LEARN TO TEACH
READING OR WRITING
WITH RECORED CLASSES

Free classes for parents, 
and teachers.

Learn to use our materials
with infants, pre-schoolers, 
and school-age students.

Learn how controlled successes 
make for rapid learning progress.

Learn how our system accomplishes:
extensive time-on-task
cooperation with teachers
immediate student participation 
and optimism for learning
-------------------------

START BY LEARNING TO BE 
A MODEL STUDENT

Experience the rules 
as a student.

Experience for yourself
how it feels
to learn this rapidly.

Learn to measure the success
of the students.

Compare the improvement
of students 
with your own progress.

Learn ways to help: 

fearful students
disruptive students
withdrawn students
learning-disabled students
hearing-delayed students

Relearn many topics 
in history,
literature, and science. 
-------------------------

FREE TEACHER TRAINEE 
PROGRAM: OUTLINE 

Up to 6 weeks of free classes 
include:

Ten classes or 20 hours 
of being a student.

Ten classes or 20 hours 
of being a model student 
and an assistant.
-------------------------

RULES

FIRST TEN CLASSES/ 20 HOURS

Students come first.

Ask your questions 
in writing.

Don't talk to the teacher 
or other teachers 
and parents
during classes.

Enjoy the reviews 
of topics.
-------------------------------

Observe the value of: 
teacher silence
teacher modeling
teacher routines
teacher preparation
teacher report cards 
teacher pay outs
teacher/parent counseling
teacher counting pages
teacher scoring of report cards

Compare the positive effects 
of strict timing 
with chaotic classrooms.
-------------------------

MORE RULES

Don't be authoritative. 

Attention seeking.

Ignore student questions.

Be an example.

Listen attentively.

Don't show off 
during tell-backs.

Don't ask prompting questions.

If students have 
a short tell-back, 
let them copy 
or read aloud from 
the lesson. 

Move to another chair 
between two students
each 5 minutes.

Move to sit 
next to a non-complying 
student.

Move back if the child 
is still not complying
or doesn't stay on task.

Let the teacher handle 
ALL problems.

Observe the teacher.

Don't sit with teachers.

Get proficient with
chorusing, timing,
and  tell-backs.

Watch procedures. 

Only compliment 
a student's
fast-writing quantity,
participation in class,
or task completion.

-------------------------

WATCH THE RATE
OF CHANGES

Evaluate students.

Observe progress 
by labeled students.

Identify our solutions.

Anticipate next moves.

Listen to tell-backs. 

Learn to be 
a silent teacher.

Learn to be 
a classroom manager.

Write and turn in 
twenty questions or statements
per day.

-------------------------

SECOND 10 CLASSES/20 HOURS

Start to be 
a teacher's assistant 
or apprentice.

Be a good example.

Copy procedures faithfully.

Count money. 

Prepare page pay envelopes.

Watch procedures.

Pass out materials.

Learn options within 
the system for:
infant 
toddler 
school age 
remedial
gifted

Observe short parent 
conferences
before and after class.

-------------------------

AFTER FIRST 20 HOURS 

Parents can choose 
to start a home program
regardless of child 
cooperation.

Be a model student at home.

Don't respond 
to interruptions, 
demands, 
or the telephone.

Stop if there is 
a real emergency.

Return to 444 & 333 recorded classes
as soon as possible.

If you are inconsistent, 
your child will be 
inconsistent.

Tell our teachers 
if you are having trouble
teaching at home.
-------------------------

LIVE OUT OF DENVER OR KC?

If you can't come 
to the adult 
scholarship program, 
follow the rules:
2 hours per day 
for 250 days.

You will be amazed.

Start by doing starter 
two or three lessons online.

Be a model student
and your children 
will copy you.

Establish a pattern 
of daily classes at home. 

1. You can teach yourself 
and all your children.

2. Enroll with the telephone
tutor program.
-------------------------

OPTIONS

Keep your notes 
or memory patterns 
in a notebook portfolio 
forever.

Visual patterns trigger 
auditory, 
kinesthetic, 
and tactile memories
created when you made 
the notes.
-------------------------

ENHANCE YOUR KNOWLEDGE

Read more philosophies on line.

Print out personal copies 
of our manuals.

Loan them 
to your teachers and friends.
-------------------------

REVIEW OF ESSENTIALS

Be a good example.

Learn to evaluate students.

Learn variations for:
infants
toddlers 
gifted
needing challenge
high verbal manipulators
withdrawn, lonely children
-------------------------

TALKING TO LEARN

1. Maximize student tell-backs.
2. Maximize writing. 

Use oral recitation and inner speech.

Why?

Speech is the fastest way 
to make your mind accountable.

(Inner speech may be 2-4000
words per minute or more).

(Speaking aloud, 150 - 300 
words per minute).

Speech forces your mind 
to use your thinking skills
(taxonomy for thinking.)

Talk to yourself as 
you make notes.

Add to your memory triggers 
while your partner is speaking.

You are restating words
with inner speech 
as your partner says them.

Your partner's words help you
 re-organize your notes

The speaking is a rehearsal 
for the fast-write.

-------------------------

TALK TO REMEMBER

The mind stores 
most information auditorily.

Short-term auditory memory
is three-quarters of a second.

Short-term visual memory
is one-quarter of a second.

Short-term semantic memory 
is one or two seconds.

Short-term memory transfers
to long-term memory 
if you write notes continuously
during the recorded input.

