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Adapted learning method

Teaching even younger babies to read: the new experience.

In the experience that I have developed with my three children, I created an Adapted

learning method based on the first four steps described by Glenn Doman:

– Visual differentiation (how to prepare the material);

– The appropriate vocabulary (cards that reflected the daily reality of the baby);

– The vocabulary of the family environment (which reflected the objects that the

baby came into contact at home, for your daily interactions), and

– Vocabulary to build sentence structures (articles, prepositions and

adjectives).

Sentences were not entered as suggested by the Doman method for the fifth step. Tea

other steps, including 5, were suppressed in our experience, due to our

circumstances, as the infants’ own preferences suggested that these steps

be skipped, indicating what the brain did or did not need to experience. when you drink them

finished reading all the vocabulary, he also knew the alphabet and had already read

primary school books, traffic lights and billboards on the streets.

However, the process of reading assimilation was global, since steps 5, 6 and 7 of

Doman’s method was introduced simultaneously in steps 1, 2, 3, and 4. To explain

better, while I played the card game with the babies, the whole family

showed them reading as an object and how reading was circumstantially presented

in a community context (on TV, media, and road signs).

The brain itself created mechanisms to find similarities and differences between

some letters and others and some words and others.

As the stimulation process in a familiar setting ran its course, the

infants’ assimilation of words that reflected their accommodation of

contents ended up resulting in object connections and the objects

representations, at such an impressive speed that when babies were two years old

old, they already knew how to read and showed a passion for the game of

Reading. The babies also showed that they were ready to write. By himself

pleasurable process, which they felt while playing with an object until they got tired of

that, babies played with words. However, the difference became that the words were

part of a very vast grouping, which led the babies to combine them, discover them,

and the game continued to spread until the babies proved they could

integrate it.

We realize that this learning game will never end as it started as

as soon as with a baby, the human being will tend to try to handle it completely

existence.

This then leads us to say that teaching a child to read only at the age of 6 is

take away the opportunity to discover the learning game of

reading at the stage when you might have the best experience: at the earliest age,

when the brain elaborates its first mental schemes, and in which the brain

activities were not yet restricted in their development within the natural environment and

potential prospects.

It is very easy to establish the systematics of the method of how to teach a baby how to

read and wait for each phase of development to occur exactly as we expect. That

it is known that only the intention of parents is to teach their children to read

early, they can already result in events that would better distinguish their children from

those who have not tried it. Even the most disorganized attempt will produce observable results.

results, which are the most positive and encouraging results, it is worth

highlighting! The procedure adopted must be very disastrous or complicated

to give results. From the simplicity of this initiative, it is already possible to obtain

better results than if one started teaching the child only at 6 years of age. At six,

It’s too late! Curiosity and the motivational potentialities of the brain

by then it will be deactivated. The later you start, the more difficult it will be to teach

teach the child to read.

Glenn Doman, in his book “How to teach your baby to read”, states that the child

before the age of 5 is capable of absorbing an enormous amount of information and

it can accept information at an incredible rate. It says that the more information you have

child receives before turning 5 years of age, the most he retains; plaster

the child has tremendous amounts of energy for such. In addition to that, the boy in

this age group has a great desire to learn. Can learn to read and wants

to learn to read.

In my experience, I found that the most important factor when starting the

process is to be sure that parents will have the right attitude and

focus, or better, keep the enthusiasm; and that the father must

Do not push or delay steps in presenting information to the baby. The other

factor is to pay attention to the size, format and order of presentation of the material

to be read by the baby.

It is also important to note when to start each reading session and

when to finish it. To start the session, the most suitable moment is every moment in

that the baby is in a good mood. Do not take him to read when he is in a bad mood, crying,

or dissatisfied. The activity of playing should be joyful and playful for both the baby

And the father

The time to finish the activity of playing – which is the main motivation of the method,

It should be before the baby loses interest, so that we can ensure that the

the baby will want to repeat the activity and live the moment of happiness of being with

the father. During this time, the baby enjoys the company of the parents and plays

with new knowledge and information. You need to know exactly what the baby

you are thinking, or better yet, know your reaction to stop each session before

your desire to do so. The reader must imagine that this is impossible to do.

But it’s not like that. After a few sessions, it is possible to perceive exactly when it is time

to distance the baby from the card. If you have more than one baby, you will see

that each one has their own rhythm, as I have verified with mine.

Dr. Eliane Leao

Adapted learning method (c) 2006

http://www.baby-can-read.com

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