I know this is super super old.  BUT............I'm hoping these links are still available and I am just not seeing it.  Can we still access these docs and how?

Also this response:

Dear Isa:

Attention and focus develop as the connection to the left brain strengthens.  So, we teach according to the stages.  Please take a look at the TweedleWink chart--under the "Characteristics" you will find a list.  This list is our guide, as teachers and parents, which tells us how much focus to expect from our child at this age.  When children are in the earlier stages, their ability to narrow their focus to one thing at a time is low and their peripheral (and spherical) intake is quite high.  As they grow and develop, this reverses unless we keep the peripheral and spherical sensing active through play.

The Wink activities are designed for older children who are able to focus for longer periods of time at the "Preschool" stage.  Their ability to focus helps us develop the PhotoEyeplay and Speed Reading Eye Exercises to a deeper level.

At the earlier infant stages, the PhotoEyeplay segment exposes the eye to large patches of color.  If your daughter is not looking at the screen for this, then you will need to include vivid colors and black and white images in her environment, where she can receive that type of exposure.

Also, with regards to Speed Reading, at the early stages, we expose the children to the "pacing" of speed reading words, sentences and phrases.  If she is not looking at the screen for this part, then the earlier lessons where the speed reading segments are also auditory, will still impart the rhythm.  For the later lessons, just have patience.  There will be a day when she settles down to look, but if she is not right now, trust that there is a reason.  She's not ready.  And that's okay.

Right Brain knows no limit. It does not know this material is easy or difficult, that is our left brain is making that differentiation. Therefore, there is no age limit to watch the lessons. We are not "teaching", we are "presenting" the information to create a rich neuron network which sets a good foundation for their future learning.

Kind Regards,
Wennie

Ok, I'm responding to my own question.  Found this through the forum search.  SORRY ALL, for posting first and looking second.
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Hi, Robine:

There are two main points to remember about right-brain education.

One is that you always want it to be fun, joyful and stress-free. That's the alpha-wave frequency of the right brain.

The other is that information is taken in to the right-brain peripherally and through all the senses, even when a child is not looking directly at the cards or the screen.

So what that means is if your son does not want to watch the DVD and says "turn off," then it's not fun or joyful for him.  And there's no point to playing the DVD, because his right brain is saying "not interested" right now.

There are many reasons why your son reacts that way. Is the lesson being repeated too many times? Is he being forced to sit down and watch while his body needs to move? If he is used to television viewing, with story-telling or animation, then he will not like the flashcards any longer, so you have to give it in a light, joyful manner.

I will suggest to just play the lessons in the background and don't force focused viewing. Because right brain is the emotional brain and our thoughts and feelings have definite influence. If the child feels stressed, it will block the absorption.

I also highly recommend you to check out our Q&A database. Your question is partially answered under (c)TweedleWink DVDs under "how to view" and "results". Here is the link: http://support.rightbrainkids.com/index.php?cmd=faq

Hope this helps.

Regards,
Wennie

Ok, so, I'm sold on Tweedlewink.  I like the positive affirmations, I like the quantity of content, the different exercises, but I just can't get baby girl into it.

I've tried several times and I lose her after the affirmations.  I've tried skipping the eye tracking exercises, but she still started fidgeting and asking to get down.  I tried the first time when she was 5 or 6 months old, then again a few months later and recently have been trying again.  She sits in my lap, relaxed, and cuddling.  She is up for starfall, your baby can read, monkisee, little reader, but no tweedlewink.  Any tips??  I thought if I show her some of the content throughout the day it may catch her interest and be more familiar.  I think artwork is so foreign because we don't work on it.  What are some of your thoughts/suggestions.  Baby girl is 13 months old and super mobile/active!

http://www.webmd.com/parenting/guide/preschooler-lying-and-honesty

At this point, I would probably take the focus off the lie itself and put it on the reason for the lie.  I would play along.  "Barbie must be embarrassed that someone else found her #2."  "Don't worry, I flushed it down for her so noone else will see it."  "Why do you think she left it there?  Do you think she forgot or something else?"  Then I would work through whatever the issue was from a safe place.  If he doesn't feel safe to tell you as himself, you can use Barbie as a teaching moment.  You could even say things like, "Barbie should always know that she can tell me if she makes a mistake.  I would still love her just as much."  And then I would share mistakes you've made in the past and laugh about it together or share your feelings with him. 

