**[THESIS]{.underline}**

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**[EDUCATION]{.underline}**

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height="0.23958333333333334in"}

**AUTHOR: ROBERT KEITH WALCOTT**

**COPYRIGHT: © NOVEMBER 10, 1997**

**T**here is no place better to begin a subject, than at the beginning.
We'll start there. From the early stages of pregnancy, a continuing
process of *physical and mental* development takes place. By the later
stages, a child is already aware of at least two **Sources of
Information**; **Aural and Physical**. Suspended in a pool of water, and
constantly kicking against the mother's womb, a child becomes all too
aware of his physical boundaries. **Sounds** from the outside world have
already begun to have meaning. At birth, he is pulled, by his head,
through a hole and then slapped on his backside. A rather strong
enforcement of **Physical Information Exchange**; Wouldn't you say? From
this point on, the child is [touched]{.underline} or [spoken
to]{.underline} in order to [convey Information]{.underline}. It is this
conveyance of information, or **[Information Exchange,]{.underline}**
that is the subject of this Thesis.

T**[he ability to accept Information]{.underline}** from various Sources
is the function of an extremely sophisticated network in the mind which,
*for the purposes of this Treatment*, shall be known as the **[Data
Recognition]{.underline}** **[Network]{.underline}**. **(DRN)** It is
the function of this network to **[Prioritize]{.underline} and
[Decode]{.underline}** all Information presented from all
**[Sources]{.underline}** that have been **[Introduced]{.underline}**.
It is this **Introduction of the Source** that has never been fully
understood; And, has led researchers, as well as educators, on a merry
chase for decades. Of particular attention, in this Thesis, is the
**INTRODUCTION** of the **WRITTEN SOURCE**.

All **[functions]{.underline}** of human development are essentially an
*[acquired art]{.underline}*. Nothing happens over night. Expecting an
individual to read, when the proper **Pre-Development** has not been
accomplished, is the same thing as expecting a new born child to walk;
Simply, because he has legs. **Pre-Development** of the **(DRN)** is
essentially a natural and largely **sub-conscious process**. The child's
natural environment in the womb provided the **Introduction** to the
first two **Sources of Information**; **Aural and Physical**. At some
point, early in the child's development, a third and very important
**[Source]{.underline}** must be **[Introduced]{.underline}**; The
**WRITTEN** **SOURCE**. Since at least [two thirds]{.underline} of the
Information Exchange in our school system is via the **WRITTEN**
**SOURCE**, It is obvious that a reasonable command of this particular
**Source of Information** must be accomplished before a child can enter
our school system. This necessary **Pre-Development** was originally
accomplished in the home during the first 6-7 years. In fact, our
schools were designed around the product of what was
*[then]{.underline}* a *normal home environment*. This environment
basically consisted of a **[working father]{.underline},** and a
**[mother who remained at home]{.underline}**. Even in the upper
classes, who routinely shuttled their children off to private school, a
*[nann]{.underline}y* often provided a reasonable substitute during the
early and "*formative"* years. But, things have changed!! The home,
ravaged by divorce and self seeking parents, has created a scenario of
the **[absentee father]{.underline}** , and **[working
mother]{.underline}**. This, of course, leaves no one in the home to
provide the necessary **Pre-Development**. As more and more of our
children, from all classes, enter our school system unprepared to do the
work, a certain [malady]{.underline} has emerged that shall *henceforth*
be known as **[INFORMATION RETRIEVAL DEFICIENCY]{.underline}**.
**(IRD)**

**[INFORMATION RETRIEVAL DEFICIENCY]{.underline}**

**(IRD)**

**DEFINITION:** The inability to accept [Information]{.underline} from a
particular [Source]{.underline}.

a: Aural

b: Written

c: Physical

**[DATA RECOGNITION NETWORK]{.underline}**

**(DRN)**

**DEFINITION:** The central inputting Network, responsible for the
[Recognition,]{.underline} [Prioritization]{.underline}, and
[Processing]{.underline} of all incoming stimuli.

**[REQUIREMENTS FOR READING]{.underline}**

INTRODUCTION

PROCESSING DEVELOPMENT

MEMORY ALLOCATION

[INTRODUCTION]{.underline}: Enforced [Association]{.underline} between
the [Source]{.underline} and [Information]{.underline}

a: In-Formal In-Direct Association

b: Formal Direct Association

c: Enforced Strategic Association

*INFORMATION:* Data of [Specific Value]{.underline} that accomplishes
some [Viable End]{.underline}.

[PROCESSING DEVELOPMENT]{.underline}: Repeated [Association]{.underline}
with the [Source]{.underline}, until an optimum level of proficiency is
acquired.

[MEMORY ALLOCATION]{.underline}: Specific [Association]{.underline}
between [Data]{.underline} and [Future Referral]{.underline}.

**[ASSOCIATION]{.underline}**

**DEFINITION:** Influential Proximity.

TYPES:

a: Positive c: Relative

b: Negative d: Specific

METHODS: a: In-Direct b: Direct c: Strategic

[PRIORITY]{.underline}: The associative level of
[importance]{.underline} of incoming stimuli.

[ACCELERATED DEVELOPMENT]{.underline}: Enhanced natural development
through [Strategic Enforcement]{.underline}.

[ENVIRONMENTAL ASSOCIATION]{.underline}: The use of [Associative
Content]{.underline} in the surrounding ambiance in establishing
[inter-relationships]{.underline}.

