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Description: SuperReading has a proven track record for helping dyslexic readers make advancements in comprehension, speed and recall not previously seen. The measurable results, as verified by Dr. Ross Cooper of LSBU, have resulted in the course being fully funded by Student Finance England for dyslexic university students.
SuperReading is NOT SPEED READING.

Combined with our SuperMemory tools, SuperReading gives dyslexic readers the skills they need to absorb information equally in our competitive world. In fact, many of our dyslexic readers end up with Reading Effectiveness scores surpassing those of non-dyslexic readers.

We focus mostly on Comprehension and Accuracy. The speed is there, but what good is speed if you don't recall what you read?

It is our patented Eye-HopTM exercises which make the difference. By practicing these exercises, over a matter of eight to twelve weeks, dyslexic readers gain the ability to process multiple words at a glance (or “fixation”). Coupled with our other practical reading techniques and strategies, reading becomes easier, more productive and they can better recall what they read.

Who would benefit?
Anyone who has been diagnosed as dyslexic. We have also found that SuperReading is effective with ADHD and other learning challenges, though these have not been independently verified.

According to Dr. Cooper, it would appear that the benefits gained from SuperReading are only a matter of time and effort.

Course Length: Six classes that meet once a fortnight. The classes are up to 3 hours in length. Class time can be reduced with less time for practise.
SELF-STUDY: In just a couple of hours a dyslexic reader can be starting to benefit from SuperReading. Over the next 6 to 10 weeks, the fun Eye-Hop exercises will transform their reading abilities into (in most cases) a better reader than their non-dyslexic peers.

Schools: We are actively looking to bring the SuperReading course into Secondary Schools and High Schools. We want to teach a course or two, simultaneously training the teachers to be able to deliver the course.

You can purchase the Program now (which includes the SuperMemory Program) and be using it within hours. We are running the special combined price of only £50. That includes Email support.


“I so wish I had access to this course during my English degree. The tools like the memory room, speed reading and scanning would have been most welcome.
However, I’m equally pleased to have obtained these skills at this stage of my MA in Creative Writing. I will take away the skills and keep working on them.
Before the course I did not believe that I would be able to improve on my reading and memory due to my dyslexia. However, in a very short period of time my ability to speed read and recall what I have read has improved greatly.
Thanks Ron for bringing your skill and humour to Chichester University.
Best wishes, Glenn”
Glenn Stevens, University of Chichester, BA/MA 12/5/09

To whom it may concern,

I am Dr Ross Cooper. I have 32 years of teaching experience in schools, colleges and universities. I have spent the last 8 years at London South Bank University involved in teacher training and as Course Director of our MA in Adult Dyslexia Diagnosis and Support.

I was invited, as an independent “expert”, to evaluate SuperReading in January 2008. Claims were made of the reading effectiveness (measured by speed x comprehension) would double in 10 weeks. This seemed highly unlikely to me. We ran pilot research involving 15 dyslexic adults. As a dyslexic academic, I also participated on the course. I was extremely surprised to find that our reading effectiveness did double. My own productivity as a result of SuperReading increased dramatically. We used a number of standardised tests before and after the course, and standardised scores on the TOWRE, in particular, increased significantly.

As a result of this, I asked for coaching from Ron Cole to become a SuperReading coach myself. The results of my own SuperReading students matched Ron’s. I have since enabled others to become SuperReading coaches, and their results matched ours. We have now run 73 dyslexic students, and the results are growing stronger. We have run courses in several universities, including Cambridge, Kent and Essex. Every university has asked for further courses. We are also planning courses in Canterbury Christchurch, Liverpool, LSE, Plymouth, Royal Holloway and University of the Arts.

Although I have been teaching teachers to provide support to dyslexic students for 14 years, I have never known an intervention to have such a dramatic impact. The mean increase in standardised scores is 1.6 standard deviations (24 standardised points). Unsurprisingly, given this progress, the statistical significance is extremely high (p>10,000 million).

I have now standardised the reading tests used on the course (n=190) and can compare dyslexic scores with those of non-dyslexic readers. As would be expected, before the course, dyslexic scores are low. However, after the course, 70% of the dyslexic readers are above the mean and 44% achieve ‘above average’ scores, 22% achieve very high standardised scores (above 130- and 12% are above 145).

Student Finance England have been so impressed by the results that in consultation with PATOSS and ADSHE, they changes their guidance which now explicitly states that DSA funds can be used for group support for ‘speed reading’. (However, it should be noted that SuperReading has a greater focus on comprehension than ‘speed reading’ courses).

I am now no longer an independent researcher, but an enthusiastic practitioner and promoter of SuperReading. I believe that it will transform the educational possibilities for dyslexic learners.

Dr Ross Cooper, BA (hons), PGCE, PgDip ADDS, APC, Ph.D