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Showing Only Words - Procedure.

1. To start the first week, select only 25 cards (words) including the words "dad" and "mom".

2. On the first day (Monday) choose 5 of those words to show your little one. Start with the first one, for example, showing your baby the word "mom" and say with enthusiasm, "This one reads mom!" The word is only shown for 1 second, and make sure that he is seeing the word. Remember that you need to say it loudly with enthusiasm.

3. Shortly after, and in a similar way, show the remaining 4 words. Remember the rule: 1 second per word. The session with these five words should be repeated 3 times during the day, remembering to leave at least 15 minutes between each session.

4. The next day (Tuesday), you choose a new set of 5 words and carry out the process as before, but include the words from yesterday. You will do three sessions with each set of 5 words. Your baby will have 6 sessions today.

5. The next day, you do the same with a new set of 5 words, but include the 5 words from yesterday and the 5 words from the first day. You will, again, do 3 sessions with each set of 5 words so that your baby has 9 sessions today. Remember to leave at least 15 minutes between each session.

6. For the fourth day, you now choose a new set of 5 words, include all the sets from previous day and have 3 sessions per set so that your baby now has 12 sessions on this day.

7. You do the same with the fifth day, a new set of words plus the words from before and baby will now have 15 sessions.

8. When you start the sixth day, you choose a new set of 5 cards and include the sets from the previous days EXEPT for the set from the first day. This set of words from the first day is eliminated so that you still have 25 cards with a new set of 5. You will, again, do 3 sessions per set and your baby will have 15 sessions in total.

9. This process then continues with a new set of 5 cards every day and dropping the 5 words from the oldest group. You will always have 25 cards and there will always be 5 new ones.

10. You continue having 3 sessions per set of cards so that your baby has 15 sessions per day.

NOTE 2: • Do not show 2 words starting with the same letter in a row. • The words should appear in a different order each day. • The session must be finished before the baby gets tired. If you notice any signs that your baby’s attention is diminishing, the session must be finished immediately.

Showing Words & Images. Procedure

 
Having cards with letters and images related is an intelligent way to teach specific topics, and improve not only the reading bases, but also the general knowledge of the child. If you have a set of images and words related, for example the cards with the words for colors and images of the colors, you can do the practices following the next procedure:

1. To start the first day, select only 9 cards: 1 with the word “colors” to use as introduction, 4 words of colors and the 4 images of these colors (“blue,” “red,” “yellow” and “black”).

2. ONLY IMAGES. On the first day, start showing your baby 5 cards: the word "colors" and the 4 images-cards of colors. Each card is only shown for 1 second and make sure that he is seeing the card with the color. Remember that you need to say each word loudly with enthusiasm.

3. Shortly after, and in a similar way, show the remaining 4 words: “blue,” “red,” “yellow” and “black”. Remember the rule: 1 second per word - color. The session with these five cards should be repeated 3 times during the day, remember to leave at least 15 minutes between each session. The sessions should be repeated for 3 days.

4. ONLY WORDS. For the fourth day, start showing your baby the word "colors" and the 4 cards with words of colors: “blue,” “red,” “yellow” and “black”. Again, each card is only shown for 1 second. The session with these five cards should be repeated 3 times during the day, remember to leave at least 15 minutes between each session. The sessions should be repeated for 3 days.

5. IMAGES and WORDS COMBINED. For the seventh day, you will use the 9 cards: one with the word “colors” (introduction), 4 words of colors and the 4 images of these colors (“blue”, “red”, “yellow” and “black”). You must show firstly the image and then the card with the written word. To start the session, first show him the card with the word of “colors”, then the image “blue,” then the word “blue,” then the word “red,” followed for word “red,” etc. Again, each card - image is only shown for 1 second. The session with these nine cards should be repeated 3 times during the day, remember to leave at least 15 minutes between each session. The sessions should be repeated for 3 days.



NOTES 3:

• According to the results, you can increase the number of cards and images. Initially, you can start with 3 pairs of words-images. But you can increase gradually to 8, 10 or 12 pairs, if your child is learning fast.

• On the other hand, if the baby’s attention is diminishing, you should reduce the session to only 2 during the day and keep a low number of cards-images. If you notice any signs that your baby’s interest is diminishing, the session must be finished immediately.

• You don’t have to create images for every word. Sometimes is not easy to create or find images, for instance, for adjectives, articles and verbs, etc.. However, the baby needs to learn all these words. In this case, you only need to create the cards with the words and teach him, by following the procedure showing only words.