-------------------------

WRITE TO LEARN

1. Writing notes on memory patterns
requires use of inner speech,
and so helps build memory.

2. Write notes during your partner's
tell-back.

3. The fast-write forces you 
to continue the reorganizing
and storing process.

-------------------------

LIMIT TEACHER TALKING
SO STUDENTS CAN TALK

Allow students 
to tell-back to partners:

1. Immediately after input 
and before memory decay.

2. Tell-back from notes 
or memory patterns
that re-trigger the input.

3. Tell-back from their 
prior knowledge.


Teachers listen to students 
in order to gauge their ability.

Teachers score their students 
during fast-writes.

Teachers who talk
limit their students' 
recitation opportunities.
-----------------------

IF TEACHERS INSIST ON TALKING

PROBLEMS

1. Students' watching the teacher 
    interferes with listening.
2. The students' attention is diverted 
    to facial expressions and body language.
3. Students overwrite (forget)
    previous concepts and details.
4. Diverting eyes from the notes
being created causes more overwriting 
of input.

SOLUTIONS
1. Insist that students 
write continuous notes 
and keep eyes off 
the teacher's distracting face.

2. Teachers can record 
their own material 
during prep time 
and play it as needed.

3. During recordings teachers can sit
next to students who are off-task. 

4. Teachers can have time to be a model 
for listening and taking notes.
 
-------------------------

RECORDED CLASSES
READING PHILOSOPHIES 
RECORD

Children want to have success. 

333, 444 and 555 allow all ages 
of children immediate success 
with listening and reading tasks.

-------------------------

BIRTH TO 4 MONTHS

Parents can bring 
newborn, non-crawling infants 
to class.

Hold the infant while chorusing,
copying, and tracing.

The rhythms of the recordings
may put the infant to sleep.

-------------------------

AT YOUR HOME: 

Continue 444 while child is sleeping.   

Parents can take a break 
until the child wakes up.

On your daily report, 
count only the minutes 
that the parent is actively 
modeling for the child.

-------------------------

4 MONTHS TO AGE 5

Parents learn how to teach 
their crawlers and toddlers
at home.

Parents can attend 
free 6-week classes, ie. 
40 to 60 hours. 
-------------------------

PETERSON READING 444
PHILOSOPHIES

Students chorus along 
with the teacher and a recording
that pronounces each phrase 
four times.

The recording continues 
to say the phrases four 
or eight more times
while the student copies or traces 
the printed phrases.

In 12 seconds the student 
has listened twelve times 
and spoken the phrase twelve times :
Four times with oral chorusing,
and eight times with inner speech.

Students gradually learn 
the letter and word sounds.

Within a few dozen hours 
students have also learned 
to make the sounds 
of individual letters and words.

-------------------------

Q. WHY DOES IT WORK
     SO WELL?
	 
-------------------------

A. MOST TRIAL AND ERROR 
     IS ELIMINATED.

Students immediately feel 
they are readers,
and they are.

Students have spoken many 
of the phrases used in class.
They feel comfortable chorusing them.

The occasional new word 
is sandwiched with familiar words 
that help define their meaning. 

Many A-HA? responses 
as they match the sounds 
with the printed phrases.

The introduction of new meanings 
is very gradual. 

Their high percentage of successes 
are very reassuring.

Successes encourage them 
to try new sounds.

They get eight to twelve chances 
to become almost perfect.

Most students hit 
a 90 percent correct level
by the fourth chorusing try.

The remaining eight repetitions 
are easy for them.

Each repetition tells them 
how good they are.



Peterson's comments 
after observing the results 
of this method since 1989.    

Why does it work?

Easier steps to reading.
Faster steps to reading.
Easy steps to a wide vocabulary.
Easier steps to fluent reading.

Their attempts to read 
sound as good 
as the good readers.

They know they sound 
the same as the good readers.

There's no reason 
for carefully guessing at the sounds. 

No glances at teacher 
to find approval or disapproval.

Students read with the recording 
at normal speaking speeds.

Students are more interested.

Students learn parts of history 
and science subjects while 
learning to read.

There are few baby words 
and confusing alphabet practice.

This is real reading.

Students can enjoy the topics.


Why does it work?   

We are changing 
the balance of success and failure.

A much higher percentage of success 
creates the fluency habit..

Traditional goals
include reading fluency AFTER 
many slowly practiced 
letter sounds and word sounds.

More practices are then needed 
to create phrases and sentences.

Our goals
Immediate fluency in reading 
(chorusing.)

WE TEACH THE BEST PART OF READING FIRST:

1. Pronounce familiar sounds
to learn new facts and details.
2. Get good at pronouncing 
a wide vocabulary.
3. Students are not bogged down 
 with slow phonics trial and error.
4. Avoid embarrassment 
 and criticism while trying.
 
-------------------------

PARENTS CAN TEACH WRITING

Start with your child dictating 
to you make into a preview
print it out.

Do this one hundred times;

I'll bet your student will like 
to write.


Listen to a story,
even watch TV,
write words they know
write phrases,
and voilį
you have a preview.

It's hard to criticize a preview.

-------------------------

CLUSTERS
Can you add a phrase 
to some of the phrases?

That is a cluster.

Keep the clusters short.
Two phrases are great;
three are possible;
four phrases are easily forgotten.

Keep trying,
It is easier than you think.

More information
will come from your past experiences.

Students can learn from interesting,
new vocabulary.

Make sure it is recorded
and can be repeated.

Make sure they respond.

Add another phrase 
to make the new name
more meaningful
to add meaning 
to assist memory.