If it does happen the child
still has a massive pronunciation
deficit to make up.
------------------------------------------
SLOW SPEED REMEDIATION
VS HIGH SPEED REMEDIATION
Slow or intermittent remedial programs
will add to the deficit.
Slow speed remediation
convinces the child
that there will be no solution.
They lose hope.
Some cry.
Most hide their dismay.
------------------------
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.
Students attend 3 to 5 days a week.
and solve the problem
in the minimum number of months.
-----------------------
Caution for parents:
A SLOW REMEDIAL PROGRAM
WILL NEVER ACCOMPLISH
THE CATCH-UP NEEDED
The struggling remedial student
that has just learned to decode
will continue to avoid reading.
Without a intensive program
they will never catch-up
with the competition.
It is unfair to expect
the delayed reader to ever catch up
on their own.
Your well meaning admonishments
and harassments to read continue
to defeat the child's optimism.
Poor readers are defeated
by the competition
The crippling effects of school failure
become a lifelong burden
that is almost impossible to lift.
Poor readers are locked away
from much of the kindness,
affection and approval available
to academically successful children.
-----------------------------------------
GUARANTEED SOLUTIONS
How can a child catch-up
with the good readers?
Your child needs to make up
for a 2 to 6 year difference
in pronunciation experience.
Fortunately the solution
is mostly a matter of numbers.
Here's a numerical explanation
of the problem and the solution.
------------------------------------------
THE COMPETITION
Early readers have had hundreds
of hours of practice
at pronouncing words.
They can easily pronounce
many thousands of words
after seeing the printed symbols.
Good readers easily consume
the equivalent of 100 to 200
children's books per year.
How many words is that?
100 thirty page children's books
containing 10,000 words equals
one million words per year.
200 thirty page children's books
containing 10,000 words equals
two million words per year.
Example:
How many years have the competition
been good readers?
1yr 1,000,000 words recognized
and pronounced
2yrs 2,000,000 words
3yrs 3,000,000 words
4yrs 4,000,000 words
5yrs 5,000,000 words
----------------------------
GUARANTEED READING
IMPROVEMENT
2 hours per day 5 days per week.
1yr 2,500,000 words - catch-up
2yrs 5,000,000 words -
still catching up with the competition
3yrs 7,500,000 words -
going slightly ahead of the competition
4yrs 10,000,000 words -
staying ahead of the competition
-----------------------------------
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
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.
Look at the numerical
problem and our solution.
-----------------------
IMMEDIATE SUCCESS
CREATES OPTIMISM FOR LEARNING
1. Our student/teacher ratio
averages seven students to one teacher.
2. Accountability measures.
All students are scored
on a daily contract
that gives them feedback
during the class.
3.Each student/parent
receives a report card score
at the end of every class.
4.Students can earn 50 cents to $1.00
depending on the quantity of
homework they turn in
and the pages they write in class.
Off-task students
leave the classroom and sit with their parents
until they are ready to work..
Immature students
and a very few labeled students
may need to attend
for a shorter period.
If so, they gradually increase
to two hours per day.
We do not charge for time
not in class.
A very small number of students
may need to be tutored
for a few hours.
One of the team teachers
will take time to make sure
the student knows what to do.
Teachers hold weekly
in person or telephone conferences
with parents.
Conferences report progress
and keep parents supporting the program.
OUR FIRST PRIORITY
STUDENT SUCCESSES
Within the first hour
most students are correctly performing
the class assignments.
By the end of the first class
they will have correctly pronounced
more than one thousand new phrases.
By the end of the first class
the alternating
chorusing,
copying and tracing sections
are starting to add
kinesthetic and tactile memories
to their new auditory and visual memories.
------------------
How is this success possible?
Most students can already say
thousands of phrases.
We match their auditory abilities
with printed phrases.
Students easily master the sounds
and printed shapes of meaning phrases.
After 100,000 fast phonics
pronunciation successes,
(10 hours),
they are also starting
to know the sounds
and names of letters and individual words.
During the first 40 hours
they continue to memorize
many thousands more of the letter and
and individual word sounds.
OUR PLAN FOR PROFESSIONAL DEVELOPMENT
All new teachers receive
on-the-job training
and gain classroom experience
with their team leader.
