Learn to Read Faster

8/4/2019 Learn to Read Faster

http://slidepdf.com/reader/full/learn-to-read-faster 1/35

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Learn to Read

Faster Do you read fast or do you read slow? Do you have to

reread a sentence sometimes to get its full meaning? If

you read at less than 100 words per minute, you are

reading below standard level. Now you can double ortriple your reading speed with a new word recognition

course. Whether you are a student, high school

graduate, college graduate, or if you just want to read

faster, you can do it. Even if you didn’t finish high

school, you can still learn to read faster on your own.

A Self-Teaching Course

To use this program for your school or learning center or to get

a workbook for teaching your child, contact Dennis Brooks. Also,

help improve the course, send your comments. Email:

[email protected]

Buy online: http://www.lulu.com/spotlight/dennisbrooks

Book Number: 543-2-09832-111-31

© Copyright, Dennis Brooks, 2011 , All Rights Reserved

ISBN: 978-1-105-06998-7

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http://www.lulu.com/spotlight/dennisbrooks

http://www.lulu.com/spotlight/dennisbrooks



Table of Contents

Introduction 4

Words With Syllable Stress 4

Lesson Groups 6

How to Study 6

Phonetic Speed Drills and Tests 7

Common Study words 8

Uncommon Words I 17

Uncommon Words II 34

How to Push Yourself to Read Faster 91

Teach Yourself Phonics 100

Learn Phonics 101

The schwa and Other Sounds 104

The Phonetic Language 107

Phonetic Reading Drills 108

Speed Reading 110

About the Author 110

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Introduction

Learn to Read Faster does three things: It speeds up the process for people just learning

how to read. It helps those who already know how to read learn

to read faster. It is also for fast readers who want to improve

their reading speed without having to take another

class.

This course teaches rapid reading through

pronunciation, syllabification, visualization, and

memorization. Students learn new words and advance torapid reading quickly with this new multi-sensory

learning process.

Learn to Read Faster lets you read faster in spite of

hearing loss, speech impediment, or other learning

problems. It is also great for adults who are just

learning to read.

Words With Syllable Stress

Syllable stress:

· The syllables with the highest stress will have a

high mark (•) before them.

· The syllables with the lowest stress will have a

low mark (.) before them.

· The syllables which are unstressed will have a

dash (-) or no mark at all before them.

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Lesson Groups

How to Study the Whole Word with Say-Spell-Say

When you study, each word will be written in anexpanded form and laid out for pronunciation, spelling,

and syllabification. This lets you study and learn the

whole word in all of its forms.

This is how to study each word:

nol.ij

k n o w l e d g e

•know.ledge

1. Pronounce the word first: nol.ij

2. Read the spelling next: k n o w l e d g e

3. Say the word again: •know.ledge

Each word will be registered in your memory for rapid

reading recall when you can look away, pronounce, and

spell it correctly. This happens automatically when

practicing the say-spell-say drills.

4. Finally, to test yourself after studying a

lesson, read down the list of alphabetic (bold) words

letting their pronunciation come to you without saying

them.

Each time your eyes contact a word, its spelling and

pronunciation should come to you automatically. If you

cannot read each word in the test quickly and smoothly,

simply restudy the lesson and try it again. Restudying

the phonetic core of the words trains you to read them

faster.

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Common Study-words

Instruction: 1. Pronounce the word first: nol.ij

2. Read the spelling next: k n o w l e d g e 3. Say the word again: •know.ledge

Finally, read down the list of bold words letting their

pronunciation come to you.

Pronunciation: Highest stress (•), lowest stress (.),

unstressed syllables (-).

pri.tep r e t t y•pret-ty

ol.m ost a l m o s t•al.most

pe.pelp e o p l e•peo-ple

a.frad a f r a i da•fraid

fa.ther

f a t h e r•fa-ther

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fam.i.le f a m i l y•fam-i-ly