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T**his brings *[new]{.underline}* understanding** to what is currently
believed to be a [single stage]{.underline} process in learning to read.
For it is essentially a [three stage process]{.underline}, with two
distinct stages of [pre-development]{.underline} that are
*[required]{.underline}* before the process of "*Reading*" may begin. In
fact, the process of reading is actually the third and final stage of
the process, known as [MEMORY ALLOCATION]{.underline}. The actual
learning scenario, which took place in the home, usually went something
like this:

Every night the Father came home and sat in his easy chair and picked up
the newspaper. You lifted the child up onto your knee and you read to
him, while he observed the text. At this point the DRN has not
***[locked]{.underline}*** to the SOURCE. A [Z*ero*]{.underline}
PRIORITY has been assigned to this particular [Source of
Information]{.underline} [Exchange]{.underline}. All incoming data, at
this point, is simply passed along as [meaningless chatter]{.underline}.
If one were to ask this child, at this point, what he sees, he would
probably get an answer very similar to what [Dyslexics]{.underline} have
been telling researchers for years; *[NOTHING]{.underline}!!* As time
went on, things began to change. The [DRN]{.underline} became more and
more acquainted with [The Source]{.underline}. An
[association]{.underline} between the [text]{.underline} and the [spoken
word]{.underline} had begun. This process continued until one night the
child pointed to a *[single]{.underline}* word and asked: "Daddy what's
that word?" And you told him. At that point, The **DRN** had become
***[Locked]{.underline}*** to the **SOURCE!!**

You started buying him books at this point; And, the next stage of
PROCESSING DEVELOPMENT began. At this stage, the DRN can readily
[recognize individual word patterns]{.underline}, from what used to be
an endless stream of *[meaningless]{.underline}* data. It is imperative,
at this point, to place as much [written information]{.underline} before
the child as possible. The child does not actually read this material
since only a few words have been allocated to memory; However, this
stage is extremely important, for the child learns to
[PROCESS]{.underline} this type of [INFORMATION]{.underline} at a faster
pace. By the time a child reaches school age, he or she should have had
at least 2-4 years of [PROCESSING DEVELOPMENT]{.underline}. Most
children of my generation could already [read]{.underline} and
[spell]{.underline} at some minimum level. We were ready for the third
stage of [MEMORY ALLOCATION]{.underline}. This is the point where our
schools were [intended]{.underline} to enter the picture.

**[PRIORITY]{.underline}**

A**[ll incoming data is PRIORITIZED]{.underline}** according to it's
level of importance. This function is performed on both
[conscious]{.underline} and [sub-conscious]{.underline} levels. In
normally developed adults, it becomes a [voluntary]{.underline}, as well
as [involuntary]{.underline} action, much as the blinking of the eyes.

**FOR EXAMPLE:**

When one enters a crowded room, of say 200 people, all engaged in
conversation, a rather [*high* PRIORITY]{.underline} is set for the
room, as a whole. Suddenly, someone you know emerges from the crowd, and
motions to you. Immediately, a [de-prioritization]{.underline} of the
surrounding ambiance is enacted. As you approach this individual and
begin a conversation, a *[high]{.underline}* PRIORITY is set for the
immediate [Source of Information]{.underline}. The surrounding ambiance
is set to a relatively *[low]{.underline}* PRIORITY; And, passes through
the mind as [MEANINGLESS CHATTER]{.underline}.

T**[his element of PRIORITY]{.underline}** must be thoroughly
understood; For, in addition to [conscious]{.underline} and
[sub-conscious]{.underline} commands, PRIORITY may also be set
**[EXTERNALLY]{.underline}**. This particular element of PRIORITY will
be explored, in detail, when we enter the "[BACKGROUND]{.underline}" and
"[PERIPHERAL]{.underline} [HINDRANCES TO READING]{.underline}" sections
of this Thesis.

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height="0.9583333333333334in"}

**[DYSLEXIA]{.underline}**

As **[the overall scholastic average]{.underline}** of our schools
continues to drop, quite a bit of attention has been paid to our
school's curriculum; As, well as the [competency of the
students]{.underline} themselves. It is the latter that is of particular
importance here. More and more of our children are entering the school
system with poor reading skills. What is even more frightening is the
emerging class of children who [cannot read at all;]{.underline} [And,
cannot be taught]{.underline}!! These children have been routinely
shuttled aside and labeled [dumb]{.underline}, or [slow]{.underline}. As
their numbers increased, a new category emerged: [DYSLEXIA]{.underline}.

It is not uncommon to here reports of [reversed imagery]{.underline} in
Dyslexic children. This has led researchers down the rather unfortunate
, and misleading , path of [OPTICAL ABNORMALITIES]{.underline}. If this
were really a case of optical inversion, then [EVERYTHING]{.underline}
would appear inverted. Does an arrow pointing to the [right]{.underline}
appear to be pointing [left?]{.underline} Does an individual, standing
in front of them, holding up his [right]{.underline} hand, appear to
holding up his [left]{.underline}? Researchers will agree, this is not
the case. It would seem that [ONLY]{.underline} [WORDS]{.underline} are
perceived incorrectly. It is the perception of this Thesis, based on
"*new*" understanding, that what is presently known as
[DYSLEXIA]{.underline}; Simply, doesn't exist!! **[This is
IRD.]{.underline}** The inability to accept information from, in this
case, **THE WRITTEN SOURCE**. It is obvious that the **DATA RECOGNITION
NETWORK** has not ***[LOCKED]{.underline}*** to **THE SOURCE**. All
visual perceptions, at this point, are meaningless; And, are simply
passed through the mind as [IDLE CHATTER]{.underline} in a [CROWDED
ROOM]{.underline}. This child would be perceived as [DUMB]{.underline}!!

Many children, through **INDIRECT ASSOCIATION**, have received enough
**WRITTEN SOURCE** stimulation, to ***[LOCK]{.underline}*** the **DRN**
to **THE SOURCE**; However, since little or no **PROCESSING
DEVELOPMENT** has occurred, this child would be perceived as
[SLOW]{.underline}!!

**[MODES OF DEVELOPMENT]{.underline}**

**LEARNING ACQUISITION MODE**

**DAILY FUNCTIONING MODE**

**PERSONALITY ENHANCED FUNCTIONING MODE**

There are three primary modes of development. Of particular interest, is
the relationship between the mode of development and the DRN's
[susceptibility]{.underline} to EXTERNAL PROGRAMMING. This issue of
[susceptibility]{.underline} is the key factor in the
[Introduction]{.underline} of "*new"* [Sources]{.underline} of
[Information]{.underline}.

