Archive for July, 2009

An Article on Phonics

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Millions of adults in the United States are functionally illiterate (they are not capable of fluently reading every word on every page). 

Without this ability to read, our math scores have fallen, our science scores have fallen, our history scores have fallen, and our literature scores have fallen. 

Comprehension and Inferential thinking are now taking a back seat to rampant misunderstanding and flawed logic in the minds of our children (the future leaders of our country)!  

This unfortunate educational path has been traveled by our citizens for quite some time.  In fact, our American public educational system at one point became so full of second-rate results that in the year 1983, members of the National Commission on Excellence in Education published a report in which they stated that the educational foundations of our society had become so mediocre that our nation had become “A Nation at Risk!”

Has anything changed in our public schools since 1983?

Well, The Koret Task Force, educators commissioned by the Hoover Institute of Stanford University in Menlo Park, Calif., recently concluded:  “The tide of mediocrity remains high.”

You see they found that today’s SAT scores are still below even what they were at their 1970 levels.  At the same time, our children’s scores on the National Assessment of Educational Progress have remained flat over the years, and in global comparisons, US students still fail to score among the top nations.

The book entitled: Retarding America,The Imprisonment of Potential, is based upon a study of children and young adults in the juvenile justice system. Most educators and people in general are probably aware of the fact that among this group of juveniles there is a very high rate of illiteracy (the inability to read fluently). 

However, it was found that children from this juvenile group who were taught to read with systematic phonics instruction had far reduced rates of relaspses into their former illegal habits than those children who were taught using our currently public school reading methods.

Unfortunately, most teachers involved in our juvenile and adult prison systems teach reading in the same way in which they, themselves, were taught and in the same way in which those adults serving in our juvenile correctional facilities were taught — they sadly continue to teach reading using the whole language, look/say method.

It is because of the horrendous findings of studies such as these that The Candy 4WAY Phonics Program, fine-tuned and field tested over the past 28 years and now upgraded for this generation of parents and children, is now available at an affordable price for ALL parents in ALL American households.  The goal of The Candy 4WAY Phonics Publishers is to put an end to illiteracy in this nation by making a fun, easy-to-understand and easy-to-use systematic phonics program available at an affordable price to America’s parents, grandparents and educators!  

Moms, Dads, Grandmas, and Grandpas, YOUR children and grandchildren CAN LEARN to read fluently.  YOUR children and grandchildren DO NOT have to risk becoming part of “The Nation at Risk!” 

FOR Just $9.97, you can purchase an entire systematic phonics program that includes:

*100 Step-by-step Daily Phonics Lessons (lessons loaded with constant review, explicit phoneme instruction, spelling rules, and excerpts and poems packed full of fun rhyme, rhythm, and alliteration

*Sequenced Colored Story Readers presented after every five lessons to help children retain the concepts learned in the daily lessons.

*Multisensory Early Phoneme and Vowel helps

*Fun Rhyming Phonics Charts and Rhyming Flashcards

*Lifetime Rhyming Phonics Charts to help children retain all the phonics sounds they will every need to remember.

*An 82 page instructional book written just for Parents entitled: How to Teach Intensive Phonics

*FREE email coaching and much, much more!

Parents, please, you CAN AVOID an “at risk” future for your child. 

Teach your child to read using the parent/friendly Candy 4WAY Phonics Program.

Read Candy’s TRUE STORY, the story of a little girl who couldn’t read, and, then , she could! 

Carol Kay, President, Candy 4WAY Phonics

A True Story of a Little Child Who Struggled in Reading

Posted in 2nd grade phonics, ADD, ADD and ADHD, ADHD, basic phonics rules, best phonics program, best phonics readers, Character Education, comprehensive phonics program all you will every need, decodable text, decoding, Dick and Jane, Dick and Jane Reading Program, Differentiated Learning, dyslexia, easiest to use phonics program, easy to teach reading program, 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, intensive phonics, K-8 Subject Areas, Language Arts Writing, LD, Learning Disabilities, multisensory alphabet flashcards, multisensory alphabet wall cards, 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, public school classroom, reading, Reading Problem in American Schools, reading program, Report Cards, School Improvement, Special Education, synthetic phonics, systematic phonics, teacher training in reading, teaching older children their sounds, teaching older children to read, teaching phonics, true phonics vs look/n/say story, Uncategorized, words with fun in them | Comments Off on A True Story of a Little Child Who Struggled in Reading


There once was a REAL little girl named, Candy, who grew up in the 1950’s. When Candy began first grade she was excited about learning how to read.

Her hopes were soon dashed, however, because, UNFORTUNATELY, the reading textbooks used in her regular public school classroom taught her to figure out words by:

The picture on the page,
The shape of the word,
The first letter of the word,
The context of the sentence,
Using a process of elimination,
By guessing at the word.

You see, Candy’s school had purchased a brand new reading curriculum starring the characters of Dick, Jane, Sally and Spot. This new curriculum had abandoned the basic phonics rules that had been used to teach children to read since the founding of our country. Instead, this new curriculum simply taught children to grab onto whatever word chunk that they could “naturally” decode and then to guess at the rest of the word.

Candy soon discovered that she was not capable of memorizing all the words in her new reading book. Soon Candy was lost in reading! In fact, Candy fell so far behind in her reading group, that she soon became the poorest reader in her class. She dreaded reading group time. She often felt like crying, and sometimes she actually did cry in front of the other children in her reading group.

