When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and then-eventually short phrases and then-syntax by age-three-then we know we have done our academic=social work (see Jaramillo, J.; Fromkin & Rodman 1983, et. al). In closing, when all these infant to eighth grade students demonstrate reading comprehension of phonemes, morphemes, phrases, and syntax-then we all have progressed via the effective application of the aforementioned strategies.