**[LEARNING ACQUISITION MODE]{.underline}**

T**[his is the initial mode of development]{.underline}**. This mode
begins in the latter stages of pregnancy. Most operations in this mode
are performed on the [sub-conscious]{.underline} level. Aural and
Physical Sources of Information Exchange are Introduced at this level.
In this mode, the level of *susceptibility* of the DRN is *high*.
INDIRECT ASSOCIATION of the SOURCE will result in an easy
***[lock]{.underline}*** of the DRN to the SOURCE. After birth, a
heightened level of curiosity about it's surroundings, governs the
child's early motivations. The child understands *nothing*; And. seeks
to learn *everything*.

A**[ll Sources of Information Exchange]{.underline}** that will be
required presently, and in the *[future]{.underline}*, should be
INTRODUCED at this level. Since most operations are
[sub-conscious]{.underline}, an INFORMAL INTRODUCTION through INDIRECT
ASSOCIATION will work best.

**FOR EXAMPLE:**

[MOBILES]{.underline}, that hang within clear sight of the child's crib,
are an excellent example of INDIRECT ASSOCIATION. These MOBILES may
contain the child's name, along with the names of all family members.
The child, obviously, cannot read these MOBILES; However, repeated
fixation on the dancing letters will eventually ***[lock]{.underline}***
the **DRN** to the **SOURCE**. *Repeated Association*, throughout this
mode of development, will *enforce* the DRN's ***[lock]{.underline}***
to the **SOURCE**. This prepares the child for a FORMAL INTRODUCTION to
the WRITTEN SOURCE in the next stage of development

**[DAILY FUNCTIONING MODE]{.underline}**

As **[the child becomes more and more familiar with it's
surroundings]{.underline}**, a certain routine begins to emerge.
[Conscious]{.underline} level operations become more prominent.
[Aura]{.underline}l and [Physica]{.underline}l Sources of Information
Exchange are becoming established. Toilet training, and other basic
activities are initiated in this mode of development. At some time,
during this mode, the child will speak it's first word. This will begin
the MEMORY ALLOCATION stage, with reference to the [Aura]{.underline}l
Source of Information Exchange. If the parents have been
[attentive]{.underline}, the **DRN** should also be
***[locked]{.underline}*** to the **WRITTEN SOURCE** at this point.

As the child's daily functions becomes more and more
[conscious]{.underline}, The DRN's *[susceptibility]{.underline}* to
external programming *[decreases]{.underline}*. New Sources of
Information *Introduced* at this point require a FORMAL INTRODUCTION,
through DIRECT ASSOCIATION. PRIORITY, has been established for both
[Aura]{.underline}l and [Physica]{.underline}l Sources of Information
Exchange. If the DRN *[is]{.underline}* *locked* to the WRITTEN SOURCE,
a *[lower]{.underline}* PRIORITY will be established since very little
information exchange has taken place via this particular Source. A
FORMAL INTRODUCTION of the WRITTEN SOURCE will *[raise]{.underline}*
it's PRIORITY to allow the next stage of PROCESSING DEVELOPMENT, to
begin.

**[PERSONALITY ENHANCED FUNCTIONING MODE]{.underline}**

T**[his is the third, and probably most formative, stage of initial
development]{.underline}**. Elements of personality have begun to
emerge. The awareness of other people outside of the immediate family,
the associated rules and laws of society, all become emerging factors in
the child's development.

By this time the child's daily routine functions are almost entirely on
a [conscious]{.underline} level. The DRN has become well accustomed to
what is necessary to get through the day. All
*[established]{.underline}* Sources of Information Exchange are in full
progress; With, PRIORITY. The DRN's *[susceptibility]{.underline}* to
external programming is *[minimal]{.underline}* at this point. Any new
Sources of Information, *Introduced* at this point, will require an
ENFORCED INTRODUCTION through STRATEGIC ASSOCIATION.

**There are some *[dark]{.underline}* regions associated with this
particular mode of development. Problems relating to PRIORITY are often
initiated at this level.**

**FOR EXAMPLE:**

At some point, most parents will find it necessary to execute some form
of [corporal punishment]{.underline}. Abusive parents excluded, the
general idea is to [maximize]{.underline} your intent with
[minimal]{.underline} damage. A rolled up [newspaper]{.underline}, for
instance. A seemingly *innocent* instrument; However, this can have
devastating effects later on. An inadvertent [psychological
association]{.underline} between the WRITTEN SOURCE and
*[PAIN]{.underline}* may emerge; Resulting, in a permanent
*[low]{.underline}* PRIORITY for all information emanating from this
[Source]{.underline}. The results are obvious!!

![](media/image10.emf) From the very first civilization, some form of
[Information Exchange]{.underline} was developed. It is interesting to
note that in many early civilizations, it was the WRITTEN SOURCE that
was established "*first"*. In any event, most civilizations, at some
point, developed both the [AURAL]{.underline} and [WRITTEN]{.underline}
Sources of Information Exchange. [PRIORITY]{.underline}, however, was
indeed another matter; And, is primarily the scope of this section.
Perhaps regional boundaries were of some influence in establishing
preference. Whatever; Most civilizations developed both Sources, with a
[PRIORITY]{.underline} for one or the other.

**[THE NATURAL INCLINATION OF WHITES TOWARD THE WRITTEN
SOURCE]{.underline}**

As european whites emerged from the primitive or prime evil period, a
sense of "*society*" began to develop. As people became more aware of
others who surrounded them, a need for more established "*forms"* of
communication became necessary. People became more inter-dependent;
Resulting, in a need for a FORMAL SOURCE of INFORMATION EXCHANGE.