fa. mus

f a m o u s•fa-mous

per.son p e r s o n•per-son

ol.waz a l w a y s•al.ways

a.mount

a m o u n ta•mount

se.konds e c o n d•se-cond

be ka m b e c a m ebe•came

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sis.ter s i s t e r•sis-ter

slo.le

s l o w l y•slow-ly

be.ko m

b e c o m ebe•come

m o.ther

m o t h e r•mo-ther

out.sid

o u t s i d e•out-side

ol.re.de a l r e a d yal•rea-dy

be.kozb e c a u s ebe•cause

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far.merz

f a r m e r s•far-mers

pik.chur

p i c t u r e•pic-ture

te.cher t e a c h e r•tea-cher

no.thing n o t h i n g

•no-thing

be.twen b e t w e e nbe•tween

pro.ble m

p r o b l e m •pro-blem

so m.wun s o m e o n e •some.one

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bro.ther b r o t h e r•bro-ther

re. mem.berr e m e m b e rre•mem-ber

en.e.thing

a n y t h i n g•an-y.thing

chil.dren

c h i l d r e n•chil-dren

too.ge.ther

t o g e t h e rto•ge-ther

stoo.dentss t u d e n t s•stu-dents

a.di.shona d d i t i o nad•di-tion

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so m.thing

s o m e t h i n g•some.thing

so m.ti mzs o m e t i m e s•some.times

them.selvz

t h e m s e l v e sthem•selves

grand.m o.ther

g r a n d m o t h e r

•grand.mother

grand.fa.ther

g r a n d f a t h e r•grand.fa-ther

af.ter.noon

a f t e r n o o n

•af-ter.noon

skool.room s c h o o l r o o m

•school.room

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byoo.ti.fulb e a u t i f u l•beau-ti-ful

un.der.stand

u n d e r s t a n d.un-der•stand

dik.sho.na.re

d i c t i o n a r y

•dic-tio.na-ry

dif.rens

d i f f e r e n c e•dif-ference

ev.re.thing

e v e r y t h i n g•eve-ry.thing

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Take the Test

Instructions: When testing, scan and read each word

silently before pronouncing it at a whisper. Withenough practice, you will start using scanning

automatically when you read out loud. For reading

drills, read the words out loud as fast as you can.

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Common Words Test (69)

p r e t t y a l m o s tp e o p l e a f r a i df a t h e r f a m i l yf a m o u s p e r s o na l w a y s a m o u n ts e c o n d b e c a m es i s t e r s l o w l yb e c o m e m o t h e ro u t s i d e a l r e a d yb e c a u s e f a r m e r s

p i c t u r e t e a c h e r

n o t h i n g b e t w e e n

p r o b l e m s o m e o n e

b r o t h e r r e m e m b e r

a n y t h i n g c h i l d r e nt o g e t h e r s t u d e n t sa d d i t i o n s o m e t h i n g

s o m e t i m e st h e m s e l v e sg r a n d m o t h e r

g r a n d f a t h e ra f t e r n o o n

s c h o o l r o o m

b e a u t i f u lu n d e r s t a n d

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Uncommon Words I

in.fun.se simp.to m

i n f a n c y s y m p t o m

in•fan-cy •symp-tom

kwik.le mag.ni.fi

q u i c k l y m a g n i f y

quick-ly •mag-ni.fy

roo.ten ab.do. men

r o u t i n e a b d o m e nrou•tine •ab-do-men bi.ol.o.je adn.enb i o l o g y a d e n i n ebi•ol-o-gy aden.ine em.pa.the che.ta

e m p a t h y c h e e t a h

•em-pa-thy •chee-tah his.to.re per.senth i s t o r y p e r c e n t•his-to-ry per•cent

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thi.a.min form.yu.la

t h i a m i n f o r m u l a

•thi-a-min •form-u-la

the.ra.pe fed.e.ral

t h e r a p y f e d e r a l •ther-a-py •fed-er-al

sur.pas pa.shent

s u r p a s s p a t i e n t sur•pass •pa-tient re.zults av.er.ij

r e s u l t s a v e r a g e re•sults •av-er-age

na.shon.al mul.ti.pel

n a t i o n a l m u l t i p l e•na-tion-al •mul-ti-ple

frend.le si.to.sen

f r i e n d l y c y t o s i n e•friend-ly •cy-to.sine

men.ta.le sim.e.tre m e n t a l l y s y m m e t r y•men-tal-ly •sym-me-try

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ri.bo.so m skan.ing

r i b o s o m e s c a n n i n g•ri-bo.some scan-ning

ro.ta.shon fed.bak

r o t a t i o n f e e d b a c kro-ta•tion •feed.back ad.he.zhin si.lin.dera d h e s i o n c y l i n d e r

