Every year, thousands of families gather in school gymnasiums and auditoriums across the country to enter a drawing, one they believe will make the difference between success and struggle.</img> </img> </img> </img> </img>


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[SIZE="3"]SEVEN ESSENTIAL STEPS IN READING[/SIZE]

[SIZE="3"]Seven Essential Steps in Reading
which are far more effective after we have taught basic arithmetic and incorporated the three dimensional models with lowercase letters.

SYSTEMATIC STEPS IN READING

STEP ONE
Learn to sing the alphabet in alphabet rhythm


STEP TWO
Learn to read the alphabet in alphabet sound


STEP THREE
Learn to read the alphabet in the alternate phonetic
Sounds


STEP FOUR
Learn to read syllables and letter combinations [COLOR="Red"]WHY? & HOW? WHERE? & WHEN ? &
our Fifth essential friend WHAT? Repetitious reading of memorable sentences. The whole point of teaching your child to count and read the words it is using to count with at the same time, is in order that they can use their natural intelligence in order to read. Repetitious reading of the Abacus will already have built the neural pathways your child will utilise in repetitious reading of memorable sentences. We simply use the child's own intelligence to decipher and locate memory it is not aware of learning but already has simply learnt, e.g. all the numbers your child needs have already become permanent perfect visual memories.
Step four is where we utilise our natural human intelligence, to develop “Repetitious reading & memorable sentences”.
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[COLOR="Blue"]

STEP FIVE
Learn to read sentences out loud without fear of
being wrong in pronunciation


STEP SIX
Learn to read aloud and self correct from the
content of the sentence


STEP SEVEN
Learn to read for pleasure and profit, knowledge and
Satisfaction

READING FOR LIFE

A child stumbling over a simple three-letter word or a confident speed-reader are dependent on the same principles for decoding any word.

“ Knowledge of the letters and sounds.”

Decoding any word is letter driven

Unless the reader knows the letters and the alternative sounds they represent, fluent reading will always be impossible.

Our subconscious mind works at the speed of light.

Every word in itself is an idea.

A child first creates a rhythmic memory, independent of sight, (vision). Then a picture and sound memory combination need to become as one.

When we see the letter the brain recognises it as a sound, and when we hear the letter the memory can identify the letter.

The human ability is to naturally convert “ words” spoken or text into image.

“Image in action.” (Imagination)

The speed with which the mind can decode any word, combining the ideas of the individual words within the larger idea of the sentence,
is at the speed of light.

It means that we have to learn all the combinations of sound that individual letters and letter combinations are capable of making.

We are establishing our first vital vocal neural pathway in formal education.

It is no accident, that in the alphabet sounds used to express the different letters of the alphabet they are in the main common sounds used within speech, capable of being formed into a rhythmic chant in order to establish the first,(in this instance vocal memory) of the alphabet.

It is quite natural for a child to be able to remember easily the sounds of the rhythmic chant of the alphabet in what I term as alphabet sounds.
Over a very short time a whole classroom or an individual child soon establish naturally a perfect sound memory of the alphabet. To establish whether the child understands/remembers the alphabet chant clearly, starting from random letters, a proficient child will automatically follow on with the next letter of the alphabet.
The rational for Systematic steps in reading.

Step one Our first systematic step in teaching a child to read under any intelligent reading system has to be the vocal alphabet sound, learnt of by heart. We are establishing our first vital vocal neural pathway in formal education.


Step two. Even before the child fully grasps, the vocal memory of the alphabet the essential forerunner of learning the letter symbols easily, the six line layout of the alphabet can be used in conjunction with establishing the verbal memory of the letter, although these two stages may be carried out to some extent together, we must never lose sight of the fact that they are, completely separate systematic stages within the process of learning to read.
Nothing will replace the automatic vocal neural pathway, which gives the child the ability to follow instantly in the vocal alphabet locking in the picture of the letter in the visual memory, linking together forever the picture and the sound within the mind.

In natural learning we copy sounds, establishing a sound memory of the alphabet, we then use our sound memory, to remember (link) the picture of the sound.

Systematic step three
Once the child has established a neural pathway of vision and sound we are able to simplify and assist the memory of the child in automatically pronouncing and memorising the phonetic alternative purely by the use of pictures.
When a child sees a picture of an apple and the word apple the subconscious memory, starts to build, the natural subconscious memory, which is vital to us in establishing ability to read words we have never seen before.

Eventually every word becomes a picture.