**"[THE AGE OF ENLIGHTENMENT]{.underline}"**

As european whites entered into the 16th century, a thirst for
[knowledge]{.underline} and [higher learning]{.underline} became the
dominant factor of their society. This became known as "THE AGE OF
ENLIGHTENMENT". Science and higher level mathematics were pursued
vigorously. From the pages of *"The Great Thesis*", to "*The Letters of
DesCartes*"; The WRITTEN SOURCE, had *[arrived]{.underline}*!!

A strong association between the WRITTEN SOURCE and MODERNIZATION is
certainly implied here. Sophisticated architecture required extensive
blueprinting. Higher level mathematics certainly left no other option.
In fact, it is fairly obvious that it would have been [virtually
impossible]{.underline} for a civilization to advance to any level of
sophistication without first developing the WRITTEN SOURCE.

As the association between whites and the WRITTEN SOURCE became
stronger, it became a natural part of their environment, as a whole.
They developed a "*Love"* for the written word. This was expressed
lavishly among their young; Resulting in early development of reading
and writing skills. Penmanship became *[stylistic]{.underline}* and full
of character. Indeed, a man became *[known]{.underline}* by his Pen!!

As imperialism and colonization spread their influence around the world,
the WRITTEN SOURCE became INTRODUCED to many civilizations. Some
embraced it; And, grew in sophistication. Some did not; And, were simply
left behind. A Global Communications Network emerged. Somewhat slow;
But, never the less effective. Information could now be exchanged
throughout the entire world; via, the WRITTEN SOURCE.

As Europe continued to evolve progressively, INDUSTRIALIZATION emerged
as the next plateau. With [mathematics]{.underline} and
[science]{.underline} providing the tools, a Global INFORMATION EXCHANGE
at hand, Europe forged into the first [industrial might]{.underline}.
The need for uniformity and precision, impressed the WRITTEN SOURCE into
the very embers of their existence. EDUCATION, became the standard of
societal judgment; And, still is!! An education, that is primarily
[conveyed,]{.underline} via the WRITTEN SOURCE.

As imperialism and colonization *[declined]{.underline}*, a new era of
individualism emerged. Every nation to itself; And, yet unified through
a network of Information Exchange via the WRITTEN SOURCE.

**[THE NATURAL INCLINATION OF BLACKS TOWARD THE ORAL
SOURCE]{.underline}.**

To **[be fair]{.underline}**, we must begin at [Egypt]{.underline}! For
here, the black man was at his height. With an AURAL and WRITTEN Global
Information Exchange Network, [intact]{.underline}; Egypt ruled the
world, at leisure. But then, Egypt *[fell]{.underline}*!! And with her,
[all]{.underline} she had known.

After the fall of Egypt, Africa *[declined]{.underline}* into a tribunal
society; As, it still remains to this day. An AURAL SOURCE of
Information Exchange enveloped the land. The WRITTEN SOURCE, simply
[vanished]{.underline}!! Communications were, at best,
[regional]{.underline}. Isolated, with only an AURAL SOURCE of
Information Exchange, Africa *[declined]{.underline}* into a
[primitive]{.underline} and [backward]{.underline} nation.

Imperialism brought some association to the WRITTEN SOURCE; However,
education was not the objective. The **[Church]{.underline},** brought
still another association to the **[WRITTEN SOURCE]{.underline}**;
However, this was [rejected]{.underline}!! A rather,
*[fata]{.underline}l* mistake!!

With only an AURAL SOURCE of Information Exchange at hand, Africa did
not participate in "THE AGE OF ENLIGHTENMENT", nor INDUSTRIALIZATION.
Imperialism, however, did serve a purpose; For, blacks have emerged as a
*significant* part of many cultures. Scattered throughout the nations,
The black man's influence on world affairs, simply
*[vanished]{.underline}*!!

As imperialism *[declined]{.underline}*, some scattered progression has
occurred throughout Africa; However, tribunal life still dominates. The
AURAL SOURCE still remains Africa's *primary* mode of Information
Exchange.

It is difficult to ascertain exactly what happened after the fall of
Egypt. All of her knowledge was buried with her; And, has not returned.
As Europe evolved, Africa did not; And was, *unfortunately*, left
behind!!

Seek the one who brought Egypt [low]{.underline}, and buried all of her
[history]{.underline}. From "Him", there is no refuge!!!

![](media/image11.emf)

**[TECHNIQUES]{.underline}**

T**[he Primary Definitions]{.underline}** are the source of all
techniques; present, and future. There is really nothing magical about
natural development. It either occurs, or we as educators or
researchers, must help it along. The caring parent traditionally
provided the necessary [pre-development]{.underline} that enabled our
children to succeed in our school system. This support has,
unfortunately, vanished due to [external priorities]{.underline} of the
parents. These children, many of whom have never even seen a book, are
dumped into a school system *[dominated]{.underline}* by the WRITTEN
SOURCE. [Retentive measures]{.underline}, normally employed at the
MEMORY ALLOCATION stage, will be futile at this point. Quite frankly, we
must play catch-up; And, we don't have a lot of time. This leads us into
the realm of ACCELERATED DEVELOPMENT.

**[LEARNING ACQUISITION MODE]{.underline}**

T**[his, undoubtedly, is the most susceptible stage of human
development]{.underline}**. At birth, at least two Sources of
Information Exchange have been established; AURAL, and PHYSICAL. The
third, the WRITTEN SOURCE, must be INTRODUCED at this stage. The most
effective method is an INFORMAL INTRODUCTION accomplished through
IN-DIRECT ASSOCIATION.

Since most operations at this stage are [sub-conscious]{.underline},
Repeated IN-DIRECT ASSOCIATION will *[lock]{.underline}* the
[DRN]{.underline} to the [SOURCE]{.underline}. MOBILES, that hang in
plain sight, containing family members names, will serve as an excellent
beginning. All toys should have [boldly printed labels]{.underline}.
Simple stick-on lettering is all that is necessary. The child does not
read anything. All that is necessary here is an
[association]{.underline} between the *object* and the WRITTEN SOURCE
*identification*. A Clock, although an example of STRATEGIC ASSOCIATION,
should be in full view of the child's general play area. The clock
should be of the basic or analog type, with large numbers and clearly
defined hands. Old fashioned *[lettered blocks]{.underline}*!!; Remember
those? Well, they were one of the main reasons why most children, just a
generation ago, learned to read!! [Early]{.underline} IN-DIRECT
ASSOCIATION to the SOURCE.

