Archive for the homeschooling your preschooler Category

Parent/Teacher Conferences – Reading Problems – Changing Struggling Readers into Fantastic Readers!

Posted in 2nd grade phonics, basic phonics rules, homeschool phonics, homeschool phonics curriculum, homeschool phonics program, homeschool reading, Homeschool Reading Curriculum, homeschooling your preschooler, how do you teach a child to read?, how to teach an older child to read, older children who struggle in reading, phonic, phonics curriculum, phonics for english, Phonics Help for Parents, phonics lesson plans, phonics lessons, phonics rules, Phonics vs Look/Say, teaching older children to read, teaching phonics | Comments Off on Parent/Teacher Conferences – Reading Problems – Changing Struggling Readers into Fantastic Readers!

 

MANY OF US have chosen to homeschool our children. 

Yet, there are many parents across America who are just now approaching this year’s wave of parent/teacher conferences. Sadly, too many of those parents are braced to hear bad news especially when it comes to hearing their child’s progress in reading.

Parents should be concerned about their child’s reading grades because, regrettably, only 70% of U.S. schoolchildren will actually graduate from high school.

 

It’s a well-researched but often heartrending fact that reading ability severely affects lifelong success?

 

We know this because the surveys and numbers tell us that approximately 48 out of every 100 American households are living below the poverty level because the breadwinners in those households cannot read?

That means that almost HALF of American adults grew up as children who struggled in reading.

 

I don’t know about you, but I find that troubling!

 

I suppose some would have us believe that most of those households are made up of adults who grew up as struggling readers because either:

A) they had a reading problem due to an uncontrollable behavior problem

B) they had a reading problem because they belonged to a minority group

C) they had a reading problem because they were an “at risk” child

D) they had a reading problem because they had an ADHD Disorder

E) they had a reading problem because they were Dyslexic

 

I have to ask, does this really make sense?

 

A) Behavioral Problems – There is a definite question as to whether behavior problems cause low reading skills or whether low reading skills cause behavior problems? However, behavioral problems cannot be blamed as a primary reason for American children to fail in reading because according to a Williams & McGee study in 1994 and a more recent Lane, O’Shaughnessey, Lambros, Gresham, and Beebe-Frankenberger study in 2001, poor reading skills lead to problem behaviors while increased training in phonological awareness brings a decrease in disruptive child behavior and negative social interactions on the playground.

B) Minority Problems – Are the brains of Hispanic and Black children made up differently than those of Caucasian children? In other words, if all the Caucasian children moved to Mexico, would their brains become impeded because they would turn into minority children? You see, even though it is true that minority students in America do need extra instruction to actually speak the English language, being a minority student cannot be a primary reason for American children to fail reading because according to the National Literacy Panel on Language, systematic phonics instruction is very effective in teaching minority children to decode and read words.

C) “At Risk” Problems – Are the brains of “at risk” children less intelligent than the brains of “normal” children? To answer that, consider who these “at risk” children are. At risk children make up two groups:

GROUP ONE consists of the children living in the 48 out of the 100 American households surviving with incomes under the poverty level. This also covers the children on welfare. However, this cannot be a primary reason for American children to fail reading because according to Samuel Casey Carter, a Bradley Fellow at The Heritage Foundation, over 100 principals of schools that scored in the top one-third in national exams tell us that more that 75 percent of those student scores came from children living in low-income families.

                    or

GROUP TWO consists of the children who live in a home where one or both parents are absent. Apparently, the assumption made by our educators is that the one parent who is present is so busy earning a living that his/her child’s reading ability is impaired because that parent does not have enough time to be involved in their child’s daily school work. However, this cannot be a primary reason for American children to fail reading because those same children are in school for most of their daytime hours, and it’s during those daytime hours that they have their reading lessons.

D) ADHD Problems – Children with ADHD have a brain disease that affects their dorsolateral frontal lobes. Moreover, it’s been shown that the brains of ADHD children mature in a normal pattern but lag about 3 years behind the normal brain. However, this cannot be a primary reason for American children to fail reading because the statistics tell us that only 14% of children have ADHD.