ad•he-sion •cyl-in-der ka.pas.i.te bra.kits

c a p a c i t y b r a c k e t sca•pac-i-ty •brac-kets su.pres su.pe.re.or

s u p p r e s s s u p e r i o rsup•press su•pe-ri-or do.na.ting e.val.yoo.at

d o n a t i n g e v a l u a t edo•nat-ing e•val-u.ate

ho.lis.tik im.a.choorh o l i s t i c i m m a t u r eho•lis-tic .im-ma•ture

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po.la.ri.te pig.ments

p o l a r i t y p i g m e n t spo•la-ri-ty •pig-ments

poz.i.tiv at.i.tyood

p o s i t i v e a t t i t u d e•pos-i-tive •at-ti.tude ko.li.se.um hos.pi.tal

c o l i s e u m h o s p i t a l.col-i•se-um •hos.pi-tal

se.re.bral im.pak.ted

c e r e b r a l i m p a c t e d

ce•re-bral im•pac-ted

with.dro ver.te.bra

w i t h d r a w v e r t e b r a with-draw •ver-te-bra

tor.tos dom.i.nat

t o r t o i s e d o m i n a t e

•tor-toise •dom-i.nate

chur.chez med.i.sinc h u r c h e s m e d i c i n e

chur-ches •med-i-cine

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kon.dens lem.on.ad

c o n d e n s e l e m o n a d e

con•dense .lem-on•ade

par.ti.kel part.nerz

p a r t i c l e p a r t n e r s

•par-ti-cle •part.ners

re.spons oint.ment

r e s p o n s e o i n t m e n t

re•sponse •oint-ment

in.ti.mit myoo.ta.shon

i n t i m a t e m u t a t i o n

•in-ti-mate mu•ta-tion

kyoo.kum.ber ko.he.zhin

c u c u m b e r c o h e s i o n•cu.cum-ber co•he-sion

i.myoo.ni.te he.red.i.te

i m m u n i t y h e r e d i t yim•mu-ni-ty he•red-i-ty

is.o.la.ted e.pu.lep.sei s o l a t e d e p i l e p s y

•is-o.la-ted •ep-i.lep-sy

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hi.dra.ted ep.i.dem.ik

h y d r a t e d e p i d e m i c

•hy.dra-ted .ep-i•dem-ic

en.tha.lpe in.som.ne.ae n t h a l p y i n s o m n i a

•en.tha-lpy in•som-ni-a

m a.nyoo.ver stim.yoo.lus

m a n e u v e r s t i m u l u s

ma•neu-ver •stim-u-lus

in.fyoo.zhin in.fe.ri.or

i n f u s i o n i n f e r i o r

in•fu-sion in•fe-ri-or

pa.ra.noid o.di.to.re

p a r a n o i d a u d i t o r y•para.noid •au-di.to-ry

ser.vi.kal e.kwa.zhin

c e r v i c a l e q u a t i o n•cer-vi-cal e•qua-tion

sed.i.ment di.no.sars e d i m e n t d i n o s a u r

•sed-i-ment •di-no.saur

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par.a.ket par.a.sit

p a r a k e e t p a r a s i t e

•par-a.keet •par-a.site

pro.found dis.a.beld

p r o f o u n d d i s a b l e d

pro•found dis•a-bled

swel.ing far.m a.se

s w e l l i n g p h a r m a c y

•swell.ing •phar-ma-cy

mol.e.kyool skel.e.tin

m o l e c u l e s k e l e t o n

•mol-e.cule •skel-e-ton

i.de.ol.o.je nyoo.tre.ent

i d e o l o g y n u t r i e n t.i-de•ol-o-gy •nu-tri-ent

spe.sif.ik e.fyoo.zhin

s p e c i f i c e f f u s i o n

spe•cif-ic ef•fu-sion

kil.o.gram sik.li.kalk i l o g r a m c y c l i c a l

•kilo.gram •cy.cli-cal

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de. men.sha froi.de.an

d e m e n t i a F r e u d i a n

de•men.tia •Freud-i-an

re.tar.ded de.loo.zhin

r e t a r d e d d e l u s i o n

re•tar.ded de.lu-sion o.ton.o.m e be.hav.yor

a u t o n o m y b e h a v i o r

au•ton-o-my be•hav-ior eks.po.zhur fez.ant

e x p o s u r e p h e a s a n t

ex•po-sure •pheas-ant

fiz.i.kal be.lit.el

p h y s i c a l b e l i t t l e•phys-i-cal be•lit-tle

be.trad glou.ko.m a

b e t r a y e d g l a u c o m a