**[DAILY FUNCTIONING MODE]{.underline}**

If **the parent were *[attentive]{.underline}*** during the previous
stage of development, the **DATA RECOGNITION NETWORK** should be
**[locked]{.underline}** to **the WRITTEN SOURCE** at this time. If it
is not, then a FORMAL INTRODUCTION through DIRECT ASSOCIATION will be
required.

As the child enters a more conscious level of daily routine activity,
the DRN becomes *[less]{.underline}* [susceptible]{.underline} to
external programming. PRIORITY has begun to emerge for all Sources
presently known. It was at this point that you first "put him on your
knee in front of the newspaper". You pointed to the words, as you read
aloud; Remember? DIRECT ASSOCIATION to the SOURCE. It was the [Enforced
Association]{.underline} between the [spoken word]{.underline} and the
[text]{.underline}, that *[raised]{.underline}* PRIORITY and eventually
***[locked]{.underline}*** the DRN to the SOURCE. "Daddy what's that
word?"; And, it was now time for books.

A **[book]{.underline}**, is indeed the most common instrument used in
transferring written information; However, an INTRODUCTION to the
WRITTEN SOURCE is quite another matter. If used [correctly]{.underline},
a book can be very effective. Never let a child lie in bed, while you
read to him. This is absolutely *[worthless]{.underline}*, and amounts
to little more than a neural sedative.

**INSTEAD**:

Place the child in your lap. Let him hold the book and turn the pages,
while you read aloud; And, point. Once the DRN has
*[locked]{.underline}* to the SOURCE, individual word patterns can now
be ascertained; However, "reading" is still a bit pre-mature. At best,
PRIORITY is low and processing speed and efficiency are
*[minimal]{.underline}*. Attempts at forcing a child to read at this
point could result in "strenuous performance", leading to
DISASSOCIATION, and *[low]{.underline}* PRIORITY.

**[PROCESSING DEVELOPMENT]{.underline}:**

You bought the child books at this point. They were simple in nature;
Usually, pictorial events with *single word* descriptives. (DIRECT
ASSOCIATION)

If a child is naturally inclined toward the WRITTEN SOURCE, it will
begin to emerge here. If the parents are also *inclined*, DIRECT
ASSOCIATION will occur on a daily basis.

**FOR EXAMPLE:**

A *[written]{.underline} [list]{.underline}* of items to be bought from
the store is a natural example of STRATEGIC ASSOCIATION. [Repeated
Association,]{.underline} of this nature, will *[raise]{.underline}*
PRIORITY. Even if the child cannot read the list, the transaction is
still [completed]{.underline}; And, the ASSOCIATION between the WRITTEN
SOURCE and INFORMATION is still ENFORCED!! About 2-3 years of PROCESSING
DEVELOPMENT, of this nature, is *[required]{.underline}* before the
third stage of MEMORY ALLOCATION, or "*reading*" , may begin.

**[PERSONALITY ENHANCED FUNCTIONING MODE]{.underline}**

If **the parents have been *[totally negligent]{.underline}****,* and a
child is allowed to enter this stage without a FORMAL INTRODUCTION to
the WRITTEN SOURCE; We have a rather serious problem. PRIORITY has been
established and *[set]{.underline}* for all Sources of Information
currently known. The DRN's [susceptibility]{.underline} to external
programming is now *[minimal]{.underline}*. A rather serious dilemma,
considering the fact that an INTRODUCTION to the WRITTEN SOURCE is a
[sub-conscious]{.underline} level activity. Psychological hindrances
such as [Trauma]{.underline}, [Rebellion]{.underline} and
[Disassociation]{.underline} may now be affecting PRIORITY, with regards
to the WRITTEN SOURCE. Retentive techniques, employed in education, will
*[fail]{.underline}*!! At this point we must *[bypass]{.underline}*
PRIORITY, and [ENFORCE]{.underline} an **INTRODUCTION** to the **WRITTEN
SOURCE** through **STRATEGIC ASSOCIATION**.

**[WORD PUZZLE]{.underline}**

![](media/image12.emf){width="1.8020833333333333in"
height="0.7604166666666666in"}

**[STRATEGIC ASSOCIATION]{.underline}**

F**[or children]{.underline}**, the Word Puzzle is an excellent example
of STRATEGIC ASSOCIATION. These puzzles become *progressive* in both
[size]{.underline} and [denomination]{.underline}. **Time**, is the key
factor. A picture of a [completed]{.underline} puzzle is always
available for reference.

As with any puzzle, the first few pieces come together quickly; And,
then you get stuck! Children are not stupid. With a pictorial reference,
an [association]{.underline} between the [letter]{.underline} or
[number]{.underline} and the missing piece will be made. They will
[search]{.underline}, [match]{.underline} and [place]{.underline} the
missing piece; Resulting, in an [ENFORCED]{.underline} **ASSOCIATION**
between the **WRITTEN SOURCE** and **INFORMATION**.

Initial PRIORITY, will undoubtedly be low; Resulting, in slow
performance. Repeated Association will eventually
***[raise]{.underline}*** **PRIORITY** allowing the **DATA RECOGNITION
NETWORK** to **[lock]{.underline}** to the **WRITTEN SOURCE**.

Puzzle *[progression]{.underline}* leads, quite naturally, into the next
stage of PROCESSING DEVELOPMENT. Repeated Association will, once again,
*[raise]{.underline}* PRIORITY, as well as develop efficiency.