COMMENTS: When the child has acquired a basic vocabulary of single words (between 60 and 120 words), you can start Stage 2. While implementing stage 2, teaching pairs of words, you still continue with stage 1 to teach new words and expand your little one’s vocabulary. Once you have taught around 60 pairs of words, you can then begin stage 3 (simple three word phrases) while continuing with stages 1 and 2. Your baby is still very young so there is no real hurry to move along the stages. Moving onto new stages is more important than older stages as they often lose interest in just learning single words.

14.5.8 Step 2: Learning 2-word Phrases

Once your child has acquired a basic vocabulary of single words (between 60 and 200 words), he will be ready to join the learning of word pairs.


Source: The Institutes for the Achievement of Human Potential

Materials

- Cards: White paper (medium or heavyweight paper recommended), 4 x 24-inch cards (10 x 60 cm). Letters must be lowercase in red color, 2 to 3 inches (5 to 7.5 cm) tall and at least 0.5 inch thick. This thickness is key as to facilitate the baby viewing the letters. We recommend you have at least 100 pairs of cards with different words to begin the process.

- Images: Printed images, pictures or photos (family photos, images from magazines, internet, etc) glued on sheets of paper. For the images, initially you can use the paper sizes letter (8.5 × 11 inches), legal (8.5 × 14 inches), tabloid (11 × 17 inches) or equivalent sizes. All the papers with images used in the same session should have the same dimension. The paper sizes should be chosen according to the age of your child. To achieve better stimulation we recommend that you show pictures and familiar objects from the environment to illustrate the concepts.

Vocabulary:

Make sure that the words you use in pairs are words that you were using individually so that they are already familiar. Here are some examples of 2 word phrases that could be used.



The step 1 (simple words) should continue along with step 2 (2-word phrases). As you start teaching the phrases with familiar words, you can continue teaching new single words to use in phrases later.

Include the present simple of the verbs "to be" and "to have" (is, are, have, has, etc.). These words will be used in the following step. It is also recommended to include some verbs in the progressive form, such as reading, writing, rising, falling, crying, etc.

Procedure

1. The process occurs in much the same way as the last part of stage 1 does. You will include a new group of 2 word phrases every day leaving out the oldest group so that you have 5 groups every day. Again, you will carry out 3 sessions per group leaving a minimum of 15 minutes between each session.

2. At the same time, you will continue with stage 1. Make sure that the words in the two word phrases are words that have been eliminated from older groups.

3. In the same way, the procedure for showing two or more words and their corresponding images should be followed as it was described before. There is not difference.

When the child has acquired a basic vocabulary of two words (between 100 and 200 double words), you can start the Stage 3.

NOTE 4: You don’t have to create images for every 2-word phrases, but you just need to create the cards with the words and teach him, following the procedure showing only words.

14.5.9 Step 3: Learning Short Phrases

Now that your child has acquired a basic vocabulary of single words (between 100 and 200 words), and knows some 2-word phrases, he is ready to be taught with some short phrases. This is a very exciting step. The words that had been left out from older groups are now used to make shorter and meaningful sentences.

You can start this step when you have removed around 60 simple words and have used them in 2-word phrases. You now use those same words in making 3-word phrases.

Materials.

 
– Cards: White paper (medium or heavyweight paper recommended), 4 x 24-inch (10 x 60 cm) printed in red lowercase letters, 2 inches (5 cm) tall and at least 3/8 inch (8 mm) thick. Please prepare a stock of at least 60 cards with short sentences.

– Images: Printed images, pictures or photos (family photos, from magazines, internet, etc.) glued on sheets of paper. You can use the paper sizes letter (8.5 × 11 inches), legal (8.5 × 14 inches), tabloid (11 × 17 inches) or equivalent sizes. All the papers with images used in the same session should have the same dimension. The paper sizes should be chosen according to the age of your child.

For better stimulation, it is recommended that you also show a picture of their familiar objects to illustrate the idea.

Vocabulary:

The cards should feature the words that have already been taught individually. The following are some examples of short sentences:

Procedure.

 
1. Choose a group of 5 phrases and carry out 2 daily sessions. You may want to include new groups of single words and 2-word phrases.

2. With each new day you will add 2 new phrases and leave out the oldest ones so that you always have 5 phrases. The new words should be placed at the end of the group of 5 phrases to keep the child's eagerness to learn.

