said the cat. I didnt
know fairies ate mice too!
Theyre not for eating, silly! Do as you
are told! And, remember they must be
alive!
Cinderella soon returned with a fine
pumpkin and the cat with seven mice
he had caught in the cellar.
Good! exclaimed the fairy. With a
flick of her magic wand wonder of
wonders! the pumpkin turned into a
sparkling coach and the mice became
six white horses, while the seventh
mouse turned into a coachman, in a
smart uniform and carrying a whip.
mind map practice
Cinderella could hardly believe her

eyes.
I shall present you at court. You will
soon see that the Prince, in whose
honor the ball is being held, will be
enchanted by your loveliness. But
remember! You must leave the ball at
midnight and come home. For that is
when the spell ends. Your coach will
turn back into a pumpkin, the horses
will become mice again, the coachman
will turn back into a mouse... and you
will be dressed in rags and wearing
clogs instead of these dainty little
slippers! Do you understand?
Cinderella smiled and said, Yes, I
understand!
When Cinderella entered the ballroom
at the palace, a hush fell. Everyone
stopped in mid-sentence to admire her
elegance, her beauty and grace.
Who can that be? people asked each
other. The two stepsisters also
wondered who the newcomer was, for
never in a month of Sundays, would
they ever have guessed that the
beautiful girl was really poor
Cinderella who talked to the cat!
When the prince set eyes on
Cinderella, he was struck by her
beauty. Walking over to her, he bowed
45

deeply and asked her to dance. And to
the great disappointment of all the
young ladies, he danced with
Cinderella all evening.
Who are you, fair maiden? the Prince
kept asking her. But Cinderella only
replied, What does it matter who I
am! You will never see me again
anyway.
Oh, but I shall, Im quite certain! he
replied.
Cinderella had a wonderful time at the
ball. But, all of a sudden, she heard the
sound of a clock: the first stroke of
midnight! She remembered what the
fairy had said, and without a word of
goobye she slipped from the Princes
arms and ran down the steps. As she
ran she lost one of her slippers, but
not for a moment did she dream of
stopping to pick it up! If the last stroke
of midnight were to sound... oh... what
a disaster that would be! Out she fled
and vanished into the night.
The Prince, who was now madly in
love with her, picked up her slipper
and said to his ministers, Go and
search everywhere for the girl whose
foot this slipper fits. I will never be
content until I find her!
So the ministers tried the slipper on
46
mind map practice
the foot of all the girls and even on

Cinderellas foot. Surprise! The slipper
fitted perfectly.
That awful untidy girl simply cannot
have been at the ball, snapped the
stepmother. Tell the Prince he ought
to marry one of my two daughters!
Cant you see how ugly Cinderella is!
Cant you see? Suddenly she broke
off, for the fairy had appeared.
Thats enough! she exclaimed, raising
her magic wand. In a flash, Cinderella
appeared in a splendid dress, shining
with youth and beauty. Her stepmother
and stepsisters gaped at her in
amazement, and the ministers said,
Come with us, fair maiden! The
Prince awaits to present you with his
engagement ring!
So Cinderella joyfully went with them,
and lived happily ever after with her
Prince.
And as for the cat, he just said
Miaow.
mind map practice

Cinderella is an orphan
She is mistreated
Prince has a ball to choose wife
Cinderella is made to stay home
Fairy Godmother gets her to the ball
You get what you

deserve in life
Theme
Plot
Warns her leave by 12am

Prince falls in love with her
Everything changes back
She runs away and leaves her slipper
behind
Cinderella
Prince searches for girl who fits

slipper
5/5/2002 - v2
Finds Cinderella and marries her

Cinderella
Step mother
Step sisters
Cat
Fairy Godmother
Prince
Characters
Atmosphere
Europe Long time ago

House Step mother
Castle Handsome prince
47
how to read letters
How To Read Letters

Letter One
Dear Alex,
It was a pleasure meeting you on our recent flight to Dallas. It is rare to find someone on a
flight as interesting as you were, and I truly enjoyed what you had to say about the need for
improving learning in the work environment.
I want to thank you for the information you gave to me about your associate Stephen Howard
and his work on improving learning in the workplace. I think you are correct that my work in
this area might interest him as well. I am enclosing the information you requested and am
delighted you are willing to pass it along to Mr. Howard.
Why dont I call you in 5 days to see whether youve received this letter, the material, and to see
if you had the opportunity to send it to Mr. Howard.
Thanks so much for your kind offer of help.
Sincerely,
J.R. Bergling
48
how to read letters
Letter Two
Dear Robert,
I would like to explore the possibility of securing representation from your firm. I am an
experienced speaker, as you can see from the numerous enclosed materials that accompany this
letter. In fact, Ive made over 50 presentations in the last year alone at a rate of $7,500 per day.
I speak on the following topics:
Mastering Your Information Glut Using Speed Reading
Overcoming Writers Block
Speed Math Made Easy
Accelerated Learning Skills For The Workplace
In addition to the numerous testimonials, brochures, and newspaper clippings enclosed with
this letter, I also have available upon request audio and video materials for you to review.
I will call you in the near future to arrange a meeting so we can discuss representation, and I
would appreciate you sending me some information about your firm as well.
Yours truly,
Howard Stephen Berg
49
how to read letters
Letter Three
Dear Stephen,
We appreciate your patience and willingness to work with us to resolve the problems you are
experiencing with our new computer system. It is unfortunate this problem occurred, but we
are fully able to provide you with onsite help to make certain that your equipment is
functioning properly and that your audio features work properly.
To that end, please call us immediately to arrange a suitable time and date for our expert to
visit your site and make the necessary adjustments to your computer.
Please let us know if you require any additional assistance from us. We are eager to please you.
Sincerely,
Mike Comp Uter
50
how to read letters
Letter Four
To All Employees of Berg Enterprises:
Berg Enterprises has reached an agreement with our investment managers to purchase
Microgentle and Intelichip Corporations. Our agreement is subject to several conditions that
must be met before this deal becomes final, and this may take six additional months to
complete. Until this agreement is final, no changes will occur in our current work schedule.
When final agreement is reached, we will dominate the entire globe in computer manufacturing
and distribution. The entire world will be at our mercy!
The investors request that existing management of Berg Enterprises remain with the company
until after the transaction is completed. All of our other employees will be asked to remain as
well. Most of our divisions will experience little change until after the deal is completed.
The next weeks will be challenging and full of opportunity. Those who continue to provide high
quality work will be most welcome into our new corporate structure.
Sincerely,
I M Aliar, President
51
how to read letters
Letter Five
Dear Marcy,
We received your letter about the problem you experienced on our train. We are sorry you fell
out of your sleeper compartment, but you failed to use the restraining belt that was provided to
prevent this accident from occurring. It was also clearly indicated on the wall of your
compartment of the need to fasten your restraining device. It was your failure to fasten this
device that caused the accident. Hence the injury was due to your failure to follow instructions.
We regret that we can not provide you with any financial assistance for your accident, and we
look forward to seeing you again in the near future on one of our trains.
Yours truly,
M Y Money
52

