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| Meaning Phrase Design |
Many phrases are followed
by a phrase that explains
the first phrase.
Some phrase lists
group several
alternative ways
to say the same thing.
This makes language acquisition
easier for the ESL person.
Many of the phrases
are followed by a
thought continuation phrase.
Other phrases
are definition phrases
or parallel meaning phrases. |
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PETERSON READING
Our electronic recordings provide
high-rate input.
------------------------
Peterson Reading inputs
at the rate of
10,000 to 12,000
words per hour.
4,000 to 5000
phrases per hour.
500 hours of input
equals 5 million words
equals 2 million phrases.
-------------------
|
RATE OF AUDITORY INPUT
Oral input to infants
can include serveral dozen
to several hundred
new phrases per day.
-------------------------------
Q.
Why do so many persons
claim that the brain
learns more slowly
after the first few months
or age two?
A.
THE RATE OF
ORAL INPUT SLOWS
Here are some
possible reasons why:
1.
Child becomes
less dependent on parent.
2.
Child learns
to crawl and walk away.
3.
Parents reduce
the time they
hold the child.
4.
Child has less contact
with parents and phrases.
5.
Parent returns
to older children.
6.
Parent may have
another baby.
7.
Parent returns to work.
Any of the above
can make
the learning rate
drop precipitously.
-------------------------------
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E-learning that works
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Download MP3 and print files.
All students
can do the assignments
if they can hear.
99 percent of students are successful
in our classrooms.
You can do this too
provided you follow
our classroom rules.
How do we do this?
1.
A parent or teacher
must use (model) the courses
with the student.
2.
No constructive criticism.
3.
Daily rewards
only after participation.
---------------------------------
Our results
Our average student
makes 2 to 3 grade level gains
for every 360 hours of classes.
(2 hours per day for 180 days)
Some students can make these gains
in 240 hours.
Some students need 720 hours.
Note:
Our gains are measured
by comparing beginning and ending scores
on standardized tests.
---------------------------
99% SUCCESS
Our classrooms solve 99%
of reading problems
in 12 months or less.
12 months part time.
9 months full time.
Many parents say:
"We have tried everything
to solve the problem."
"Why didn't it work?"
Most parents and teachers have tried
short "band-aid" programs
to solve the reading problems.
Parents continue to be vexed
by their child's failures to read.
They are looking
for a "light bulb to go on."
This seldom happens.
If it does happen the child
still has a massive pronunciation
deficit to make up.
-------------------------------
READING SUCCESS
Peterson Reading students
start to experience success
within a few hours.
Children want to be readers.
They are happy to read
when they can be successful.
We use a rapid pronunciation program.
and fast-paced classes.
We use reward management
to keep the child on task.
----------------------------
PRONUNCIATION GAP
A 500 hour program to make up
for a large part
of the pronunciation gap.
The program includes:
-250 hours of Peterson Reading
chorusing at 12,000 words per hour
equals 3 million words pronounced.
-250 hours of Accelerated Thinking
to practice organizing,
speaking and writing.
------------------------
PARENTS CAN CREATE
EARLY READERS
Reasons for early
or successful reading:
A child reading or listening to 100
children's books in a year
has subvocalized or pronounced
over a million words PER YEAR.
Early readers have many years
to practice word recognition skills.
Talkative parents provide
more models for vocabulary.
Families that discuss current events
stimulate early reading.
Families without TV replace
the time with reading and discussion.
Those families usually
have fluent readers.
------------------------------------
ACCELERATED SCHOOLS
Parents are apprehensive
about all schools.
Our procedures are different
from what many parents have thought
about reading.
Here are some of the reasons
for our success:
Motivating children
with high speed successes.
If students think they can
do something they will.
Thousands of successes
until they know they can read.
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