By Carl H. Peterson
Copyright 2001

Many children are handicapped for life
by their poor reading.

COMMON READING PROBLEMS

-Pronunciation deficits
-Avoidance of failure
-Competition
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GUARANTEED SOLUTIONS

-Eliminate the pronunciation deficit
-Eliminate failure assignments
in reading classes
-Positive Motivation system

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.
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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
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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 2.5 million words pronounced.

-250 hours of Accelerated Thinking
to practice organizing,
speaking and writing.
------------------------


99% SUCCESS

The system solves 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 the failures to read.

They are looking
for a "light bulb to go on".

This seldom happens,
but even if it does happen the child
still has a massive pronunciation
deficit to make up.

PREVIOUS REMEDIAL EFFORTS
WEREN'T LONG ENOUGH

look at the numerical
problem and our solution.
--------------------------


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
experience success within a few hours.

When you have replaced the years
of avoided reading practices
your child will be able to read.

Children want to be readers.

They are happy to read
when they can be successful.

To catch up,
use a rapid pronunciation program.

Use fast paced classes.

Attend at least 5 days a week.

Solve the problem
in the minimum number of years.

Use reward management
to keep the child on task.
-----------------------


Caution for parents:

A SLOW REMEDIAL PROGRAM
WILL NEVER ACCOMPLISH THE CATCHUP.

The struggling remedial student
that has just learned to decode
will keep avoiding 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.
----------------------


READING IMPROVEMENT

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.
--------------------------


LEARNING DISABILITIES
OR?

PARENTS 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.