E) Dyslexic Problems – Children with dyslexia have a gene on the short arm of chromosome #6 that causes their neurological problem. In addition, these children have a larger right-hemisphere in their brains than those of normal children. However, this cannot be a primary reason for American children to fail reading because the statistics tell us that only 8% of children have dyslexia?

 

I’m certain that others have thought of these questions.

 

I’m certain that parents everywhere have asked the question,“Is it really possible that almost HALF of the children in America cannot read because THEY have a problem?”

I’m certain that even more parents are asking, “How come my mother and my grandmother could read, but my children cannot read?”

And, sadly, many parents are asking, “Why was I told in my last parent/teacher conference that my child needs to improve in reading? Why isn’t my little one learning to read?”

 

Very, very, very, very seldom do educators entertain the idea that children are struggling in reading because the reading method they’re using is flawed!

 

For instance, did you know that the United States Department of Education actually advises our schools to use a systematic phonics approach to teach reading? 

Even so, American teachers continue to rely on their old stand-by, dastardly, look/n/say methods sprinkled with tiny bits of embedded phonics.  Why is it that our teachers and elementary schools and colleges refuse to make phonics their primary reading method? 

 

Honestly, I don’t know. I could guess.

 

It could be because most of our elementary teachers have had very little, if any, phonics training themselves. People usually tend to stubbornly stick with even unproductive strategies and methods just because they feel comfortable with them.

It could be that it costs money and time and effort to retrain our teachers to use systematic phonics instruction.

It could be that American school teachers believe that they already are teaching phonics. However, the phonics that our American educational establishment presents is not explicit, systematic phonics. Rather, it is “embedded” or “implicit” phonics.  (Note: to read more about what is meant by embedded phonics and how it completely differs from 4WAY Systematic Phonics, please click here.

 

IS THERE A SOLUTION?   There sure is!

 

When parents are willing to become fellow learners with their children and teach their own children to read using a correct, systematic 4WAY Phonetic system, a system that includes daily step-by-step lessons, rhyming phonics charts, sequenced phonics story readers, rhyming flashcards and so much more – a SYSTEM THAT COSTS just $9.97 – then children all over America will learn to read every word on every page.

At Candy 4WAY Phonics, we believe that children deserve to learn to read everything put in front of them so that they can move up to other necessary skills like comprehension and inferential thinking – lifelong skills that will give them jobs with an adequate income – lifelong skills that will move them into households far above the poverty level.

While it may be true that almost HALF of American adults grew up as children who struggled in reading, YOUR child doesn’t have to join that statistic.

 

Your child CAN learn to read!

 

Sincerely,

Carol Kay, President
Candy 4WAY Phonics
www.candy4wayphonics.com

It’s Second Semester, and Thousands of Older Children are Still Struggling to Read!

Posted in 2nd grade phonics, ADD, ADD and ADHD, ADHD, adult literacy problems in the united states, affordable homeschool reading program, basic phonics rules, best phonics program, best phonics readers, decodable text, decoding, easiest to use phonics program, easy to teach reading program, English grammar resource, ESL, Essays on Teaching, explicit phonics, homeschool phonics, homeschool phonics curriculum, homeschool phonics program, homeschool reading, Homeschool Reading Curriculum, Homeschool Reading Program, Homeschooling, homeschooling phonics program, Homeschooling Reading Program, homeschooling your preschooler, Homework and Study Skills, How can I tell if my child is getting phonics, how do you teach a child to read?, How many children cannot read?, How to know your child is getting phonics, how to teach a child to read, how to teach an older child to read, Illiteracy in the United States, implicit phonics, inexpensive phonics lessons, inexpensive phonics program, inexpesnive reading program, intensive phonics, K-8 Subject Areas, LD, Learning Disabilities, limiting the number of sight words, look/n/say vs phonics, my child can't read, my child can’t read, my child does not have a learning disability, my child does not have ADD, my child does not have ADHD, my child does not have dyslexia, older children who struggle in reading, Oral Language, Parent Involvement, parents resource for preschool education, phonic, phonics curriculum, phonics for english, Phonics Help for Parents, phonics lesson plans, phonics lessons, phonics program, phonics rules, Phonics vs Look/Say, preschool reading curriculum, public school classroom, reading, Reading Problem in American Schools, reading program, Report Cards, School Improvement, software, Special Education, synthetic phonics, systematic phonics, teacher training in reading, teaching older children their sounds, teaching older children to read, teaching phonics, true child story, true phonics vs look/n/say story, true reading stories, true reading story, true stories about children, words with fun in them | Comments Off on It’s Second Semester, and Thousands of Older Children are Still Struggling to Read!

