Dear Mr. Ostrov:
I am extremely pleased with the results I got from this reading course.
When I began the course, my goals were in terms of:
- Comprehension: to maintain or slightly improve the level of my comprehension,
- Speed: to double my speed while maintaining the level of my comprehension,
- Other: to be able to comprehend a vast variety of technical or arcane materials.
During the mid-course exam, I was reading 125% faster.
As I finished the course, I felt comfortable not only with the absolute increase but also with the now excellent level of my comprehension.
The most striking thing about this course, I think, is the recognition that one can read - or one can read more effectively. I could compare it to brushing your teeth: everyone does it, somewhat at least, but some people know how to clean their teeth more effectively than others.
This reading course has given me both the understanding of the mechanisms as well as the tools (the use of the regulator, for example) to determine at which level of speed and comprehension I chose to read.
Power Reading is well organized, easy to read. Having been in the educational business for quite some time, it amazes me how little emphasis educators put on a basic skill such as reading.
But this will change, of course, since I will implement Power Reading in my teaching. I will not rely on elementary school teachers to improve students' reading skills, or hope that some Freshmen English instructor picks up the slack. This semester, I teach a course on "Women in Antiquity" in which each student has to read and review one scholarly book. Before the end of this semester, I will have incorporated Power Reading in my teaching so that my students become power readers who have a choice at which speed or comprehension level they read.
I enthusiastically recommend Power Reading to any teacher or student.
Sincerely,
Dr. Joachim Vogeler, Professor
Louisiana State University
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