Table Of Contentworks by the authors
The Gentle Revolution Series How Smart Is Your Baby?
How To Teach Your Baby To Read How To Teach Your Baby Math
How To Give Your Baby Encyclopedic Knowledge How To Multiply Your
Baby's Intelligence How To Teach Your Baby To Be Physically Superb How To
Teach Your Baby To Swim What To Do About Your Brain-Injured Child
Children's Books
Nose Is Not Toes
Enough, Inigo, Enough
A Special Word From the Authors Regarding This Third
Edition vii Preface I xi
A Birthday Note for Our Parents I 1
1. the facts and Tommy 13
2. tiny children want to learn to read 116
3. tiny children can learn to read 131
4. tiny children are learning to read 159
5. tiny children should learn to read 172
6. who has problems, readers or nonreaders? 184
7. how to teach your baby to read 1102
8. the perfect age to begin 1158
9. what mothers say 1196
10. on joyousness 1226
Acknowledgments 1 242
About the Authors 1 246
Index 1 249
Appendix 1254
The author wishes to thank the following publishers for their kind permission to
quote from copyright material:
Newsweek, Vol. LXI, No. 19 (May 13, 1963), p. 96.
The Bobbs-Merrill Company, Inc., for excerpts from Natural Education by
Winifred Sackville Stoner, copyright 1914 by The Bobbs-Merrill Company,
1942 by Winifred Stoner Gordon.
Stanford University Press, for excerpts from The Promise of Youth: Follow-up
Studies of a Thousand Gifted Children, Genetic Studies of Genius, Volume III,
by Barbara Stoddard Burks, Dortha Williams Jensen, and Lewis M. Terman
(Stanford: Stanford University Press, 1930), pp. 248-50.
Harvard University Press, for brief quotation from Plato's Republic, translated by
Paul Shorey (the Loeb Classical Library; Harvard University Press), p. 624.
Saturday Review, for brief excerpts from an article by John Ciardi, entitled
"When Do They Know Too Much?" (May 11, 1963).
This book first saw the light of day in 1964. It was the very beginning of the
Gentle Revolution. Pioneering mothers and fathers embraced the book. Those
first parents recognized that this was a real adventure. While Man was just
venturing into outer space our parents took the very first steps into inner space-
the vast and quite miraculous world of brain growth and development of the tiny
child. Those parents knew that tiny children were a great deal more intelligent
than most people thought they were. They rolled up their sleeves and got started,
and what a wonderful job they have done.
Since that time five million copies have been sold in twenty-two languages,
with more on the way. All of the things we said in that original edition seem to
be as true today as they were forty years ago.
Only one thing has changed.
Today there are tens of thousands of children, ranging from babies to adults,
who learned to read at an early age using this book. As a result, thousands and
thousands of mothers have written to us to tell us of the pleasure, joy, and
excitement they have experienced in teaching their babies to read. They have
related their experiences, their exultation, and occasional frustrations. They have
described their victories and their innovations. They have asked a great many
penetrating questions.
These letters contain a treasure trove of priceless knowledge and splendid
insight into tiny children.
They also constitute the greatest body of evidence in the history of the world
that proves beyond question that tiny children can learn to read, should learn to
read, are learning to read, and, most important of all, what happens to them when
they go to school and when they grow up.
This precious body of knowledge is what made this new edition not only
important but vital to the new generation of parents who have their children's
lives as a top priority.
Chapter 7 is changed substantially from the original book-not to change any
of the principles laid out earlier, but rather to fine-tune them in light of the vast
experience that parents from around the world have had in following these
principles.
Chapter 8 is entirely new from the original and details a precise approach to
starting a child at each of the significant ages: newborn, infant, tiny baby, baby,
and little child.
Chapter 9 is also entirely new and answers the two most commonly asked
questions about teaching babies to read:
1. "What happens to them when they go to school?"
2. "What happens to them when they grow
Here are the answers to these questions from the parents themselves. They do
not deal with theoretical children with theoretical problems (so beloved of
professionals) -they deal with very real opportunities afforded to very real
children by very real and splendid parents.
For the new parent about to join this gentle revolution, welcome.
Go joyously, go like the wind, and enjoy every minute with your child.
There are no chauvinists at The Institutes, either male or female. We love and
respect mothers and fathers, baby boys and baby girls. To solve the maddening
problem of referring to all human beings as "grown-up male persons" or "tiny
female persons," we have referred most often throughout this text to all parents
as mothers, and to all children as boys.
Seems fair.
Description:Time and again, the work performed at The Institutes for the Achievement of Human Potential has demonstrated that children from birth to age six are capable of learning better and faster than older children. How To Teach Your Baby To Read shows just how easy it is to teach a young child to read, whi