 

PARENTS,

Teaching your older child to read is NOT difficult! 

 

Your time in teaching, however, must include:

1)  a 20 to 30 minute, step-by-step, reading lesson each day 

2) a proven, affordable systematic 4WAY Phonics program.

Let’s face it, you wouldn’t be reading this page if your older child had learned to read every word on every page, and that is what every parent should desire for their child. Indeed, you might be the only one who really cares that your child is struggling to read, and that’s exactly why you need to know that your older child CAN learn to read every word on every page!

 

Very soon, in these next few months , thousands of American parents will discover that their little third or fourth grade child is struggling to read his school textbooks.

 

It is also quite possible that this is the first time these parents have become aware that their little guy or gal cannot read every word on every page. Sadly, this is because many of these parents have been led to believe that based upon a normal bell curve, their child has been doing “just fine” in reading.

 

The only problem is, NOW, these young ones are in the third or fourth grade, they are expected to read lessons from higher level textbooks and answer comprehension questions, and they are struggling to read every word on the page and to make total sense of the facts given in each paragraph.

 

You see, it’s a fact that most of our students today are learning to read using Look/n/Say, Whole Word methods, methods that are mixed with just enough phonics to make everyone believe that our students are learning to decode all the words on the page.

 

Unfortunately, what little phonics that has been presented in so many of our classrooms has given way whole-heartedly to the memorization of Whole Words printed on Word Walls and contained on the monotonous pages of easy-to-read I Can Read Books. Moms, Dads, children cannot continue to memorize or guess every whole word on the page after they’ve reached the higher grades. It just isn’t possible!

 

According to Sebastian Wren, a Ph.D. in Psychology from the University of Texas, a competent reader (and that would be a reader who has learned to decode words by sounding them out from left to right) has a reading vocabulary of around 50,000 words.

 

However, Dr. Wren goes on to tell us that children who have been taught to read using Look/n/Say, Whole Word methods are only capable of memorizing a maximum of 5,000 words. According to Rudolph Flesch, author of Why Johnny Can’t Read, that maximum number is more in the neighborhood of 2,000 words.

 

Many educators today are completely unaware of the fact that the difference between a sight-reader and an intensive 4WAY Phonics reader can be seen by the comparison of how many words each type of reader can decode at the end of his/her fourth grade school year

 

By the end of third grade, the sight reader will be able to read 1,216 words and by the end of fourth grade, 1,554 words.  In comparison, by the end of third grade, the intensive 4WAY Phonics reader will be able to read an estimated 30,000 words (approximately the same number of words that are in his spoken vocabulary) and by the end of fourth grade, 40,000 words or higher!

 

Older students struggling to read, students who are victims of Look/n/Say, Whole Word reading techniques where children are asked to memorize numerous whole words from Word Walls and to search for “clues” to “figure out” what a word “might be” are children who, as a result of WRONG reading methods, have lost their self-esteem, have developed a fear of reading, and have experienced far too many situations where reading either silently to themselves or reading aloud in front of others has made them feel “dumb.”

 

Folks, this is an appalling situation!

It shouldn’t be taking place!

Nevertheless, this reading crisis for so many of our older children is happening!