That picture instantly holds meaning within someone hearing it or seeing it, listening to words within our natural language, we clearly establish a memory of the meaning, recognising a written word as a picture, means that we see a picture built up of letters where our subconscious automatic ability decodes the word instantly.

Once the brain as established initial recognition of a letter the subconscious memory starts to be built around it, the alternative sounds of letters in different combinations develops quite naturally with constant use, establishing automatic memory of sounds where pictures can be used to represent words is a good starting point for the third systematic step. The automatic memory of the picture of an ever growing memory, that involves thousands of common words where automatic decoding takes place instantly, creates the instant ability to make the sounds of letters in words the reader has not previously read or in some cases heard before.


The fourth systematic step
Learning to read syllables and letter combinations, are naturally linked together with the third step, just as the two first steps are heavily linked together so are the third and fourth steps.

It is relatively simple to use pictures to automatically trigger alternative sound awareness once a letter is clearly established in the original alphabet sound, small words and vital syllables are beginning to be recognised as pictures, regular association forms an instant combined neural link, between the picture and the sound of the word.

Initially the child has to process letter sounds until a perfect picture memory of the word is instant, but thorough grounding in the first three steps develops the processing ability and once the processing is automatic (it always taking place subconsciously and INSTANTLY WITH WORDS WHERE THE PICTURE IS PERFECT) we are aware of it the moment a word is unfamiliar and mental or vocal pronunciation allow us to confirm it when we use it within our vocabulary.

Step five A great many things from the first four systematic steps can be practised and done together in a classroom situation but the next stage requires a listening partner, virtually every child benefits enormously the longer this stage goes on, and just as the first and second steps have a close relationship along with the third and fourth, so have the fifth and sixth systematic steps. The child will gradually move into the sixth stage as soon as it discovers more interesting material.

Step six Learn to read aloud and self correct from the content of the sentence.
The subconscious mind quickly sorts the potential meaning and reconciles it with written word, building it into the automatic memory.

Eventually every word becomes a picture.


The seventh step is entirely within the hands of teachers and parents; if a constant supply of interesting material is unavailable the child will quickly discover more exiting and vastly less worthwhile pastimes.







Chinese children guided me to the realisation that the abacus was the best natural maths teacher. I am at the present time working in conjunction with Emeritus Professor of theoretical physics, Winston Hagston. We are developing a world standard mathematics teaching program that can be adopted for teaching by parents or older children, so ensuring the possibilities of equality in education. Once any child is perfect in mathematics, and can read its own language well, with the use of a computer and internet, and provided with an older mentor or teacher, it can educate itself to any level its natural ability and determination strive for. My thinking is for the future, our children and Grand children. The problems we all face are democracy, world food supplies, energy sources, and education.

" [SIZE="7"]

[SIZE="3"][COLOR="DarkRed"]THIS RESEARCH EXPLAINS THE MASSIVE VISUAL MEMORY

WE ALL HAVE IN A FORM WHICH CAN TELL JUST WHAT WE HAVE

SEEN PREVIOUSLY IF ONLY FOR A FEW SECONDS

IT DOES NOT EXPLAIN THE POSITIVE CONCIOUS VISUAL MEMORY WE USE TO REMEMBER EVERY THING PROPERLY EMBEDED WHICH

WE USE REGULARILY[/COLOR][/SIZE]

[SIZE="3"]This research explains the massive visual memory capacity we all have in a subconscious form. Which I liken to memory in negative as against the visual positive memory which we all utilize to remember everything.

Try running quickly through the important memories you utilize to remember your child hood and of course everything else you need to remember, with normal sight it is as “image in action” rapid instant recall always starts with a visual memory concepts are in built around those visual memories .