Most likely he was embarrassed or scared of getting in trouble and that was the reason for the lie (or just having a big imagination).  I don't see how getting him in trouble for the lie would make him feel safer confiding in you, although I understand your fear about lying. 

It is good to know that it is a common and normal phase rather than deviant behavior.  I would wait until he is a little older and the line between imagination and reality is more defined to punish for a lie.  And at that point, I would still try to rephrase and not put focus on it. 

ex: 
A.  You forgot to flush your #2, please do so now. 
B.  It wasn't my #2, it was Barbies.
A.  Ok, go flush Barbie's number 2 now, please. 
A.  Also, I'm pretty sure Barbie doesn't go #2 in the big potty.  If it was you, I'd give you a big hug for telling me the truth even if you were worried about how I'd react.  That's because I love you and I respect and appreciate people who tell the truth.  Anything you want to tell me?

if he says yes, big hug, tell him your proud and know it is hard to tell the truth sometimes, but you're glad he made a great choice.  if he doesn't say anything, have him flush the poop and move on with your day.

As they get older, I think the best thing you can do is to demonstrate to him that he has lost your trust.  So you don't even say anything in the moment, but you start to double check work or make sure other thing he says are true.  IE: He says, "I washed my hands" and then you check to make sure he actually did.  I really think he is too young for this... but, when older... Eventually, he will ask, "why don't you believe me, I told you I did."  That is your opportunity to say in a casual way, "Oh, well, I noticed a couple things you told me that didn't line up with the truth and now unfortunately, I'm not able to trust your words."  You can then briefly explain how after trust is broken it can take awhile to earn back trust. The way to earn it back is to just be honest repeatedly and then eventually you will be able to believe him again.  This is a good lesson to earn early in life.  It takes just one instant to break trust, but quite awhile to earn it back.  This way you don't put him in the situation where he denies lying, but he still has consequences and you let him know you noticed.  Avoid getting into a debate on whether he lied or not or when.  Just keep it as you started to notice and if he is calm and really wondering (but not arguing) you can give him an example.         

Hope that gave you some food for thought.

I didn't receive a response, except an auto one when I first sent it in.  I think it was around the time they were moving offices, so maybe that's why there was no response. 

A lot of programs add /uh/ sounds to consonants, so that doesn't bother me too much.  I'm also a teacher and also nitpicky.  I actually think the /c/ ow and /p/ ig are really great, even with the added /uh/ sound.  I do think the color segmentation to divide words is helpful and also cover up parts of words with fingers when helping kids decode, Pokerdad, most kids won't be confused, but open and closed syllables are important in knowing what sound the vowel makes.  I just flipped through and most of them are correct, but if lizard was really divided as LI-ZARD, it would be pronounced as a long I, as in LIE.  Since I spend my days teaching kids to divide words, that gives me the heeby jeebies.  It is easy enough to skip those, though.  I doubt there would be lasting damage, but I do remember what Doman said about flashing incorrect info and would prefer to avoid it.

I don't really know a lot about EL, so am definitely a novice in knowing if it would do good or bad.  If I didn't know the rules myself though, I would avoid the multi-syllable divisions and just make sure to pronounce consonants clearly myself.  So... your chin shouldn't drop while saying a consonant sound.  If you are dropping your chin, you are probably adding a vowel on.  So /k/ vs. /kuh/.  You can easily just click through the word splits if there is any doubt and still get review.  I would doubt just having the different colors would negatively impact anything. 

I've heard great things about tweedlewink.  there is a demo on youtube, which I just can not get my daughter to watch for the life of me.  I sit her in my lap and am enthusiastic about the affirmations and music, but I just lose her. 

bummer, as I REALLY wanted her to get into it.  I'll also check out the wink to learn.

Yup.  I noticed right away and it used to bother me a lot.  I actually sent a lengthy email in to brillkids.  I just skip through that section quickly just for the review.  I don't feel right flashing incorrect info.