Use the single-word and the 2-phrase cards to make short sentences. (Please refer to the picture)



Because these are set phrases with words the child already knows, it's not necessary to show them to him for 5 days and 3 times a day. You can show them for 3 days and 3 times a day. Add 2 new phrases every day and leave out 2 of the oldest ones by placing the new ones at the end of the group to always keep the child's attention.

 

14.5.10 Step 4: Learning Long Phrases

Once your child has acquired a basic vocabulary of single words (between 100 and 200 words) and knows some 2-word phrases and 3 word phrases, he will be ready to move onto longer phrases. This is a very exciting step and the words that have been used in previous exercises are now used to make longer phrases.

Materials

Two different types of cards are necessary for the long-phrases reading activities:

– Long Cards: White 4 x 24-inch cards (10 x 60 cm) written in red lowercase fonts of 1.5 inches (4 cm) high, written with a marker. It is recommended to prepare at least 25 cards with long sentences.

– Rectangular Cards: Legal size (8.5 × 14 inches) or tabloid (11 × 17 inches) white paper cards written in lowercase, although they now include the initial uppercase letters such as proper nouns (as found in children's books). The font itself should be reduced in a 0.8 inch or 1.0 inch (20-25 mm) and must be written in black. It is recommended to prepare at least 25 rectangular cards with long sentences.

Vocabulary:

The cards should feature the phrases that have already been taught individually and in 2-word phrases. The shorter sentences from the previous stage can also be used. The following are some examples of longer sentences:



As you combine the words left aside in pairs of words and new phrases, you can teach the child new words and expand his reading skills.

 

Procedure.

1. Choose a group of 5 phrases and carry out 3 daily sessions. You may want to include new groups of single words and 2-word phrases.

2. Add two new phrases and leave out the oldest ones every day. The new words should be placed at the end of the group of 5 phrases to keep the child's eagerness to learn. Use the cards with a single word to make long phrases (please view the chart).



They are set phrases with words that the child already knows, so it's not necessary to show them to him for 5 days and 3 times a day. You can show them for 3 days and 3 times a day. Add two new phrases every day and leave out two of the oldest ones by placing the new ones at the end of the group so that you always keep your baby’s attention.

Keep on doing Steps 1, 2 and 3 to teach new single words and 2-word phrases throughout the whole process to steadily increase the child's vocabulary.

 

14.5.11 Step 5: Reading “Homemade Books”

This is a fun way to encourage children and to play with them. Your child will love the story if the star is himself, so that you can take photographs of your child to begin with. On the first page, write, for example, "Robert is sleeping," then, when you turn the page, let him see a picture of himself sleeping. On the next page, write “Robert is eating,” and then turn the page to find a picture of him eating, and so on.

Each book has just several pages. Each page has a single phrase on it, and the next page is a photo depicting that phrase. Do not mix the phrases and the pictures on the same page set, as your little one will be far more interested in looking at the pictures than he will be in reading the words. So make sure that there is only one thing visible, either the phrase or the picture depicting the phrase.

 

Materials.

– Rectangular Cards: Rectangular legal size (8.5 × 14 inches) or tabloid (11 × 17 inches) cards written in lower-case though they now include the initial upper-case letter as in proper nouns (as found in children's books). The font itself should be reduced to a 0.8 inch or 1 inch (20-25 mm) and must be written in black. This is done because black offers a better contrast with small fonts and the page will be easier to read. It is recommended to prepare at least 25 rectangular cards with long phrases.

– Images: Photographs of your child performing a number of activities like sleeping, laughing, playing, eating, taking a bath, etc. Also include some pictures of mum, dad, siblings, animals and objects in the child's environment.

It is very important that your homemade books are prepared with care and attention. Again: do not mix the pictures with the phrases, making both visible at the same time. Ensure that there is only a phrase visible and then a picture on the next page. Your book can have around 12 pages in it with 6 phrases and 6 photos. Prepare and read as many books as you can (8 to 12), before continuing the next step.

 

Vocabulary:

The phrases used in the cards should be related to the child's daily activities and must have words that have already been taught. Short sentences from the previous step may also be used.



– The Step 1 (simple words) should continue along with steps 2 and 3. As you combine the words left aside in pairs of words and new phrases, you can teach the child new words so as to expand their reading skills.

