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English as Second Language
ESL Employees are at a special disadvantage when it comes to reading. Many of them still translate words as they read, even if they are not aware of it. These are usually very bright, talented people who have difficulty understanding what they read in English. It’s not usually the concepts; it’s just that it’s in a different language.
The latest research has shown that, for example, Japanese children who do not learn to pronounce the letter “R” by age 10 will never be proficient at it. Many of them will always trip over it’s pronunciation no matter what they do. On the other hand, those who are exposed to the letter”R” at an early age have no more problems than English speakers. This shows it is not a genetic problem, but one associated with that particular sound. Japanese adults have almost no problem with any other letters in other languages.*
I am led to believe that once certain neural pathways are ingrained in the human brain, it will always favor those pathways when speed is increased. This is a handicap when trying to increase speed without the proper tools for any reader. The problem is magnified with ESL readers.
Virtually no school system teaches the Comprehension tools that we offer. As bad as comprehension is for English speakers (40% to 60%), it’s much lower for ESL readers when working in English. Our tools save them from the painstaking focus required for reading English materials. This is especially true for technical materials.
We like to ESL people to enter a dedicated ESL SuperReading class where we can tailor to their needs. If ever there was a group in need of these comprehension and recall tools, it’s ESL employees.
* I heard this quoted on a public radio program. I missed the opening, and did not hear the end to find who the speaker was. It confirmed my observations, and I offer it as anecdotal evidence until I can quote the source study.
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Dear Ron,
I enjoyed the “SuperReading” class so much since it helps me enormously. After finishing the class, I really tripled my Reading Effectiveness, and most important of all, it helps me to focus better. It used to be quite hard for me to finish a book from cover to cover, no matter how much I wanted to. But during this training, I have finished Professor Feynmans’s “Six Easy Pieces” in about 5 or 6 hours.
I would recommend this class to anyone I know.
Peng-Fei Zhang
Staff Engineer,
Fujitsu Microelectronics, Inc.
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“I have faster reading and better comprehension and better performance in graduate school. I am more effective at work where I read technical journals. The materials and instructor were excellent.”
-Quynh H., Software Engineer, H.P.
R.E. went from 143 to 750
“I was not reading as fast as I like it to be before I started the super reading class. After I took the class, I realized that I was reading much faster than before and it has been proven to me when I needed to study the transmission line theory and less than 24 hours to prepare for a test. I was able to read so fast that I finished the book in less than five hours. It probably would have taken me days to finish it otherwise. I am glad I did the homework as I was told.”
Jong C.
Electrical Engineer, HP
R.E. went from 55 to 300
“Slow, tedious, not always "getting it"... Those words describe my reading style before SuperReading. Now, reading is enjoyable and fast with fantastic comprehension.”
A. Pate, Electronic Marketing Manager, HP
R.E. went from 70 to 623
“Dear Ron,
I was reading slow with a low comprehension before the reading class. I needed to go through the reading materials twice or more in order to achieve better understanding. In the SuperReading program, I find the techniques of Preview, Visualization and Review help my comprehension a lot. The hopping exercises helped me to speed up my reading many times and keep up my comprehension. The positive thinking and relaxed environment are great and make the learning easy and fun!
D. Wong,
Senior Program Manager, GaSonics International
R.E. went from 53 to 267
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