of printed words.
L. Don't accelerate
the learning of new words.
of commonly used phrases
or specific word groupings.
L. Have a small collection,
or none at all.
can do the procedures correctly.
L. Students who can speak
don't try the procedures.
L. Allow the student to fail.
three times by a tape or computer.
L. Each phrase is pronounced
only once or twice.
mimics the sounds three times.
L. The student copies and then
mimics the sounds only once or twice.
than the preceding responses.
L. Respond once so there is
no chance of improvement.
each response with the preceding one
to arrive at a more correct pronunciation.
L. The student does not have time
he chance to compare responses.
for each phrase gives the student
quick opportunities
to perfect and store the sounds.
L. The student doesn't mimic
three times and dosn't have
the opportunity to perfect and
store the sounds.
so rapidly covers up
the incorrect responses.
L. Present incorrect models
or slow models.
future avoidance of the task.
L. Embarrass the student so they
will avoid the task in the future.
the teacher or parent to choose from.
L. A list is not provided.
to do advanced work and
bore advanced students
with beginning level material.
for more challenge and discovery.
L. Intermediate levels
are not challenging.
the phrases used in
specific occupations,
sciences,
and mathematics.
L. Advanced levels don't
introduce anything new.
a phrase that explains
the first phrase.
by a thought continuation,
definition,
parallel meaning,
common sequence,
or explanatory phrase.
to words in the least possible time.
phrase lists are very easily
recognized because they are
part of the daily life
of almost all children.
new English sounds with
common English words
they have seen in print.
repetitive practice
reduces boredom and failure.
mimic responses
Peterson Phrase lists use
a 9000 to 12,000 words
per hour speaking rate.
speaking rates of 180 to 240 words
per minute bursts.
remembered and mimicked.
for criticism or self-criticism.
the ratio of winning over losing.
the positive balance of approval/
disapproval available to the student.
to be correct.
L. Students are given feedback
only when they are wrong.
the avoidance of criticism.
L. Criticize.
are very high.
negative grimace and
body language responses
made by the teacher.
L. Make sure the students
are looking at you.
Let them see your
negative responses.
eliminate a lot of time.
L. Use the more traditional
word practice.
L. Too often,
reading becomes
hated and feared.
L. Illiteracy is a problem
to be kept invisible,
(secret),
if possible.
L. The crippling effects of
school failure become
a lifelong burden that is
almost impossible to lift.
L. Poor readers may be locked away
from much kindness,
affection and approval.
understand enormously complex
language nuances.
participant in the learning.
exposure to criticism.
L. Use other methods.
Criticize often.
advantage of the child's ability
and readiness to mimic.
many examples and opportunities
to perfect responses.
in parents and teachers.
predictable tasks limit risk.
lends psychological support
and a sense of sharing.
are more fundamental to learning.
the fear of reciting.
Be afraid to recite.
Peterson Learning Lists
and Peterson Phrase Lists
have taken advantage of
the low cost of electronic books
that appear on a screen.
reading Book sections include
more than 100,000 word groupings
and common meanings
that most humans commonly use.
for the storage and
retrieval of concepts.
we think and recall
in phrases or "chunks".
to quickly learn or review
over 100,000 useful phrases.
L. The phrases have not been
carefully elected.
while looking at the printed words
will help the brain store
the material in several areas.
in the learning experience.
L. Students passively participate.
"feel" the words.
They see and hear the words
at the same time.
The new words become their own.
repetition in a relatively
short period of time.
L. Students learn slowly.
the great majority of
the phrases are already
in the student's speaking vocabulary.
the sounds with the printed symbols
in the quickest and
most memorable way.
have familiarity with
printed english words
but need rapid practice
to learn the correct
pronunciation of the sounds.
should be the expected rate.
make the correct responses
when the sounds of words
are spoken slowly.
to serve many different purposes.
explain or define a word.
L. Phrases don't help
the understanding of words.
in common conversational usage.
L. Phrases are grouped
in unusual ways.
finish a sentence or
tell a short story.
for one or two year old children.
high level sciences or
political concepts.
simple geography vocabulary to
complicated environmental expressions.
for most of the subjects we teach.
the mind seems to remember
short chunks more easily
than single words.
limited to 6 or 7 units or syllables.
single words to trigger
word recognition,
memory and retention.
may be recognized,
combined,
and stored by from three,
to thousands of possible locations
in the brain.
makes it easier
to remember and recall.
with the printed symbols
for that sound.
and some meanings will reduce regressions.
L. The student is not prepared
in this way and
fails from frustration.
the parts of bigger words.
in auditory language.
The skill will transfer
to print in most examples.
covered in Peterson Reading.
other programs find Peterson Reading
easy to accomplish.
interaction time is longer on
this program than any other
program we have ever used.
you have ever heard AND
the new words and phrases
you are trying to understand.
students' ability to get
comprehension from printed pages.
L. Parents should critisize
chidren's poor grammar.
by age three.
we should teach in chunks.
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