be•trayed glau•co-ma

di.nam.iks frak.churd y n a m i c s f r a c t u r e

dy•nam-ics •frac-ture

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je.no.tip klav.i.kel

g e n o t y p e c l a v i c l e

•ge-no.type •clav-i-cle

a.fer.ent i.loo.zhin

a f f e r e n t i l l u s i o n

•af-fer-ent il•lu-sion

vol.a.til den.drit

v o l a t i l e d e n d r i t e

•vol-a-tile •den-drite

sin.dro m punk.choo.ul

s y n d r o m e p u n c t u a l

•syn.drome •punc-tu-al

kwa.drant kwa.le.te

q u a d r a n t q u a l i t y•quad-rant •qual-i-ty

loud.nes flek.si.bell o u d n e s s f l e x i b l e

loud-ness •flex-i-ble bak.bon kat.a.listb a c k b o n e c a t a l y s t

•back.bone •cat-a-lyst

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mak.a.ro.ni kat.a.rakt

m a c a r o n i c a t a r a c t

.mac-a•ro-ni •ca-ta.ract

am.pyoo.tat o.ver.dos

a m p u t a t e o v e r d o s e

•am-pu.tate •o-ver.dose

tem.po.rul de. men.tedt e m p o r a l d e m e n t e d

•tem-po-ral de•men-teddi.am.e.ter an.te.ri.or

d i a m e t e r a n t e r i o r

di•am-e-ter an•te-ri-or

di.a.re.a ter.m i.nal

d i a r r h e a t e r m i n a l.di-ar•rhe-a •ter-mi-nal

thal.a.mus an.ti.bod.e

t h a l a m u s a n t i b o d y

•thal-a-mus •an-ti.bod-y

bak.te.re.a m o.ti.vatb a c t e r i a m o t i v a t e

bac•te-ri-a •mo-ti.vate

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trans.mit rek.les

t r a n s m i t r e c k l e s s

trans•mit •reck-less

a.kwird mon.o.ton

a c q u i r e d m o n o t o n e

ac•quired •mon-o.tone

noo.ro.sis mo.ral.i.te

n e u r o s i s m o r a l i t y

neu•ro-sis mo•ral-i-ty

do.nut do.na.shon

d o u g h n u t d o n a t i o n

•dough.nut do•na-tion

pre.shur dis.purs

p r e s s u r e d i s p e r s e•pres-sure dis•perse

re.kov.er.e kon.stant

r e c o v e r y c o n s t a n t

re•cov-er-y •con-stant

dres.ing e.lek.trond r e s s i n g e l e c t r o n

•dress-ing e•lec.tron

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floo.i.di.te m o.bil.i.te

f l u i d i t y m o b i l i t yflu•i-di-ty mo•bil-i-ty

ke.mi.kal mo.di.fid

c h e m i c a l m o d i f i e d

•chem-i-cal •modi.fied

no.ta.shon yoo.ro.pe.an

n o t a t i o n E u r o p e a n

no•ta-tion .Eu-ro•pean

mod.er.at ret.i.kyool

m o d e r a t e r e t i c u l e

•mod-er-ate •ret-i.cule

jap.a.nes ab.nor.m al

J a p a n e s e a b n o r m a l.Jap-a•nese ab•nor-mal

for.mer.le ad.vansd

f o r m e r l y a d v a n c e d

•for-mer-ly ad•vanced

moov.ment ko m.bak m o v e m e n t c o m e b a c k

•move.ment •come.back

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re.ak.shon in.ti.m a.se

r e a c t i o n i n t i m a c y

re•ac-tion •in-ti-ma-cy

e.m o.shon.al nyoo.m on.ya

e m o t i o n a l p n e u m o n i a

e•mo-tion-al pneu•mon-ia

ek.sten.shon a.bun.dans

e x t e n s i o n a b u n d a n c e

ex•ten.sion a•bun-dance

en.do.pla-zum cham.pan

e n d o p l a s m c h a m p a g n e

•en-do.plasm cham•pagne

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Uncommon Words I, Test (174)

Take the Test

Instructions: When testing, scan and read each wordsilently before pronouncing it at a whisper. With

enough practice, you will start using scanning

automatically when you read out loud. For readingdrills, read the words out loud as fast as you can.