 

THE GOOD NEWS, however, is: 

a) Parents can change these outcomes for their own child.

b) Parents can teach their own children to read every word on every page, and for less than $10.

c) Parents can raise their child’s self-esteem from bad to great.

d) Parents can take away their older child’s fear of reading.

 

Bruce Price, a novelist, author, and English Literature Honors Graduate from Princeton University sums up this dreadful whole-word reading process when he states:

“For the victims of Whole Word, every word is just a pile of sticks, a random assortment of scratches going in different directions…Similarly, a person literate in English knows that “busy” is a word but “bsuy” is probably a typo. A Whole Word victim sees nothing odd about “bsuy.”

 

Bruce goes on to explain that Whole Word victims are taught to memorize words in the same way that we memorize phone number. He describes the struggle that whole-word readers experience when they often reverse letters; as a result, they are often and regrettably mislabeled as dyslexic. When speaking about whole-word learners he states:

“There’s nothing odd about 1587649 compared to 1857649. Reversals are common when humans try to memorize either Whole Numbers or Whole Words. How many people could memorize even 100 phone numbers, never mind 500? In reading, such reversals are called dyslexia, an illusory problem created by an illusory pedagogy because of the “guessing and memorization techniques” they’ve been taught in their prior reading times.”

 

Parents, here are two more pieces of great news:

1) Your older child can learn to read every word on every page!

2) It will cost you less than $10 plus your time of just 20 to 30 minutes a day.

Click here to read about TEN STEPS you can take to insure that your child, no matter how old he/she is, can learn to read every word on every page.

Sincerely,
Carol Kay, President
Candy 4WAY Phonics
www.candy4wayphonics.com

Children Often Struggle with Short Vowel Sounds

Posted in basic phonics rules, free phonics, homeschool phonics, homeschool phonics curriculum, homeschool phonics program, homeschool reading, Homeschool Reading Curriculum, homeschooling your preschooler, how do you teach a child to read?, parents resource for preschool education, phonic, phonics curriculum, phonics for english, Phonics Help for Parents, phonics lesson plans, phonics lessons, phonics rules, Phonics vs Look/Say, preschool phonics, teaching phonics, teaching your preschooler to read, your preschool child can read | Comments Off on Children Often Struggle with Short Vowel Sounds

 
When children begin writing, if they cannot hear and confidently pronounce each distinct short vowel sound, they will often leave out the vowels when writing three-letter words, or mumble the vowel sounds when sounding out  three-letter words.
 
This is tragic, because in order for children to become proficient readers, they must solidly know each of the short vowels and be able to hear the difference between each of those sounds.

At Candy 4WAY Phonics  remedy this problem at the very beginning of phonics instruction by giving children a separate multisensory vowel picture for each of the short vowel sounds.

These multisensory pictures help children to “punch” the short vowel sounds when sounding them.
 
From there, children are able to proceed into blending a beginning consonant sound with a short vowel sound.   

Hearing the individual vowel sounds and correctly pronouncing them is quite often a problem for the struggling older reader as well.

Although we highly recommend that you purchase the entire Candy 4WAY Phonics Program for just $9.97 to fill in all the phonics gaps for your older student, we would like to offer parents and teachers a FREE Short Vowel Multisensory Flashcard to help their students grasp the five short vowel sounds.  Click here for that FREE resource.  

For helps with beginning students, we highly recommend our 31 A to Z Multisensory LARGE Wall Cards for just $5.97 by which students can grasp the distinct sounds of all the alphabet letters, including both the short and long vowel sounds.   However, for just $9.97, you can purchase All 65 of our Multisensory LARGE Wall Cards to print as often as needed.   With these 65 Large Multisensory Wall Cards, your student will gain phonemic knowledge for all of the Alphabet Letter Sounds, as well as gain more and more phonics knowledge by learning every spelling for the 114 common but tricky phonogram sounds. 

At Candy 4WAY Phonics , we truly desire for children to learn to read every word on every page.

Sincerely,
Carol Kay, President
www.candy4wayphonics.com