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1 Lack of comprehension 
This is a frequent frustration especially if the material is important.
There are many factors that affect comprehension that are based on concentration.
 A  Firstly, is the information a ‘have-to-read’  or a  ‘want-to-read?
That makes all the difference.
If the information seems uninteresting or difficult,  one often approaches it with resistance.  That can block concentration and comprehension.  
What to do.
Find someone with good working knowledge about the topic. Their enthusiasm will help you see it differently and you will have greater motivation to tackle it.
Or set yourself a time goal to cover it.  This helps you work to peak performance.

Secondly, the layout of the material can make a difference.

If the layout is in small print, wide lines and compact text, it is more tiring

on the eyes, which gives the impression that it is uncomfortable or


What to do.
Put two fingers on the page,  so that one finger focuses on the middle of the first half of the line, and the other finger on the middle of the second half of the line.  Then read every word, every line by ‘walking’ your fingers down,  one at a time,  line by line,  to guide your eyes on each half line at a time. 


Thirdly,  deal with distractions, interruptions,  and intruding thoughts demanding your attention as they come.

What to do.
Analyse priorities,  and either   ‘Do’,  ‘Delegate’,  Delay’,  or ‘Dump’.

 D Fourthly,  because of the lack of time, people only read through something once,  which is only one imprint in the mind.  If you have ever re-read something, you will always find something that you missed the first time, or see it in a new light.  

What to do.  
Always preview the material before you read.  A quick scan a couple of times to establish the main points, layout, some details, with the questions in mind, ‘What’s important and where will I find it?’ will not only save you time but with several imprints in your mind, you will have in-depth comprehension and better recall.


Fifthly,   the inability to remember even having understood the text.   Recall, remembering, reproducing the information is related to how the mind connects the information.

What to do.
Memory is based on connections and associations.  Whatever you wish to remember, ask yourself, ‘How can I remember this?’  One way is to test memory by telling someone what you have read.  This means you are using a multi-sensory approach of vision, speech, and hearing.  Another way is to find an association to establish a back-up memory system.  Buy a good Memory Training Book.

 2 Dyslexia  

This is a relatively common problem where people find reading, writing and spelling a problem.   Dyslexic people are normally highly intelligent and manage to compensate by listening and remembering.  Dyslexia is like trying to read in a moving vehicle.

Dyslexia is not a visual problem but a colour perception aberration in the brain.

  To identify, there are some of several indicators:
  • Switching letters  ‘b and d’,  ‘p and g’,  or  words like ‘was and saw’,  or numbers  ‘6 and 9’.
  • Losing one’s place,  skipping words,  jumping lines
  • Poor comprehension
  • Inserting a substitute word
  • Avoiding reading
  • Good at mathematics  (unless there are other learning problems involved)
  • Low self-esteem,  anxiety
  • Speech difficulties
  • Heredity

What to do. There are only a few Opticians who have the Colorimeter Eye Test for Dyslexia.

Contact  Cerium Technologies in Britain for more details and locations. 

+ Int. code - area code - 1580 765 211 or Fax: 580 765 573

When this eye test identifies the specific colour combination for the individual and reading glasses tinted to their requirements supplied,  all reading and writing become more comfortable.

It is important that the eye test report goes to their School and Academic Institute record card so that the person is given extra time in tests and exams,  is not penalized for spelling,  and may even be given a scribe or an oral test.