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i n f a n c y s y m p t o m

q u i c k l y m a g n i f y

r o u t i n e a b d o m e n

b i o l o g y a d e n i n ee m p a t h y c h e e t a h

h i s t o r y p e r c e n tt h i a m i n f o r m u l a

t h e r a p y f e d e r a l s u r p a s s p a t i e n t r e s u l t s a v e r a g e n a t i o n a l m u l t i p l ef r i e n d l y c y t o s i n e m e n t a l l y s y m m e t r yr i b o s o m e s c a n n i n gr o t a t i o n f e e d b a c ka d h e s i o n c y l i n d e r

c a p a c i t y b r a c k e t ss u p p r e s s s u p e r i o rd o n a t i n g e v a l u a t eh o l i s t i c i m m a t u r ep o l a r i t y p i g m e n t sp o s i t i v e a t t i t u d ec o l i s e u m h o s p i t a lc e r e b r a l i m p a c t e d

w i t h d r a w v e r t e b r at o r t o i s e d o m i n a t e

c h u r c h e s m e d i c i n e

c o n d e n s e l e m o n a d e

p a r t i c l e p a r t n e r s

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r e s p o n s e o i n t m e n t

i n t i m a t e m u t a t i o n

c u c u m b e r c o h e s i o n

i m m u n i t y h e r e d i t yi s o l a t e d e p i l e p s y

h y d r a t e d e p i d e m i c

e n t h a l p y i n s o m n i a

m a n e u v e r s t i m u l u s

i n f u s i o n i n f e r i o r

p a r a n o i d a u d i t o r y

c e r v i c a l e q u a t i o ns e d i m e n t d i n o s a u r

p a r a k e e t p a r a s i t e

p r o f o u n d d i s a b l e d

s w e l l i n g p h a r m a c y

m o l e c u l e s k e l e t o n

i d e o l o g y n u t r i e n t

s p e c i f i c e f f u s i o nk i l o g r a m c y c l i c a l

d e m e n t i a F r e u d i a n

r e t a r d e d d e l u s i o n

a u t o n o m y b e h a v i o r

e x p o s u r e p h e a s a n t

p h y s i c a l b e l i t t l e

b e t r a y e d g l a u c o m ad y n a m i c s f r a c t u r e

g e n o t y p e c l a v i c l e

a f f e r e n t i l l u s i o n

v o l a t i l e d e n d r i t e

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s y n d r o m e p u n c t u a l

q u a d r a n t q u a l i t y

l o u d n e s s f l e x i b l e

b a c k b o n e c a t a l y s t m a c a r o n i c a t a r a c t

a m p u t a t e o v e r d o s e

t e m p o r a l d e m e n t e d

d i a m e t e r a n t e r i o r

d i a r r h e a t e r m i n a l

t h a l a m u s a n t i b o d y

b a c t e r i a m o t i v a t et r a n s m i t r e c k l e s s

a c q u i r e d m o n o t o n e

n e u r o s i s m o r a l i t y

d o u g h n u t d o n a t i o n

p r e s s u r e d i s p e r s e

r e c o v e r y c o n s t a n t

d r e s s i n g e l e c t r o nf l u i d i t y m o b i l i t yc h e m i c a l m o d i f i e d

