Read in a session. Take a rational text like RC or math or physics. Emotional or distress texts are often harder to read. Take your time discharging. It will make that you become good at reading. And fond of it.
If you have enough free attention to listen, you can read. Try to realize what you read.
And it can become fun and a skill you’re good at, by experience and discharge.
You don’t need the distress that makes it hard to read. Chuck it!
Through reading, you will learn so much, so fast!
Begin by reading slowly but precisely. Don’t worry about the speed. That will come with practice. (But if you begin with fast and imprecise reading, you will never really read what it says.)
In the beginning, reading one copy of Present Time took me three months, every three months. I was a slooow reader. But discharge helps! Now, I read it cover to cover in a (busy) week. I still don’t read as fast as insatiable bookworms. But I read. Faster than most people.
I just heard someone say: People don’t read anymore. I can tell you: “people” never read. Harvey would spend morning class time at workshops teaching the newest RC Theory from the latest Present Times. No one complained, “I read that already.” I was the only one on hundreds of counselors who was up-to-date. It helps to prioritize doing sessions on reading.
Outside of sessions, begin reading stuff that you find super-interesting. Stories, novels, comics, about your best hobby, whatever it is. And RC stuff. Texts that fascinate you, that you can’t put down (so to speak). Look for the subject(s) that you like, from writers that you like. Or texts that are simple, easy. Don’t feel too embarrassed to read children’s books. You learn better when it’s fun. (I raised a few voracious readers. They started with simple books they liked – Lord of the R., Harry P.)
There is no law that says that you must read a text from the beginning to the end. Skip difficult stuff (words, sentences, paragraphs, chapters, books). But don’t skip discharging. If it’s a text with pictures or large quotes, look at them first. With a long text, you can first browse the title, the first few words, the ending (whodunit?), maybe a few words in the middle. Look for introductions, names of chapters or captions.
(I’ve read articles and even books backward. First I looked if I liked the ending. I did. Then I read what came just before that. That was OK too. Then ahead of that. The whole thing backward. Why drag yourself through a text if that way it’s fun for you?!)
Maybe you better like reading texts that you know already. Like transcripts of lectures or (news) reports that you have listened to. Or first, have someone read you the text before you try reading it.
Does reading remind you of school? Discharge! Does it remind you that you were called or felt stupid? Discharge! Does it “make” you feel bored? Discharge! Does it “make” you feel forced? Discharge! Don’t just walk away from reading. Discharge and then read some more.
Have a friend do the same program as you and read the same text and then talk about it after you’re finished reading. If you own the copy, make notes in the text, illustrate it, cross out words you dislike – it’s your party!
In the end, you’ll read for relaxation, for pleasure. You’ll stop watching TV. In your free time, you’ll read and do activism. And never look back.
Look at what a long text you’ve read now! Over 600 words!
Don’t just learn reading. Teach others. It’s the best.
RC Teachers
We could call it negligent not to read new Theory or to fail rereading old Theory. But instead of calling a teacher who has a hard time doing so all kinds of names, it will be better to ask them: What takes higher priority than reading Theory? We must assume that the first thought that comes up reveals what distress the teacher rather discharges than reading Theory. That must be pity urgent stuff. Giving a hand with discharging that, should make it easier to keep our thinking up-to-date.
Writing
Once you mastered reading, you can add learning to write. Through writing, you can teach many people very fast (once they learned reading). And let them profit from the writing styles you read and from your unique thoughts and insights. It’s the best.
Learning to write is even easier than learning to read. Three steps:
1. Write anything you think. Brainstorm. There is no thought unworthy of being jotted down. (“I don’t know what to write” – write that down!) Try not to correct or perfect anything. Later. Writing is like talking: once words are out, some next words got ready to emerge. Don’t frustrate your train of thought with being critical.
2. Review what you wrote and be merciless on the quality. You may expand on it (going back to 1!) and remove and change anything. (Any part you like very much but doesn’t work in this text, instead of throwing it out, save it in a special file.) Use spell and grammar checkers. Once you are finished reviewing, you start from the top. Clarify and simplify, anything hard for a reader to understand. Review and review until (and beyond) you hate reading it again. Until you find nothing anymore to improve. (If you’re a recovering perfectionist, you may stop just before it becomes perfect.)
(If the text is very important and you have time, ask friends and family to proofread for you. Some of their criticisms may “prove” that they didn’t read well what is written but that also means the text could be improved there. (Don ‘t discard their help.) If you have the money for it, hire a professional editor, at least for part of the text. Learn from those corrections how you can improve your writing and may stay outside of some of your bad habits and chronics.)
3. Keep reading to give you more ideas about how to write better. But writing is like discharging. The more you’ve done it already, the easier the next time is. So, keep writing.