![](media/image13.emf) ![](media/image14.emf)

**The [ALPHA DECK]{.underline}** is a natural progression after the
INTRODUCTION to the WRITTEN SOURCE. A *[seed]{.underline}* word is
presented; And, the child simply [matches]{.underline} what he sees,
using the DECK. **[Time]{.underline}**, once again, is the key factor.
Repeated Association *[raises]{.underline}* PRIORITY and efficiency.

**The [DATA CUBE]{.underline}** is one of those unique little devices
that could [END]{.underline} [ILLITERACY]{.underline}!! A conventional
"Rubics Cube" with alpha\\numeric data is all that is necessary. The
CUBE lends itself to [simple match schemes]{.underline}, as well as
[Sophisticated Association]{.underline}. The CUBE is simple, fun, and an
extremely powerful enactment of STRATEGIC ASSOCIATION.

**[ADULT TECHNIQUES]{.underline}**

E**lementary techniques in STRATEGIC ASSOCIATION** will work with adults
as well; however, "*sophistication"* is, undoubtedly, the better part of
valor here. PRIORITY, is the main obstacle. In older adults,
[frustration]{.underline} and [alienation]{.underline} may result in
complete DISASSOCIATION from the WRITTEN SOURCE. Simple exercises with
[immediate]{.underline} results will build confidence and
*[raise]{.underline}* PRIORITY.

**[ELECTRONIC COMBINATION LOCK]{.underline}** **(ECL)**

**[E]{.underline}**

**( E ) ( A )**

**( A ) ( E ) ( C )**

**( C ) ( B ) ( E ) ( A )**

ECL techniques employ computer technology to [convey
association]{.underline}. Simple, progressive [match
schemes]{.underline} are employed to convey IN-DIRECT, DIRECT, and
STRATEGIC association.

**[FOR EXAMPLE]{.underline}:**

**C-A-T**

**( C ) ( U )**

**( P ) ( A ) CAT (GRAPHIC)**

**( T ) ( C )**

**[STRATEGIC ASSOCIATION]{.underline}**

All data is [timed]{.underline} and [charted]{.underline}. Sophisticated
analyzing algorithms can be used to [diagnose]{.underline} and
[correct]{.underline} recognition disorders.

**[FOR EXAMPLE]{.underline}:**

[(SCHOLASTIC TROUBLESHOOTING)]{.underline}

A particular student is an A- student, only because of poor spelling. An
ECL *[analyzing set]{.underline}* reveals a propensity to misspell a
single letter. The letter "E". SPECIFIC STRATEGIC ASSOCIATION of the
letter "E" will eliminate this problem, and raise this students average
to an A.

**[SEQUENCING]{.underline}**

**CAT**

**M[emory Sequencing]{.underline}** via External Association is
accomplished quite readily utilizing ECL techniques. Sequencing
[SPECIFIC MEMORY]{.underline} in this fashion, enhances
[spelling]{.underline} as well as over-all [recognition]{.underline}.

**[HOLOGRAPHIC PATTERN]{.underline}**

![](media/image15.emf){width="1.0833333333333333in"
height="0.9583333333333334in"}

**[STRATEGIC ASSOCIATION]{.underline}**

S**[equential, overlapping holographic patterns]{.underline}** can be
used effectively in establishing PRIORITY. Sophisticated [Word
Association]{.underline} techniques are employed to enact STRATEGIC
ASSOCIATION.

This type of WORD ASSOCIATION lends itself admirably to the
[audio\\visual]{.underline} format. " Special Effects" in presentation
will enhance the [sub-conscious]{.underline} impact of association.

**[PERIPHERAL HINDRANCES TO READING]{.underline}**

T**[hus far]{.underline}**, we have considered, primarily, [technical
deficiencies]{.underline} regarding Information Exchange. There are
others!! The changing Eco/Social environment has all but devastated what
was once the "*typica*l *American home*". With self serving priorities,
American parents have, simply, abandoned their children; For, IRD is,
indeed, a "Cancer of Negligence". A society *[too busy]{.underline}* to
care for it's young. Shattered homes, along with rising cost and a
battered economy, has left our children with few options. The resulting
emotional complexity, beyond the scope of *[negligent
parents]{.underline}*, can quite often manifest itself in the form of
various [learning disorders]{.underline}. Of particular importance here,
are the effects of psychological development and the ability to process
[Information]{.underline} from the WRITTEN SOURCE.

**[TRAUMA]{.underline}**

Q**[uite often]{.underline}**, seemingly meaningless events can have
traumatic effects on future development. This is especially true in the
case of [pre-development]{.underline} in children. Experiences,
resulting in excessive trauma can lead to imbedded [fears]{.underline}
and [anxieties]{.underline}. If these experiences are related to the
WRITTEN SOURCE, a complete breakdown in Information Exchange could
result.

[Coporal punishment]{.underline}, utilizing a rolled up newspaper, is a
classic example of [direct trauma]{.underline}. The *family pet*,
routinely disciplined in such a manner, leads us into the realm of
[in-direct trauma]{.underline}. For all too often, [Negative
Associations]{.underline} developed in early childhood , can lead to
serious [learning deficiencies]{.underline} later on.

**FOR EXAMPLE:**

A three year old child at play, enters the room and discovers his
grandmother slumped in a chair. The newspaper has fallen across her
chest and lies scattered on the floor. Grandma has DIED!!

The death of a loved one is, undoubtedly, a traumatic experience for all
involved; And, especially for a child of three. It is not uncommon for
some parents to seek some form of psychiatric counseling. After all, the
child is very young. Counseling efforts would, more than likely, be
geared toward strengthening the child's *[acceptance]{.underline}* of
grandma's death. What might well be *[overlooked]{.underline}*, is the
*[Association]{.underline}* between the [newspaper]{.underline} and
[grandma's death]{.underline}. An association, that can lie dormant for
years; Surfacing, much later as an unexplained DISASSOCIATION from the
WRITTEN SOURCE.

**[REBELLION]{.underline}**

The subject of rebellion is involved. The primary concern is the
[Source]{.underline}; And, it's relationship to deficiencies in
Information Exchange.