Does your mind work like this, at the speed of light

[SIZE="3"][COLOR="Red"]Humans Have Astonishing Memories, Study Finds
By Clara Moskowitz, LiveScience Staff Writer
posted: 08 September 2008 05:01 pm ET[/COLOR][/SIZE]If human memory were truly digital, it would have just received an upgrade from something like the capacity of a floppy disk to that of a flash drive. A new study found the brain can remember a lot more than previously believed.
In a recent experiment, people who viewed pictures of thousands of objects over five hours were able to remember astonishing details afterward about most of the objects.
Though previous studies have never measured such astounding feats of memory, it may be simply because no one really tried.
"People had never tested whether people could remember this much detail about this many objects," said researcher Timothy Brady, a cognitive neuroscientist at MIT. "Nobody actually pushed it this far."
When they did push the human brain to its limits, the scientists found that under the right circumstances, it can store minute visual details far beyond what had been imagined.
Those circumstances include looking at images of objects that are familiar, such as remote controls, dollar bills and loaves of bread, as opposed to abstract artworks.
Another factor that seemed to help was motivation to do well: The participant who scored highest won a small prize of money (the researchers refused to say exactly how much).
"You have to try," said MIT co-author Talia Konkle. "You have to want to do it."
The study, funded by the National Science Foundation, National Institutes of Health, a National Defense Science and Engineering Graduate Fellowship, and a National Research Service Award, was detailed in the Sept. 8 issue of the journal Proceedings of the National Academy of Sciences.
In the experiment, 14 people ranging from age 18 to 40 viewed nearly 3,000 images, one at a time, for three seconds each. Afterwards, they were shown pairs of images and asked to select the exact image they had seen earlier.
The test pairs fell into three categories: two completely different objects, an object and a different example of the same type of object (such as two different remote controls), and an object along with a slightly altered version of the same object (such as a cup full and another cup half-full).

Stunningly, participants on average chose the correct image 92 percent, 88 percent and 87 percent of the time, in each of the three pairing categories respectively. Though 14 subjects may not sound like a huge sample, the fact that they each recalled the objects with very similar rates of success suggests the results are not a fluke.
"To give just one example, this means that after having seen thousands of objects, subjects didn’t just remember which cabinet they had seen, but also that the cabinet door was slightly open," Brady said.
Even the researchers didn't expect quite such high recall rates.
"We had the intuition that it might be possible, but we were surprised by the magnitude of the effect," said study leader Aude Oliva, also of MIT. "These numbers, higher than 85 and 90 percent, impressed us and also impressed a lot of people who heard about the work."
So now that we know the brain's memory is so fantastic, are we all out of excuses for forgetting friends' birthdays?
Luckily not, Brady said.
"To some extent it's about attention, actively encoding specific details into memory," he told LiveScience. "If we tried really hard we actually could remember when someone's birthday was: if you say to yourself, 'The birthday is on this day and that relates to these other things that I remember.'"
Basically, he said, we can remember most things we put our minds to, if we invest enough attention and effort into trying to store them in the first place.[/SIZE]

"Raise your hand" for education with the OECD

“Raise your hand” today to submit and vote on the most important action to take in education today. Join all the other students, parents and teachers voting from around the world! To date, the project has received over 18 000 votes on 270 ideas from 70+ countries.

The top five ideas will be shown to education ministers, business leaders, technical experts and academics during the Education Policy Forum at the OECD in Paris on 4 November. Education ministers will be invited to respond to the ideas at that time.

With just a few days left, beat the clock and make your voice heard – go ahead and vote on OECD educationtoday before 15 October when voting ends.

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Pretoria – A new initiative to review and strengthen the social sciences and humanities in South Africa’s higher education system is in the pipeline.

Launching the project on Wednesday, Higher Education and Training Minister Dr Blade Nzimande said a task team has been appointed to develop a charter aimed at establishing the importance of human and social forms of scholarship.

Nzimande said the task team would provide guidance on a way forward to strengthening social sciences and humanities and enhance quality in this key sector of higher education.

The minister said he was concerned with the neglect of the social sciences and humanities in universities and other post-school institutions. “In the last two decades, the social sciences and humanities have taken a back seat.

“Now is the time for the teaching of and research in social sciences and the humanities to take their place again at the leading edge of our struggle for transformation and development of South African society.

“They must play a leading role in helping our people understand and tackle the scourges of poverty, unemployment, racism, discrimination of all kinds and HIV/AIDS,” Nzimande said.

The team will be led by Professor Ari Sitas from the University of Cape Town, and assisted by Dr Sarah Mosoetsa from the University of the Witwatersrand.

A South African reference group has also been established to advise and assist the task team.

An international reference group is in the process of being established and will include leading academics from Brazil, China, France, India, Jordan, the Netherlands, Norway, Senegal, and the USA.

The team will provide the Department of Higher Education and Training with a charter of key interventions for the social sciences and humanities by June 2011.

As part of fact-finding, workshops and interviews will held with local stakeholders (Assaf, Deans, Vice-Chancellors, Research Directors), and scholarly encounter of leading academics in the global south will be invited to share their expertise. – BuaNews

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