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Index
  1. Infant Learning Methods
  2. We All Learn From Similar Environments
  3. We Speak in Phrases
  4. Pronunciation
  5. Cultural Feedback
  6. Pairing New Phrases with Common Old Phrases
  7. Why does Fast eWriting Work?
  8. Advanced Reader Comment
  9. Infant Readiness Study
  10. Babble Rousers
  11. Reading Improvement Scholarships
  12. Free Classes for New Mothers
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.
-------------------------------
How Infants and Adults
Learn
 by Carl Peterson

The patterns of our lives
are very similar and repetitive.

We are good at learning.

We are good at copying
repetitive input.

Infants see us repeat
the same routines over and over.

Eating and movement.

Grimaces and sounds.

Most of what infants observe
are familiar routines
with minute variations.

Infants are curious
about any small deviation.

Infants search for meaning
by looking for differences.

Infants practice decision making
billions of times
in their first two years.
------------------------

WE ALL LEARN
FROM SIMILAR ENVIRONMENTS

We all learn language
from similar environments.

We mimick each other's
language patterns.

We mimic so well that
we can usually finish
each other's sentences.
----------------------

 WE SPEAK IN PHRASES

Our phrase usage
corrects our grammar.

We correct most of our own grammar
by comparing it
with previous grammar models.

We learn to make
pronunciation corrections
before someone makes them for us.

We give ourselves feedback
with inner-speech before
making audible sounds.

LINCOLN WAS A MASTER
AT PHRASING HIS SPEECHES.
------------------------

 PRONUNCIATION

Studies show that a three-year-old’s
pronunciation is over 95% correct.

Adults rarely make
pronunciation mistakes.

How can we be so accurate?

Growing infants acquire many
pronunciation and grammar rules
through hearing billions
of auditory inputs.

These rules determine
the speaking
combinations we use.

The mind rehearses
variations of phrases
before selecting
the most correct phrase to say.
-----------------------

 CULTURAL FEEDBACK

We are motivated to use
conforming body language,
speech, and writing.

Failure to conform
earns almost immediate correction
and criticism.

We quickly learn correct
grammar by repeated exposure
to correct grammar models.

We have developed
an enormous ability
to recognize relationships
between words and past experiences.

DIFFERENT WORD ORDERS
MEAN THE SAME THING
TO THE MIND.

The phrases “Blue violets” and
”Violets blue”
mean the same thing.
------------------------

 PAIRING NEW PHRASES
WITH COMMON OLD PHRASES

Phrases are
the building blocks
of speech and writing.

Reading is recognizing
the phrases and their
separate and combined meanings.

It is easy to underestimate our
cumulative number of exposures
to auditory phrases.

Familiar words and phrases
help us make good guesses
about unfamiliar words.

Instant recognition
of the common words in a phrase
clarifies the usage of the new word.

An unusual usage causes us
to make an adjustment or correction.
-----------------------

 WHY DOES FAST
EWRITING WORK?

Stacking short phrases or sentences
one below another
allows quicker comprehension.

Many common phrases
are followed by more
common phrases.

"EXPECTANCY"

Most word and phrase orders
are very familiar to the mind.

The mind recognizes the
probable ending of many familiar phrases
after seeing only two or three words.

Careful analysis of the sentence
is usually not necessary.

Seeing the sentence grouped
with other sentences usually corrects any
misunderstanding or confusion.

Author redundancy
in the writing
may also limit confusion.

Vertical groupings of phrases
are more easily understood
and assembled into meaning.

The main idea
and the supporting phrases
are closer together.

Recognition of meaning
is more rapid.
------------------------

 ADVANCED READER COMMENT

Different uses of language are what make
literature work.

People search out others
with unique styles
or new turns of a phrase.

Each writing discipline has its own set
of language demands.

Writing for the law
vs. scientific writing
vs. newspaper writing
vs. writing a friendly letter.

What may be seen as difficulty
in the language
may actually be the demands
of the discipline's logic.
------------------------

INFANT READINESS STUDY

Teach your infant to read.

This study compares results of parent usage
of our Immersion Learning materials during:
last trimester
first year
second year
third year.

Earn 2.00 per hour of scholarships
for 500 hours
of participation at home. Total $1000.00

Parents submitting a usage reports
earn additional free materials.

Earn 22.00 per hour of scholarships
by attending 60 hours of free classes. Total $1320.00

Both parents can participate.

Free children's books online.

Add calendar for success form.
-----------------------------------
I want to participate
in the studies.

Give me more details.

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