Adaptation of Glenn Doman’s method for teaching your baby to read
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 reflect the daily reality of the baby);
– The vocabulary of the family environment (which reflects the objects that the
the baby contacted at home, for their daily interactions), and
– The vocabulary to build sentence structures (articles, prepositions and
The sentences were not entered as suggested by the Doman method for the fifth step. Tea
other steps, including 5, were dropped in our experience, due to our
circumstances, as the babies’ own preferences suggested that these steps
omitted, indicating what the brain did or did not need to experience. When you drink them
He completed the reading of all the vocabulary, he also knew the alphabet and had already read
elementary school books, road signs and billboards on the streets.
However, the reading assimilation process 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 presents itself circumstantially
in a community context (on television, the 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 process of stimulation in a familiar environment continued its course, the
assimilation by infants of words that reflected their accommodation of
the contents ended up resulting in object connections and the objects’
representations, at such impressive speed that when the babies were two years old
of age, they already knew how to read and showed 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 broad grouping, which led the babies to combine them, discover them,
and the game continued to spread until the babies proved they could
We realize that this learning game will never come to an end as it started as
as early as with a baby, the human being will tend to try to manage it throughout his life.
This then leads us to say that teaching a child to read only at 6 years of age is
take away the opportunity to discover the learning game of
reading at the stage where it can be best experienced: at the earliest age,
when the brain makes its first mental schemes, and in which the mind
activities were not yet restricted in their development within nature and
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 to teach their children to read
early on, it may already result in events that would better distinguish your children from
the ones who didn’t try. 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 not
to produce results. From the simplicity of this initiative, it is already possible to obtain
better results than if the child were taught 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 the task of teaching will be.
to 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 he is able to absorb a huge amount of information and
it can accept information at an incredible rate. It says that the more information
the child receives before reaching the age of 5, the maximum that he retains; cast
the child has tremendous amounts of energy for that. On top of that, the boy from
this age group has a great desire to learn. Can learn to read and wants
to learn to read.
In my experience, I realized that the most important factor when starting the
The process is to be sure that the parents will have the right attitude and
focus, or better, keep the enthusiasm; and that the father should
Do not push or delay the steps to present the information to the baby. The other
factor is to be attentive to the size, format and order of presentation of the material
to be read by the baby.
It is also important to observe 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 if he is in a bad mood, cries,
or dissatisfied. The play activity should be joyful and playful for both the baby
And the father.
The moment of finishing the game activity, which is the main motivation of the method,
It should be before the baby loses interest, so that we can ensure that the baby
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
are thinking, or better, to know their 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 its own rhythm, as I have discovered with mine.
Eliane Leao, doctor
Adapted learning method (c) 2006
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