1. Titzer, R. (1998, April). Case Study of an Infant Exposed to Written Language. Presented at the International Conference on Infant Studies. Atlanta, GA.
The participant began the program at age 3 months, 8 days and her progress was followed through six years of age. The baby viewed words on paper plates, word cards, books and a prototype of the Your Baby Can Read videotapes using a multisensory, interactive approach. Through these activities, the baby was allowed to see the words, hear the words, see and hear what the words meant, and often perform physical actions related to the words, such as clapping or waving. The baby viewed words daily. She watched the videotape nearly every day for seven months. She watched the tape one to three times a day but she did not watch any entertainment-based television as a baby. The amount of time spent playing with words and looking at words varied from day-to-day based on the baby’s interest and the researcher’s schedule. On average, she spent about an hour a day watching the videos or looking at words on cards or in books until the age of 12 months.
3 to 7 months
No indication that she recognized any of the words; however she enjoyed the interactive activities. New words were generally added a few times a week
First demonstrated that she recognized a word – she touched her foot when she saw (but did not hear) the word “foot”
Demonstrated that she recognized 30 consecutive words by saying the word or performing an appropriate physical activity for each word
Consistently recognized more than 100 words visually
Consistently recognized more than 400 words visually, showed some generalizability of learning by flipping novel word cards from upside-down to up-right positions
New words were learned quickly by the parents simultaneously pointing and saying words in books, reading Go Dog, Go! By Dr. Seuss, favorite books – Word Bird ™series by Moncure, books with Tweety™
Could phonetically read most words (including nonsense words), read first grade level books from the library that she had never seen, often generalized lower case learning
Used character voices when reading stories
Read an average of around 20 books per day – favorites included The Ladybug and Other Insects™, The Earth and Sky™, and the Frog and Toad™ series
Preferred non-fiction books about dinosaurs, archeology, and geography; Read the 314 page The World of Pooh book by A.A. Milne in less than 2 hours
Continued interest in non-fiction books – mostly science related topics; Favorite series – The Magic School Bus, also had a high interest in fiction
4 years, 15 days
Was tested by an independent clinical psychologist using the following tests with the following results:
Woodcock-Johnson – Revised Tests of Achievement (for reading skills)
|Letter-word Identification||5.8||Above 99.9|
|Word Attack||11.9||Above 99.9|
|Passage Comprehension||4.2||Above 99.9|
Received a perfect score on a standardized IQ test administered by an independent psychologist. The probability of receiving this score was 0.00003 or 1 out of 33,333.
Preferred fiction, especially mysteries and Winnie-the-Pooh stories
Preferred mysteries, fantasies and classics
The Case Study of an Infant Exposed to Written Language detailed the remarkable progress of a baby who was allowed to see the language from the age of 3 months, 8 days onward. It illustrates that it is possible for babies to learn to read at high levels at the same time they are learning to understand and say words. This exposure appears to have enhanced her overall language mastery as was evident in the testing.