 

Procedure:

1. Allow plenty of time for your child to view the picture. This is a very interesting thing to him and will add to his enjoyment of the process. Once the picture has been looked at, you can read the phrase at a normal pace. You may read this phrase to him several times during the following days.

2. You will keep on doing steps 1 and 2 to teach new single words and 2-word phrases throughout the whole process to steadily increase the child's vocabulary. Try to ensure that your little one’s hands are clean to avoid dirty cardboards and books. This is a good way to start teaching respect for what will later be stories and books.

NOTES 6: You do not need always to make hard copies on paper or cardboard. The presentation can also be done on a laptop, PC or digital tablet. Use presentation software such as PowerPoint or similar and make sure that you sandwich phrases and pictures as one per slide, just as you did on paper. You will see how easy it is to make a digital book for the baby!



14.5.12 Step 6: Reading books and stories for kids (with parents)

This is a step that you can really enjoy by providing the right books for your child to develop their intelligence and to become a great reader.

Materials.

– Homemade books.

– Commercial children’s books.

Once your child acquires a basic vocabulary of up to 200 words you can begin the next step. It is important that you look for children’s books appropriate to your little one’s age and vocabulary. These first books must meet the following characteristics:

1. They should be clear and large print (greater than or equal to 0.8 inch - 20 mm).

2. They should be exciting, fun and colorful.

3. The text should be separated from the illustrations.

If the child reaches this stage at 2 years old or younger, the letters need to be 1 to 2 inches (2.5 to 5 cm). It is quite hard to find ready-made books of this nature and the solution is that parents make them with instructions from the previous step (homemade or digital books in PowerPoint). Note that you will need a book every week or every 2 weeks.



Vocabulary:

– Make sure that you review the vocabulary in the books you choose. It is important that the vocabulary is familiar to your child so, if you find new words, make sure to teach them separately using step 1 and step 2 before reading the book.

Procedure:

1. Sit with your child and read the book. If you find that he wants to read some of the words himself (depending on age) allow him to do so. Bear in mind that a child under age 3 should simply follow while you do the reading.

2. Read at normal speed, with enthusiasm and with a very expressive voice.

3. Read the book 3 or 4 times a day for 4 days. After that, shelve the book for a while. By doing this you increase the chances that he will want to read the book again and again at a later stage.

Even if your child already knows how to read, do not rush him! You can continue reading aloud and letting him follow along with you. By doing this, your child gains confidence and it also increases their own speed of reading and enjoyment in the task. There will come a day when he tells you, on his own, that “you don’t need to read for me mom, I’ll read it myself.”

Once in a while be sure to stop the teaching process and simply take stock of the wonderful time you are spending with your little one. Notice how wonderful it is to be able to devote this precious time to him, paying attention, praising his efforts and noticing his incredible ability to learn. By giving him your time and sending this quality time together, you will be giving a greater gift than simply being able to read!

14.5.13 Step 7: Reading Books and Children's Stories (Independently)

Once your little one has the hang of reading it is important to simply maintain that love. Especially with 3 and 4 year olds, make sure that you keep their enthusiasm levels high as they can get bored easily. There is probably no investment more profitable than the investment you’re making into the quality of life for you and your family. At this point, the program will assist your little one in learning to read, learning new words and increasing his intelligence.



Materials.

– Homemade books.

– Commercial children’s books.

Now that your little one is entering the 6th stage and is ready to read books independently, make sure that you choose books that are appropriate in terms of length and vocabulary.

1. The books should be clearly printed in large fonts (greater than or equal to 0.8 inch - 20 mm).

2. They should be exciting, fun and colorful.

3. The text should be separated from the illustrations.

Vocabulary

Make sure, again, that you check the vocabulary used in the books and that all the words there are words that are familiar to your child. If there are new words, teach them to your little one using steps 1 and 2 again and refer back to the book once all the words are familiar.

 

Procedure.

1. At the start, sit with your little one and help him read the book if you notice that there is any difficulty. Give him a chance to read the words by himself (depending on his age, of course), and continue helping him until he no longer requires your assistance. At this stop allow him to read at his own pace and on his own.

2. Your child will discover with delight that the book is talking to him.

3. As your child begins to discover that words have meanings, he will begin to deduct for himself the meanings of other letters, words and writing standards. The program for learning to read independently does not mean you should just leave your child alone. You have to continue to be there, beside him. He is small and he wants your company more than the books, no matter how interesting these books may be. If the child notices that his new capacity means losing your company, probably he will leave the book and will go after you. Your child is still young and he wants to have your book, but have his mom (or dad) first.