**[EXTERNAL REBELLION]{.underline}**

E**[xternal Rebellion]{.underline}**, with it's associated disciplinary
problems, is much easier to recognize than deal with. In excessive
cases, especially where [physical abuse]{.underline} is obvious, the
appropriate authorities are probably the only recourse. Continued
disruptive behavior, will only hinder all involved; and, should not be
tolerated in a LEARNING ENVIRONMENT.

**[INTERNAL REBELLION]{.underline}**

I**[nternal Rebellion]{.underline}** is a bit more complicated requiring
sophistication in diagnosis and technique.

[PARENTAL ABUSE]{.underline} can manifest itself as a
*[low]{.underline}* PRIORITY for the WRITTEN SOURCE as a result of spite
and rebellion.

[PARENTAL NEGLECT]{.underline}, a form of abuse, can also trigger
rebellion. Here, the child seeks "*attention"*. [Failing]{.underline}
grades, seem to produce the *[desired]{.underline}* result. The
[end]{.underline} result, unfortunately, will be
[disastrous]{.underline}!!

[DEFENSIVE MEASURES]{.underline} can also take the form of rebellion.
Low self esteem, as a result of [poor academic peer group
associations]{.underline}, can lead to Alienation and complete
Disassociation.

[CONFIDENCE]{.underline}, is obviously the main objective here. If the
child's confidence can be obtained, they can be *encouraged* to do the
work. At first, for [you]{.underline}; And, then for
[themselves]{.underline}.

**[DISASSOCIATION]{.underline}**

**[TYPES]{.underline}:**

**1. INTENTIONAL**

**2. CIRCUMSTANTIAL**

Disassociation is complete [psychological withdrawal]{.underline}. With
reference to the WRITTEN SOURCE, permanent *[low]{.underline}* PRIORITY
is established; Resulting, in retarded PROCESSING DEVELOPMENT. In
extreme cases, *[zero]{.underline}* PRIORITY results in complete
rejection of all information emanating from the WRITTEN SOURCE.

**[INTENTIONAL]{.underline}**

I**[ntentional Disassociation]{.underline}** is usually the [end
result]{.underline} of Information Exchange Deficiencies relating to
trauma and rebellion. Disciplinary problems and fear are generally the
associated symptoms displayed. Excessive cases will require
psychological development before Association techniques may be employed.
Standard retentive techniques, employed in education, will be
ineffective; Producing, at best, only marginal results.

**[CIRCUMSTANTIAL]{.underline}**

C**[ircumstantial Disassociation]{.underline}** is the result of social
and economic environmental influence. All learning is an [acquired
art]{.underline}, through [association]{.underline}. Environmental
depravity, with regards to association to the WRITTEN SOURCE, is
undoubtedly the primary cause of Circumstantial Disassociation. This is
especially true of [Blacks]{.underline}, who have a "natural inclination
toward The ORAL SOURCE". Early INTRODUCTION and SPECIFIC ENFORCEMENT of
the WRITTEN SOURCE are [essential]{.underline}. This is emphatically
true of Blacks coming from [lower income environments]{.underline}.
Parental educational deficiencies can often lead to complete Alienation
from the WRITTEN SOURCE, altogether. In fact, NEGATIVE ASSOCIATIONS are
often the result of [embarrassing questions]{.underline}, relating to
the WRITTEN SOURCE. This scenario is generally completed by a [total
absence of sophisticated reading material]{.underline} in lower income
households. There seems no doubt that the primary cause of
CIRCUMSTANTIAL DISASSOCIATION is PARENTAL NEGLIGENCE.

**[EDUCATIONAL FORMAT]{.underline}**

**THE IRD ANALYST:**

It is fairly apparent that our present school system no longer serves
the community at lodge. Although the schools have absorbed much of the
blame, it is the "*community"* that has changed; And, dumped the burden
of *their* responsibility onto the schools. Extensive remedial help,
including *[institutionalized]{.underline}* summer school, is expensive
and mentally draining on all concerned. The most efficient method of
addressing the needs of community education is the introduction of an
**[IRD Analyst]{.underline}**. Trained extensively in ASSOCIATIVE
TECHNOLOGY, the IRD Analyst will assume the burden of maintaining a high
over-all [SCHOLASTIC AVERAGE]{.underline}. It is important to understand
that The IRD Analyst is not a teacher. Their primary objective is to
develop the [technical proficiency]{.underline} required for the process
of learning. Of particular concern, are the INTRODUCTION and PROCESSING
DEVELOPMENT stages, required in developing proficiency with the WRITTEN
SOURCE.

**[SCHOLASTIC TROUBLESHOOTING]{.underline}**

A **[close association]{.underline}** between the IRD Analyst and all
members, faculty and subordinate, will be required in pursuit of a high
SCHOLASTIC AVERAGE. Some elementary background in **[INFORMATION
RETRIEVAL DEFICIENCY]{.underline}** will become necessary through
"continuing education". Closely knit, and responsible to each other,
faculty and subordinates will forge into a unique [academic
team]{.underline} that will allow the IRD Analyst to enact effective
SCHOLASTIC TROUBLESHOOTING.

**FOR EXAMPLE:**

An **[alert Nurse]{.underline}**, with elementary knowledge of IRD, has
[noted]{.underline} and [charted]{.underline} a particular students
request for an aspirin; Three times in the pasts two weeks. A quick
investigation reveals all three times were during MATH. She [alerts the
IRD Analyst]{.underline}. Further investigation reveals the class is
presently doing algebra. The student is pulled in for a few sessions of
SPECIFIC STRATEGIC ASSOCIATION aimed at [Numerical
Orientation]{.underline}. Specific attention is paid to ALGEBRAIC
RECOGNITION. Monitored performance, reveals an increase in mathematical
proficiency with no further visits to the Nursing office.