Creativity Music
The following is a lists of some music that I have found useful for improving my creativity,
learning state, and recall of information:
Bach: Largo from Harpsichord Concerto

in F Minor
Beethoven: Symphony No. 9

Choral Movement IV
Bach: Air on the G String
Chopin: Nocturne Op. 9, No. 2 in E Flat
Bach: Oboe Concerto in D minor
Chopin: Prelude: Op. 28, No. 20 and 4

(Medley)
Pachelbel: Canon
Chopin: Nocturne: Op. 55, No. 1 in F Minor
Corelli: Largo from Concerto Number 7

in D Minor, Opus 5
Chopin: Etude: Op 10, No. 3 in E
Vivaldi: Largo from Concerto in D Major

for Guitar and Strings
Chopin: Prelude: Op. 28, No. 15 in D Flat

(Raindrops)
Vivaldi: The Four Seasons: Spring

movement 1
Offenbach: Barcarolle from

The Tales of Hoffmann
Mozart: Eine Kleine Nachtmusik

movement 1
Sibelius: Valse Triste

Liszt: Liebestraum No. 3 in A Flat
Mozart: Piano Concerto No. 21

Elvira Madigan movement 11
Boccherini: Minuet
Debussy: Clair de Lune
Mascagni: Intermezzo sinfonico from

Cavalleria rusticana
Tchaikovsky: Swan Lake

Tchaikovsky: The Nutcracker
Dvorak: Symphony No. 9

From the New World, 2nd movement
Strauss: Blue Danube Waltz
Handel: Largo from Xerxes
Rachmaninoff: Piano Concerto

No. 2, movement II
Grieg: Ases Death from Peer Gynt
Wagner: Die WulkureRide of the Valkyries
Schubert: Ave Maria

Mahler: Symphony No. 3, 2nd movement
Rossini: William Tell Overture
53
Notes
54
Notes
55
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Some images 2001-2003 www.clipart.com
Howard Stephen Berg

E-mail: mrreader@msn.com

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IMPORTANT

To begin Please save this

Preview the section of the workbook that corresponds

HOWARD STEPHEN BERG

MAXIMUM SPEED READING

How Do We Comprehend Text?

MAXIMUM SPEED READING

The Four Reading Stages

How To Skim Text

How To Learn Difficult Material

The Four Types Of Reading

MAXIMUM SPEED READING

The Four Learning Levels

How To Increase Memory And Recall

MAXIMUM SPEED READING

Thank you for purchasing Maximum Speed Reading. In just a few

My reading strategies have earned me the recognition as the worlds

MAXIMUM SPEED READING

Selecting The Perfect Text

MAXIMUM SPEED READING

Setting Up Your Study Schedule

How To Calculate Your Initial Reading Speed

Print out pages 8 to 11 for this in session

Sample Text for Measuring Your Reading Speed:

MAXIMUM SPEED READING

example, everyone knows that something is either alive or

MAXIMUM SPEED READING

in time and space. Importantly, particles have mass or

MAXIMUM SPEED READING

only now starting to be understood. We shall continue our

MAXIMUM SPEED READING

Hand Motion One

Tips For Hand Motions

Print out page 13 for this session

Hand Motion One Template: Beauty And The Beast

MAXIMUM SPEED READING

Tips For Reading Backward

Print out page 15 for this session

Sample Text: Pavlovs Dog

MAXIMUM SPEED READING

Practice Reading At High Speed In Your Text

MAXIMUM SPEED READING

Mind Map Summarizing Backward Reading:

Many people can

Not everyone can

Useful for speed increasing exercises

Many languages are

The faster you read

MAXIMUM SPEED READING

Practice In Your Text

MAXIMUM SPEED READING

how do we comprehend text?

How Do We Comprehend Text?

MAXIMUM SPEED READING

how do we comprehend text?

How Your Brain Decodes Text

The Three Types Of Information That Text Contains

Mind Map Summarizing Schema And Meaning

Schema And Meaning

MAXIMUM SPEED READING

how do we comprehend text?

Identify This Picture:

Answer on next page