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USE OUR PHOTOS AND SLIDE SHOWS TO REBUILD OR ENHANCE YOUR MIND ENHANCE YOUR MIND WITH OUR PICTURES CLICK HERE TO TAKE OUR SURVEY. RATE OF AUDITORY INPUT Oral input to infants can include several dozen to several hundred new phrases per day. ---------------------- PETERSON READING Our electronic recordings provide continuing 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. ------------------- MAJOR PROBLEM 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. ------------------------------- |
STUDENTS BECOME
AFRAID TO TRY
AFRAID TO LOSE
Many students avoid trying to test
because of past failures with the task.
Previous attempts to pronounce phonetically
resulted in too many errors per sentence.
It is bad enough to fail.
It is worse when you instantly know
you failed.
It is worse when you are constantly corrected.
It may be worse
if you misunderstand the meaning.
Mispronouncing the word
changes the meaning of the word.
This changes the phrase or sentence.
The phrase no longer fits the subject
and comprehension becomes impossible.
The student learns
to avoid the confusing task.
PETERSON TEST TAKING SOLUTION
It's much better to let a recording
produce the correct pronunciation.
Then you have the right model
and with repetition can learn
it's uses and meanings.
READING IS EASY
IF YOU HAVE PRACTICED
THE SOUNDS.
READING IS HARD
IF YOU CAN'T MATCH
THE FAMILIAR SOUNDS
WITH THE CHARACTERS.
------------------------
PRONUNCIATION FAILURE
Stop pronunciation failure.
Limit the "testing trauma".
IMPORTANT STEPS
Redefine beginning "reading" to:
1.
Chorusing with the parent or teacher.
2.
Copying or tracing the phrases
to match the sounds.
3.
Advanced readers use 555
listening to recordings.
------------------------
Failure to test is a traumatic experience.
Students that fail at reading and
become very difficult if not impossible
to teach.
Peterson reading allows immediate participation
and immediate success.
Students immediately understand
the history and science subjects
being pronounced.
Inclusion or joining a group
is very important to children.
----------------------------
TESTING SUCCESSES
TESTING FAILURES
www.speedlearning.net
Carefully designed to accomplish your goals.
Each step has a reason and a purpose
Simultaneous processing saves time.
LEARNING WITH OUR RECORDINGS
AND MEMORY PATTERNS IS FAST.
Recordings set the listening pace.
You can learn
to make notes while listening.
Recordings are usually 150 to 200 words per minute.
Making memory patterns at the same time
can increase your effective speed to 300 to 400 WPM.
REHEARSAL FOR WRITING
Tellbacks help your thinking.
99.9% of readers good and bad
can learn to tellback from their notes.
This reorganization process
is a very effective rehearsal
for writing.
-------------------------------------
TELLBACKS FORCE
MIND ACCOUNTABILITY
MAKE YOUR MIND
ACCOUNTABLE
WITH TELLBACKS
Teachers cannot stay on task
because they are:
Diverted off task by questions
Because of answering questions
1.
Recordings at 200 WPM
are much faster
than silent reading
with many regressions and distractions.
2.
Students can cover
twice the number of texts
in the same class time.
One plus one of the same subject
makes synergistic three.
Students keep adding new information
to their knowledge base.
----------------------------------
SUPPLEMENTAL READING
Most teachers want their students
to do supplemental reading
to write homework and research papers.
A very small percentage of students
do the above.
An unrealized dream.
An unrealistic dream.
We make sure the supplemental materials
are covered in class.
Including them in class
doubles the quality of education.
Leaving them out of the curriculum
is half the education.
Leaving out writing in quantity
is an unforgivable crime.
Students will do the writing
when they can do most of it in class.
1.
During the recorded input
2.
During their partner's tellback
3.
After they have an oral rehearsal
4.
When they have an uninterrupted
5 minutes for the fast write
TEACHERS
Too many papers to grade?
Don't want to grade papers
4 more hours each night?
It is impossible to read
much less correct
all the papers.
Our teachers must rely
on listening to tellbacks
to measure student progress.
333 teachers are multiprocessing.
Several tasks at the same time.
Recordings allow
listening
pronunciation practice with inner speech
auditory memory.
MIND REHEARSALS
BEFORE WRITING
Students continually organize and re-organize
as they create the memory patterns or memory triggers.
Students are ready for extemporaneous speech
as soon as the input ends.
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COST SUMMARY IN 500 PERIODS. In 500 periods student's write an average of 2500+ pages of notes fast-writes and essays. 5000 of our pages consumed half for text and notes half for fast-writes or essays 2500 lessons 5 lessons per period LOW MATERIALS COST Materials and teacher training cost $220.00 per student. $.44 cents per period. LOW TEACHER COSTS A small fraction of your current hourly teacher costs. More gains per dollar than any program we can find. |
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