By the end of the process, you will see that the reward of teaching your child this valuable skill is something that money simply cannot buy. Your little one will love and respect you for having given your time and attention to the teaching

14.6 Benefits of Stimulation to Learn How to Read Early on

– Really, at the end of the day, reading is one of the most important skills that you can teach your child, and that will increase his intellectual and emotional intelligence.

– Reading is the ability that will mark their successful arrival at school, college, university and in life in general. Reading well, fluently and with understanding are the hallmarks of successful people, almost without exception.

– The love of reading is directly linked to your ability to read well and fluently, and to understand all that you have read. Teaching your child to read fosters a natural love of reading.

– Early stimulation of reading always works to one degree or another. Even if you do a poor job of teaching, your child will still learn more than if you had done nothing. This is a win-win situation. You will always develop his intelligence to a greater extent than if choosing not to engage with your child at all.

– Stimulation is a game in which everyone wins, both parents and children. However, the better we play the game to teach our child, the faster and better they will learn.

– A love of reading naturally leads to higher self-esteem and security. Your child will feel capable and in control. This will only be reinforced when he realizes that he is doing well at school too. Perhaps he will be the first in his class in learning.

– If a child does not acquire a real love of reading from an early age, he may not achieve an adequate level of reading at the age of 11. By this stage, the child may face reading comprehension issues and a lack of interest in learning how to read.

14.7 Learning Two or More Languages (Bilingual Children)

In order to take advantage of the ability of children under the age of 5 to learn language, the Glenn Doman system also allows you to teach a second language at the same time. We recommend that you start the steps described above and only start the second language after about 3 or 4 months. It is also recommended that one parent teach the mother tongue while the other parent teaches the second language. Usually it is better for mom to teach the mother tongue as the emotional connection between her and the baby is of utmost importance.

It is important to prepare the program in both languages in advance and carry them on without interruption. A program that has many discontinuities will not work well. If one parent is away, it is alright for the other one to continue with the reading lessons in that language, rather this than inconsistency. Always make sure that you tell your child what language you are going to be teaching in.

But to start, just begin in the language you feel comfortable with, and when you feel confident in your teaching ability, you can move on to the next language. It is normal for your child to mix some of the words up between the two languages. This is all part of the process of learning and it does not matter.

14.8 Other Special Early Learning and Stimulation Programs

In The Institutes for the Achievement of Human Potential, Glen Doman did not only create the process of stimulation and teaching reading to children as described above, he also divided stimulation programs to develop children's intellectual, social and physical abilities. Below are some of the stimulation programs for children 0 to 6 years that use similar techniques with pictures, letters, numbers, cards, etc.:

• Exercising - appropriate physical development to age 0-6 years.

• Reading • Writing • Mathematics (see Chapter 15.12)

• Languages

• Good behavior

• Special Stimulation Programs - General knowledge For more information: http://www.gentlerevolution.com

The list is as long as you want it to be. You can teach your child anything. Perhaps you find yourself wondering how you will teach your child all these things. It is quite simple. By using a well-organized early learning program and following one activity everyday with discipline, motivation and confidence. Then, when your little one finally turns 6, you can enjoy all his achievements with him and you will notice that he has become a bright and happy child who will fondly remember the happy years of childhood spending time learning and playing with his parents.

Remember: Intelligence is the most valuable human resource and you can develop it in your children.

Summary · The love of reading is directly linked to your ability to read well and fluently, and to understand all that you have read. Teaching your child to read fosters a natural love of reading. · For babies, reading language is a brain function exactly as hearing language is a brain function. · Babies are innately programmed to learn language and they can respond to human voices from the moment that they are born making it possible for them to start learning from the very first moment. · The method created for Doman is based on the use of flash cards with words and images: information presented at speed is more easily apprehended by the right hemisphere of the brain. Unlike left-brain memorization which requires conscious, directed effort and right-brain learning is unconscious and effortless. · Reading is the ability that will mark their successful arrival at school, college, university and in life in general. Reading well, fluently and with understanding are the hallmarks of successful people, almost without exception. · If a normal mind is stimulated appropriately under favorable conditions then it can yield extraordinary results. A child under 5 years can learn to read. · Stimulation is a game in which everyone wins, both parents and children. However, the better we play the game to teach our child, the faster and better they will learn.