Peterson
Meaning Phrases

Faster input.

Better pronunciation.

Better comprehension.

Better memory.

An essential starting point
for learning new subjects.

Efficient rapid input
of learning components.
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WHY DO PHRASES INCREASE MEMORY?

Multiple word inputs
get stored in multiple files
in your brain.

Repetition of input
adds more meaning 
to the phrases.

Common usage phrases
are more likely 
to be remembered.
---------------

Time-on-task ratios
are very high
compared to workbooks
or teacher-led
vocabulary sequences.
---------------------

HOW DOES IT WORK?

The majority of the
phrases are already
in the student's speaking
vocabulary.

The objective
is to connect the sounds
with the printed symbols
in the quickest way.

The result is increased 
comprehension and memory.
--------------

DESIGN AND PURPOSES

Many experts agree that
we think and recall
in phrases or "chunks."

The phrases have been selected
to quickly learn or review
over one million useful phrases.

Multiple repetitions 444 while
looking at the printed words
helps the brain store the material
in several areas.

Students are active participants
in the learning.

Students literally
feel the words.

Students learn and relearn
in a relatively
short period of time.

Procedures accomplish a
very high level of
time on task.
--------------------------

PHRASE CONSTRUCTION

Phrases have been written
to serve many different purposes.

Some phrases help explain
or define a word.

Other phrases 
are common conversational usage.

Some phrases
finish a sentence
or tell a short story.
-----------------

PHRASE LEVELS

Phrases have been written
for all levels of students.

Some phrases are basic enough
for one- or two-year-old children.

Other lists present high-level
scientific or political concepts.
-------------------------

PHRASE TOPICS

Topics range from
geography, vocabulary
to complicated
science terminology.

Other groupings are chunks
commonly used in activities
and sports.

A phrase list is available
for most of the subjects
we teach.
--------------

WHY DOES IT WORK?

PHRASE CHUNKING

Many experts agree that
the mind seems to remember
in short phrase chunks
rather than in words.

Chunks use the simultaneous
abilities of our brains.

Each chunk may be recognized,
combined and stored
in three to thousands
of possible locations in the brain.

The chunks must be limited
to 6 or 7 units or syllables.

Chunks are used instead of
single words to increase
comprehension and retention.

Time-on-task ratios
are very high
compared to workbooks
or teacher-led
vocabulary sequences.
------------------

PHRASE CHORUSING
INCREASES MEMORY

Chorusing multiple word phrases
makes it easier
to remember and recall.

KINESTHETIC AND TACTILE
MEMORY IS ADDED TO 
VISUAL AND AUDITORY MEMORIES.

Chorusing practice uses muscles
in the throat and mouth.
and air movement
to create sounds. 

VOICE MUSCLE MEMORIES
 ADD TO VISUAL
AND AUDITORY MEMORY

444 PHRASE COPY TRACE
ADDS ADDITIONAL KINESTHETIC
AND TACTILE MEMORIES

MEMORY

The recorded phrases
serve several purposes.

1.
Connect a familiar sound
with the printed symbols
for that sound.

2.
Knowing the correct pronunciation
and some of the meanings
reduces regressions
and helps comprehension.

3.
Recognizing new vocabulary
helps comprehension
of new material.
----------------

PHRASE INPUT
ORGANIZES YOUR MIND

Each of the words
in a phrase
connects in more than one area.

This allows cross-references
for retrieval or re-enactment.

We can increase the rate
at which the brain stores information
by participating
in the high speed
restatement of phrases
with Peterson Reading.

Alert minds
quickly sort through
conflicting signals.

The mind can develop
a seamless story within minutes.

Different areas of the brain
cooperate and combine the data
to create the scenarios
and blend them into usable thoughts.
---------------------------------

OUR LEARNING LEGACY

We re-define and re-interpret
new information
within the framework
of our lives.

A better background
helps make better decisions.

Learning to think
and make decisions
is important.

To be successful
we need to think
of the needs of others
and their viewpoints.

Look for and analyze
every opportunity for
compromise and agreements.
----------------------

HOW IT WORKS

PRE-WIRING THE MIND

Realize that your resources
are so great that all knowledge
can be contained
in your mind.

Meaning phrases accomplish
unconscious control of information
that gets to your brain.

Peterson meaning phrases
are similar to "pre-wiring"
the brain about the subject.
------------------------

LISTEN AND COPY 
THE MODELS 444

We train listening skills
and speaking skills.

LISTENING SKILLS

The mind listens for variance
in pronunciation.

Pronunciation changes 

From light to heavy
from dull to exciting.

To powerful or overwhelming.

Each of these variations
are noted and change your
impressions and understanding.
--------------------------

SPEAKING (CHORUSING)
 with recordings 444.

Orally repeating selected phrases
is more memorable
than individual word study.

The time spent recognizing
and pronouncing three words
(one second)
is not much longer
than it takes to pronounce
one word (half second).
-------------------------

GETTING THE MEANING

If you have never
heard a word before
you can still grasp its meaning
when it is repetitively used
in context.

Peterson Phrases put a word
in a sandwich
with a word on each side
to increase context
recognition and memory.

Phrases leap the barrier of hesitation
by connecting isolated words
in logical ways.  

You learn
pronunciation, meaning and grammar 
at the same time.
------------------------------------

STUDENT SUCCESSES

The Meaning Phrase program
was designed
to change the balance of
approval/disapproval
available to the student.

Students like being able
to be correct.

Students prefer to self-correct 
and avoid criticism.

Recorded sequences
eliminate negative facial
and body language responses
from the teacher.

Recordings reduce the time needed
when compared
with traditional word practices.
-------------------

ESL