Luckily, however, Candy’s reading was “bad enough” that she was sent away for help to a special classroom where they taught reading using a 4WAY phonics approach. After only 6 months of learning to read using this 4WAY phonics approach, Candy returned to her regular reading group. She soon discovered that she had gone from being the worst reader in her group to being the best reader in her group.

Once Candy discovered the code used to sound out words, and after she was presented that code using a 4WAY phonics method, she found that phonics made reading easy! Candy soon went on to read lots of stories with connective words and varied sentence openers and to think with inferential thinking skills.

Parents, teaching and learning phonics IS easy when you use that same 4WAY phonics method that was used to teach little Candy to read. To read the complete true story of Candy and to find out how you can teach YOUR child that same phonics method that taught little Candy to read, please go to

Moms and Dads, The Candy 4WAY Phonics Program Age 4 through Grade 4  is that same 4WAY phonics program used to teach little Candy to read. It has now been updated specifically FOR THIS GENERATION OF PARENTS AND CHILDREN. 

For just $9.97 you can purchase this entire COMPLETE systematic phonics program including 100 Step-by-Step Phonics Lessons, Sequenced Story Readers, Rhyming Charts and Flashcards, Lifetime Phonics Charts, and 82 page e-book entitled “How to Teach Intensive Phonics” — EVERYTHING. 

Visit us soon at


Carol Kay, President, Candy 4WAY Phonics


A Balanced Combination of Reading Techniques??? “Bologna!”

Posted in phonics vs. whole language | Comments Off on A Balanced Combination of Reading Techniques??? “Bologna!”


Just as it is impossible to have a pluralistic society, because one value system WILL eventually reign as dominant, so we can NOT expect our children to learn to read on a consistent basis when their reading instruction is left up to “a combination of reading techniques.”

The Public Schools using the lastest and greatest “Guided Reading Techniques” will often tell parents that they ARE using phonics. They honestly believe that if you combine “phonics” with “whole language” that you can concoct a workable “one size fits all” reading approach.

My response to this is “Bologna!

I raise two questions to this ridiculous belief: Why? and How?

Why mix phonics, which is proven to work, with whole language, which has so miserably failed American students?

The answer for this mixture is because most teachers today have no idea what phonics is, for they, themselves, were trained to read using whole language.

This mixture is also taking place because many parents who are still suffering from the effects of their own inadequate reading training with whole language are DEMANDING that THEIR child get phonics in the classroom.

So the American education establishment has mixed in what is commonly called “embedded” or “implicit” phonics with their old stand-by method of Look/Say. (Note: to read more about what is meant by embedded phonics and how it completely differs from 4WAY Systematic Phonics , please click here.

How can anyone combine two completely different reading methods and expect positive results?
The answer is simple. NO ONE CAN!

You see, one reading method will be “pushed” over the other, and the reading method that is “pushed” will dominate and eliminate any effects of the other. When whole language reading techniques are used, then whole language will dominate and eliminate the effects of phonics. Let’s examine this further by defining what is meant by “WHOLE language.”

“WHOLE language” is a method wherein the teacher uses connected words in print (not individual letters or their sounds, but groups of WHOLE words printed in WHOLE sentences) to introduce a child to reading. This is how it works.

The teacher gives the child WHOLE words to memorize. The teacher writes these WHOLE words on a word wall and tells the students to memorize each WHOLE word (about 400 WHOLE words a year).  The teacher tells the children that they will be able to memorize each of these WHOLE words by either remembering the first letter of the word, or by looking at a picture on the same page as the word, or by looking at the shape of the word, or by looking at the phonogram chunk found at the end of the word.

The children are taught that if they use enough of these “clues,” they will be able to “figure out” or “guess” the word.

My response to this is “Bologna!

Why would any parent want their child to “guess” at a word?

And why would any parent want their child to memorize ONLY 400 words a year totaling ONLY 1200 words by the end of third grade using a myriad of guided reading approaches, when they could be learning to sound out (actually read) 30,000 to 40,000 words by the end of third grade using a time-proven systematic 4WAY Phonics approach?

Doesn’t it make more sense to believe that parents truly desire that their child be able to read and blend together all the letters in every word they encounter?

You see, when a child can sound out a word from left to right, then you KNOW that “Here is a child that can actually read!”

If you’ve read my blog before, then you’ve probably heard the TRUE STORY of little Candy. If you haven’t, just click on the word Candy, because it’s a great story!

You see, little Candy learned to read, and YOUR child can learn to read, too! Your little offspring could be reading EVERY word on EVERY page, skimming through connective words and complex sentence openers, and progressing into inferential thinking

YES, all of that can happen with YOUR child!

Give your child one of the greatest gifts you could ever give him. Take a few moments today and check out The Best Phonics Bargain in Town!

For less than $10, you can give your child a complete systematic 4WAY Phonics Program and you can brush up on any phonics you never learned yourself.

Are you fearful that you won’t know what the letters and phonics blends are supposed to sound like?  No problem!  For just $10 more  you can purchase a package that ALSO contains an AUDIO CD-R in which you can actually hear EVERY word and EVERY sentence READ ALOUD on EVERY one of the 100 daily phonics lessons.  So if you are AN ADULT who desires to learn to read EVERY word on EVERY page in the privacy of your home, you can now afford to do just that!

Children need to read – really read – EVERY word on EVERY page.

Parents, you can make that happen for YOUR younger child!

Parents, you can make that happen for YOUR older child

Carol Kay, President
Candy 4WAY Phonics