Hi - I specialize in working with students with dyslexia. These students sometimes attempt to memorize every word in a language (whole word approach) as a coping mechanism. The real weakness is typically in phonemic awareness skills and auditory discrimination (which are not taught in isolation in a phonics approach or whole words approach). Most students just pick up phonemic awareness skills by listening to others talk, they also just pick up reading/spelling rules through repetition. A student with dyslexia needs to be taught these rules systematically. Your friend is misinformed. Also, you can teach phonics when your little one is a little older and a little more logical if you'd like.  LR doesn't preclude that and I def. recommend it.

On that note though, i don't like how your baby can read shows the shape of the words without the word in it, as looking at the shape of a word is not a very effective way to recognize it and causes mistakes. That being said I've NEVER heard tell of ybcr being associated with dyslexia or whole word approach.

Also, i teach sight words to every student in a whole word manner, as it helps up their reading vocabulary while working on the more slow going auditory discrimination, phonemic awareness and spelling/reading rules.

Danielle, thank you so much for your response.  Congratulations on your son's success!

This makes me want to get her started two times a day.  I feel weird sitting her down in front of the computer for so much time, it seems like it worked really well in your schedule after feeding though.  My little girl is already 8 months. I wish we had done this more before she was mobile, as she now just wants to go go go.  Perhaps we can incorporate some time of rest/YBCR time after eating, just like you did. 

How long did you keep this schedule?  Like how many days per video did you do this before discontinuing?  Or did you just continually introduce and rotate the videos until he was reading? 

Anyone else??

"The recommended schedule is to have your child watch 1 DVD twice a day. If you can add to this and use a selection of the printed material for 15 - 30mins a day we are confident that you will be amazed at the results."

While I have no problem using the printed materials 15-30 minutes a day.  Watching the DVD 2x/day  is almost an hour of viewing time.  I'd like to have my daughter watch more of YBCR as I think the sight words would be helpful, but feel like that is a lot.  Especially a lot of the same when there is so much for her to learn and be exposed to.  If you used YBCR, how frequent did your little one watch it and did they get results?

Some simple but good ideas for developing gross/fine motor skills in the infant/toddler.  Most are things that seem so simple, but I didn't think about them.  Would have been a good resource for before my baby was mobile and I was trying to figure out how to play with her.  My little girl is @ 7 months and will still benefit from a lot of the 0-9 month exercises.  Wish I had found it earlier. 
 
http://www.earlychildhood.msstate.edu/resources/motoractivities/pdfs/infant-toddler.pdf



**They list really specific items they do the activities with.  You could do most of these activities with many many different items/toys. 

So glad you got the VV book.  There are some structure words in there that you should find helpful in summarizing and describing. 

I've also found timelines helpful in practicing summarizing.  For time sake, it can be helpful to just print out PECS icons or make your own.  With older kids who enjoyed the process, we also just sketched out a picture for each item in our schedule on paper each day, talking about each one as we went.  "So, first we are going to eat some breakfast - do you want to draw that picture or should I?"  For an active 3 year old, I would probably use the pre-made PECS icon and just point to it and say, "Let's see what we are doing today!!  First, Breakfast, then story time, then art" etc. etc.  I wouldn't put more than five things on the schedule, maybe even starting with only three.  You could even make it specific to a certain activity.  What did we do in art?  First, color, second, cut, third, paste.  Then, afterwards review the timeline.  When a sibling or spouse comes home, you can have him explain it to that family member.  He can use his timeline and hopefully be super proud of himself. 

I used to laminate my own schedules for the PECS icons and use Velcro to switch from day to day.  Kind of like this one, but a little cuter.

https://www.pinterest.com/pin/145944844147756365/

I became familiar with PECS icons when I was in the field of Autism, but there is really no reason why you can't use them for a variety of things.  I work with students with specialized learning needs (both who are delayed and advanced) and I have used PECS icons with both sides of the spectrum. 

This is great!  My daughter is a little too young, but otherwise we would participate!

I will come back to this topic later (not a lot of time right now), but Lindamood Bell's Visualizing and Verbalizing program is excellent for reading comprehension.  You can get the textbook on ebay that tells you exactly how to do it. 

Some great strategies for forming a picture in your head as you read - also pretty fun and painless to do!