**[INFORMATION RETRIEVAL DEFICIENCY]{.underline}**

![](media/image16.emf){width="1.3333333333333333in"
height="0.23958333333333334in"}

[EMOTIONAL]{.underline} [PHYSICAL]{.underline}

A**[cademic Stress]{.underline}** can also have [emotiona]{.underline}l
as well as [physical]{.underline} symptoms. A normally well behaved
child who becomes unexplainably disruptive in a *[single]{.underline}*
class is a prime suspect. This Jekyll and Hyde syndrome is, more than
likely, a disguised [technical deficiency]{.underline}. Frequent trips
to the bathroom, during *[specific]{.underline}* portions of the lesson,
is another dead give-a-way. With time, teachers will become more
intuitive in diagnosing associations between [academic
stress]{.underline} and **[INFORMATION RETRIEVAL
DEFICIENCY]{.underline}**.

The relationship between the IRD Analyst and the teacher is an
especially crucial one. Though like minded in objective, their
perspectives are entirely different. Where the teacher is interested in
[test scores]{.underline}, the IRD Analyst is interested in the
[analytical test results]{.underline}. From these results, problems
relating to RECOGNITION, and PROCESSING DEVELOPMENT, can be diagnosed
and corrected.

**[CLASSROOM STRUCTURE]{.underline}**

**TIME TO LEARN**

![](media/image17.emf)

A**[ssociative Content]{.underline}** is explored vigorously in creating
an environment conducive with ACCELERATED DEVELOPMENT. PRIORITY for the
WRITTEN SOURCE is the major theme of all [Environmental
Association]{.underline} techniques.

Many children come from homes completely devoid of WRITTEN SOURCE
association. From the moment they enter this room, all of that changes.
IN-DIRECT, DIRECT, and STRATEGIC associations are [inherent]{.underline}
in all they see. PRIORITY is immediately affected as a result of natural
curiosity.

A circular table, capable of accommodating [five students]{.underline},
is located in the center of the room. Five individual [computerized work
stations]{.underline} are situated in one of the corners. An extensive
bookshelf dominates one of the walls. All pictures, signs, and visual
manifestations, contain ASSOCIATIVE CONTENT.

**[BASIC PLAN]{.underline}**

ORIENTATION PRIORITY

INTRODUCTION

PROCESSING DEVELOPMENT

**[ORIENTATION]{.underline}**

[IMPORTANT DOCUMENTS]{.underline} [COMMON DOCUMENTS]{.underline}

Deeds Contract

Constitution Sales Slip

Declaration of Independence Ticket

[TYPES OF BOOKS]{.underline} [SPECIALIZED APPLICATIONS]{.underline}

Reference Thesis

Instruction Scripts

O**[rientation is basically an introduction to the world of
*applications*]{.underline}** of the WRITTEN SOURCE. Environmentally
deprived, many children do not understand the significance of mastering
this essential form of Information Exchange. Orientation will
*[raise]{.underline}* PRIORITY by establishing the
[importance]{.underline} of the WRITTEN SOURCE.

**[EDUCATIONAL CURRICULUM]{.underline}**

M**any elements of the [educational curriculum]{.underline}** will be of
specific concern to The IRD Analyst. The type of books, and the format
used to [convey information]{.underline}, are of particular importance.
Many subjects lend themselves toward a particular teaching technique.
*[Spelling]{.underline}*, for instance, lends itself admirably toward
[retentive techniques]{.underline}. The subject of
*[psychology]{.underline}*, however, is probably best taught through
[Association]{.underline}. The same considerations are true with
reference to [classroom presentation techniques]{.underline}, employed
by teachers. Through " *continuing education"*, teachers will
incorporate [Associative Technology]{.underline} into their basic lesson
plans; Giving, them greater flexibility and effectiveness. Even testing
lends itself toward technique. Retentive techniques test
*[memory]{.underline}*; While, Association queries
*[comprehension]{.underline}*. The IRD Analyst will be concerned with
all of these factors; And, many more. With a specific responsibility for
the over-all [Scholastic Average]{.underline}, no area will be beyond
their scrutiny.

**[PROFESSIONAL AND BUSINESS CONCERNS]{.underline}**

![](media/image18.emf){width="1.0986111111111112in"
height="0.9534722222222223in"}

T**[he IRD Analyst]{.underline}** will be well equipped to handle the
concerns of the [professional]{.underline} and [business]{.underline}
communities. "*Employee Efficiency"* will, undoubtedly, head the list.
As the influence of computer technology becomes dominate in their world,
optimum [efficiency]{.underline} in processing the WRITTEN SOURCE has
become imperative. PROCESSING DEVELOPMENT techniques will develop speed;
While, [Sophisticated Association]{.underline} will enhance an
employee's over-all job knowledge. Increased efficiency will reduce job
related stress, resulting in fewer medical problems; Not, to mention the
associated *legal* Ppoblems. In fact, the initialization of such a
program would negate charges of *[negligence]{.underline}* in class
action suits, involving [job related stress]{.underline}.

"*Promotional Concerns"* is still another area addressed by [Associative
Technology]{.underline}. The classic [labor\\supervision]{.underline}
promotional scenario, often ends in disaster. A brief orientation and
development period, establishing proficiency with the WRITTEN SOURCE,
would save the embarrassment of an employee "promoted to the level of
his own incompetence".

This leads us into the realm of [personality interrogation]{.underline}.
Here, [Sophisticated Association]{.underline} techniques can interrogate
emotional fitness. This type of evaluation is especially useful in that
it reveals personal, and often hidden, information; Without, the need
for *[revealing]{.underline}* and *[embarrassing]{.underline}*
questions. [Over-Stressed]{.underline} employees, with a propensity for
violence, have certainly become a major concern in today's professional
environment. For this reason, especially, Associative Technology will,
most definitely, find it's way into the [interview process]{.underline}
of prospective employees. From general productivity to personality
interrogation, It is quite clear that the professional and business
community will find *[valued]{.underline}* use for The IRD Analyst.

![](media/image19.emf)