Training lasts for at least a year
before being considered
for management of their own classroom.
After that they can lead a classroom
under frequent or weekly supervision
of experienced teachers and counselors.
All teachers are required
to attend additional training classes
for two hours each week.
These paid professional development classes
have been running almost every week
since 1964.
TECHNICAL ASSISTANCE
Our counselors observe classrooms
and review student progress every week.
Since 1964 we have taught our teachers
special techniques for dealing
with low-achieving students.
1. Teachers are taught
to use classroom materials
that are immediately successful
with almost all students.
2. Teachers are taught to use
a reward management system
that engages reluctant learners.
3. Teachers are taught how to
limit off-task behaviors
by running the classroom
with strict timing,
yet positive rules.
-----------------
ADAPTABLE TO NEW LANGUAGES
The classroom process is almost the same
with other languages we teach,
such as Spanish, Chinese, Science, History, etc.
It takes a few more classroom hours
if the student has no speaking skills
in those new languages.
Why should learning to read
be difficult?
------------------------
READING PROBLEM?
CHOOSING THE RIGHT ANSWER.
Problem?
Child avoids failure
and avoids reading.
Problem?
Getting the wrong correct answer?
Children want to be correct.
They want to give
the correct answers.
We are not as good
at choosing the right answer
when there are 2 to 3 right answers.
Problem
Alphabet and words
have too many correct meanings.
Unfair, difficult task.
How can you be right or correct
when there are
so many right answers?
The child is likely to lose.
Children are highly motivated
to avoid losing.
Criticism from a parent or sibling
is devastating.
Too many right answers
Causes a confusion
Which answer is more correct?
Children don't want to hear-
" Thats not the way to say it"
Child now avoids reading
to avoid failures.
Children want to be "right"
just as you do?
Teaching alphabet and words first
allows too many chances
to be wrong.
After too many failures
the child avoids the task.
Gives excuses
may act hyperactive
may change the subject
SOLUTION
TEACH PHRASES FIRST
Teach words and alphabet
after thousands of sucesses
with phrases.
PHRASES ARE EASY
TO LEARN
WHY ?
They have few incorrect meanings.
They try to define
their exact meanings.
------------------------
WE ARE GOOD
AT MIMICKING THE SOUND
Children desperately want to be right
and earn approval.
Their faces glow when they are correct.
Immediate non-critical feedback
of the recordings
reassures the child.
They know they have done
the right thing.
Being right thousands of times
builds confidence to try new tasks.
Link to:
Readingimprovement.com
Meaningphrases.com
----------------------------------------
PETERSON READING PHILOSOPHY
CHORUSING AND PRONUNCIATION FIRST
Auditory models allow students
to self correct
within 4 seconds.
Self correction takes place
before criticism is possible
Self-correction gives the student
self confidence to try more tasks.
Students self correct
then listen as each meaning phrase
is modeled 12 times.
4 times during chorusing
4 times during copying
4 times during tracing.
Results:
Immediate successes.
High percentage of success.
Fluent participation and inclusion
with other students.
Self confidence soars.
Self correction builds self confidence.
Phrase meanings
are rapidly integrated
into prior knowledge.
Each phrase adds meaning
to previous phrases.
Accumulated meanings
become complete thoughts.
New perspectives
are generated and stored.
Additional meanings
accumulate and create
broader thoughts.
Your unique mind
searches it's data banks.
Finds a best fit for the information.
This fit may be brief
as additional meaning phrases
modify your opinions.
Phrases are integrated
into existing neurological storage areas.
---------------------------------
------------------------------------
A NATIONAL STUDY
TELLS THE PROBLEM
Peterson has been creating
the solution.
Children exposed
to high fluency
speech and vocabularies
excel in school and life.
Without enough fluent input
children's lives are permanently limited.
See copies of studies that document
these sad facts.
The Importance of Home Environment
A study by Hart and Risley
Excerpt from the study:
In professional families,
children heard an average of
2,153 words per hour;
in working class families
1,251 words per hour
and in welfare families only
616 words per hour.
Extrapolating these figures
to cover 4 years of experience
would give 11 million words heard
by a child in a professional family,
6 million for a child
in working class family
and 3 million for a child
in a welfare family.
Click here to read the entire study.
Click here to read
important findings documented
by Recorded Books.