n o t a t i o n E u r o p e a n

m o d e r a t e r e t i c u l e

J a p a n e s e a b n o r m a l

f o r m e r l y a d v a n c e d

m o v e m e n t c o m e b a c kr e a c t i o n i n t i m a c y

e m o t i o n a l p n e u m o n i a

e x t e n s i o n a b u n d a n c e

e n d o p l a s m c h a m p a g n e

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Uncommon Words II

arm.a.di.lo

a r m a d i l l o .ar-ma•dil-lo

hi.er.ar.keh i e r a r c h y •hi-er.ar-chy

im.po.tensi m p o t e n c e •im-po-tence

kon.tin.yood

c o n t i n u e d con•tin-ued

ma.ri.wo.na

m a r i j u a n a .ma-ri•jua-na ev.o.loo.shon

e v o l u t i o n .ev-o•lu-tion

kon.tan.er

c o n t a i n e r con•tain-er

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About the Author

Dennis Brooks was a senior instructor and curriculum

developer for the US army. After retiring, he attended

college while working as an assistant teacher. After a

while, he was put in charge of a third-grade reading

program, which had eighteen students. The workbooks used

for teaching reading at the time, taught reading with

phonics using diacritical marks, which were confusing for

both the teachers and students. Also, the students had to

refer to a pronunciation key in the back of the book to

match the sounds to the words before they could pronounce

them correctly. This was a slow learning process but it

worked for the majority of the students and they made

regular progress.

Classroom teachers usually scheduled reading on Wednesdays

when they were meeting with the principal. That is when

Dennis usually taught reading. Several of the students

needed additional remedial reading, which took place in the

back of the classroom. Using his experience as a curriculum

developer, Dennis began writing special lessons for those

students. Using the dictionary, he carefully wrote out a

list of troublesome words with their phonetic versions next

to them. This gave the student a ready reference forpronouncing the troublesome words. After a while, the

students were tested without the phonetic clues.

eight = at great = grat though = tho high = hi

As time went by, they learned to read all the single

syllable words. Then Dennis made lists of common multi-

syllable words with their phonetic forms next to them. This

helped the students learn to sound out the common words

that made up their speaking vocabulary.

knowledge=nolij community=ko myoonite secretary=skeretere

Some students were still having trouble sounding out multi-

syllable words that they understood but did not use in

their speaking vocabulary. To solve this problem, Dennis

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divided the words into syllables and included them as a

third form.

en.e.thing = an-y-thing = anythingchil.dren = chil-dren = childrenDennis taught reading for six years, while continuing to

develop and expand his reading program. After moving to

Hawaii, he started working as a private tutor, teaching

children with various reading problems including those who

spoke English as a second language. When higher functioning

second language learners had trouble sounding out both

common and uncommon multi-syllable words, he had to find a

solution to the problem. Since the students had no way of

knowing how to vary the tones of the syllables to make the words easier to pronounce correctly, they generally read

the syllable with a flat even tone. To solve this problem,

Dennis included the stress marks for each syllable in the

multi-syllable words and explained how to use them.

Note: The high mark (•) is for syllables with high tones,

the low mark (.) is for low tones, and the dash (-) is for

even tones.

too.ge.ther = to•ge-ther = together yes.tur.da = •yes-ter.day = yesterday

stoo.dents = •stu-dents = students

This completed the program for both English speakers and

English language learners.

For teaching early reading skills, Dennis also translated

nursery rhymes and short stories into pure phonics. This

let the students practice their reading with phonics first

so they could sound out and read unfamiliar words. After

they learn the phonetic version of a short story, they

could use the phonetic clues as references to help

pronounce the alphabetic words in the regular versions of

the stories.

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Litl Boi Bloo

Litl Boi Bloo, kum blo yor horn.

The shep’s in the me.do, the kou’z in the korn;

Hwar’z the litl boi hoo m inz the shep?

He’z un.der the ha.stak, fast a.slep!

Little Boy Blue

Little Boy Blue, come blow your horn.

The sheep's in the meadow, the cow's in the corn;

Where's the little boy who minds the sheep?

He's under the haystack, fast asleep!

Dennis put all study-words on lists and arranged them from smallest to largest and did the same thing with the poems

and short stories. This made the reading program a self-

teaching course for most students. Those who have a high

aptitude for languages, regardless of their age, can now

teach themselves to read without constant one-to-one

tutoring. Those who struggle with learning to read simply

need basic instructions and reading assignments, which can

be given as homework. At some point, students will learn to

recognize the phonetic core of the common words and use

those skills to sound out and read many of the 600,000

words that make up the English language.

Dennis has dyslexia and has used the program to improve his

reading skills as well. Since dyslexia hindered his

ability to read, write, and spell; developing, teaching,

and testing this program took place over a span of 20

years. Nevertheless, since developing and testing the

program, he has more than quadrupled his reading speed.

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Learn to Read Faster