Archive for the free phonics program Category

Free Phonics Solves the Crime of Illiteracy

Posted in free phonics program, illiteracy is wrong | Comments Off on Free Phonics Solves the Crime of Illiteracy



so much crime these days,


and yet


we miss the crime


right in front of our noses.




What is that crime?


That crime is


allowing our children


to struggle in reading.


The result of that crime


is illiteracy. 




The fact is, our children aren’t learning how to sound out every word on every page so they can become proficient, life-long readers, yet they and their parents are being told in the 1st through 3rd grades that their child is reading “just fine.” 


It’s humiliating for a child to be told he can read and then reach the 4th grade and find out that he can’t read. 

It’s like giving someone false hope – a false belief – and that’s a crime! 

Hope deferred


makes the heart sick,


but a longing fulfilled


is a tree of life.


(Proverbs 13:12) 


Allowing whole generations of children to become lifetime struggling readers is a crime. It’s a crime that’s been around since our school systems bought into whole-word, sight-reading methods of reading instruction. Sight reading leaves big gaps in reading education because it leaves the decoding process at the mercy of a child’s guesswork.


I am the author of The Candy 4WAY Phonics Curriculum,  a 4WAY Phonics program updated specifically for today’s parents and based upon a 4WAY Phonics method that’s been around since the 1950’s. Believe me when I say that just like a little girl named Candy, who lived in a small town in Iowa back in the 1950’s, children who are given the chance to read using a correct systematic, intensive 4WAY Phonics program CAN learn to read.  When we give our children the knowledge to sound out every word on every page, it’s like giving them “a tree of life.” 


Click here to read the TRUE STORY of a little girl named Candy.  Candy couldn’t read, and then, just six months later, she COULD; and your child can have the same happy ending as little Candy.   


Parents, if your child is struggling with reading, please try systematic 4WAY phonics before you allow your levels of frustration to peak!


Just like little Candy, who left her look/say reading group as the POOREST reader in the class to attend systematic phonics lessons in a little white cottage behind the school, and then returned to her regular classroom as the BEST reader in her reading group, your child can learn to read, too, by using a proper systematic phonics program. Soon, your child could be reading fun stories written with connective words, stories that allow Moms and Dads and their children to talk, compare, evaluate, and make inferences.


Parents, really, you have nothing to lose, but your child has everything to gain!


The COMPLETE Candy 4WAY Phonics Curriculum, Ages 4 thru 10, is now available in printable, INSTANT DOWNLOAD format as well as AUDIO LESSONS READ ALOUD for ABSOLUTELY FREE.  

In His Service,

Carol Kay


FREE PHONICS CURRICULUM – because YOUR Child Can’t Read!

Posted in free phonics program, how to teach an older child to read, my oldest child hates reading | Comments Off on FREE PHONICS CURRICULUM – because YOUR Child Can’t Read!

It is now the middle of the summer, and you have been trying to encourage your child to read fun books, and, well, he/she simply DOESN’T WANT TO READ.


Is it because he/she CAN’T READ?


Are you wondering why on earth your child, who’s gone to the public schools every day, has made it past the 3rd grade and still CANT READ? 


This is because our schools DO NOT offer systematic phonics in their reading instruction.  It’s true, and most of the teachers in our public schools wouldn’t have a clue how to teach systematic phonics even if they were told to use it for their reading method.  However, that’s not their fault! Systematic phonics instruction is NOT one of their required subjects in college. In fact, MOST colleges do not even offer a systematic phonics instructional reading course even as an elective course. 


I know, I know, your child’s teacher told you that he/she DOES teach phonics.  Well, he/she does NOT teach systematic, explicit phonics, and that makes all the difference in the world.  For certain, the “phonics” offered in our public schools today is NOT explicit systematic phonics. It is implicit, embedded phonics sprinkled in tiny amounts on top of LARGE servings of look/say whole-word memorization reading methods.


This is why the Candy 4WAY Phonics Program was specifically written for Moms and Dads – to help them solve this reading crisis with their own child, no matter what age their child is.


If a child is taken step by step, lesson by lesson, and taught the letter sounds, how to blend those sounds from left to right, and taught, step by step, lesson by lesson, all the phonograms that make up those sounds, that child will learn how to read unless he has a neurological disadvantage.


If you would like to learn systematic phonics yourself while you are teaching your child to read using a parent-friendly, systematic phonics curriculum, step-by-step, lesson by lesson for ABSOLUTELY FREE, click here.   Make certain that YOUR CHILD learns how to sound out every word on every page for the rest of his/her life?


Children who have difficulty reading represent a virtual cross-section of American children.  They include rich and poor, male and female,rural and urban and in all sections of our great nation.


Sadly, the latest NAEP assessment scores tell us that the number of older children who CANNOT READ has now become a grave, NATIONAL problem. Tests also confirm that the biggest stumbling block for ALL of these non-reading children is THE FACT that they NEVER learned to recognize what reading experts call “phonemes.”


Candy 4WAY Phonics offers 100 lessons of every phoneme your child will ever need to know in a parent-friendly, easy-to-use curriculum for ABSOLUTELY FREE!  Why is it 100% FREE?  It’s ABSOLUTELY FREE because the author of this program is FED UP with the fact that our children CANNOT READ!  


We truly believe that our ABSOLUTELY FREE COMPLETE PHONICS-FIRST CURRICULUM can’t be beat!




Carol Kay, President

Candy 4WAY Phonics

Reading for Meaning? What Exactly Does That Mean?

Posted in free phonics program, reading for meaning, teaching children reading comprehension strategies, teaching children to make inferences | Comments Off on Reading for Meaning? What Exactly Does That Mean?

The ultimate reading goal

is to enable a child to

“personally connect”

with what he reads.


It’s true that reading for meaning begins when a child develops the skills to fluently sound out every word on every page.  For most children, this requires systematic training in phonics. 


After children develop the capability to read all the words on the page, they must then develop the ability to see and answer the basic questions of: Who? What? When? and Where?


However, answering these basic questions is only where “reading for meaning” begins.  The ultimate reading goal is to enable a child to move on to “connecting” with what he reads.


Sadly, our federal education system needs to get better connected to this whole “connection” reading thing and place it in our classrooms.  It’s a fact, most teachers and parents do not realize just how important this reading comprehensive/connecting-with-the-text skill really is.


You see, some at our federal educational level feel that “testing” children frequently will help them develop better reading and comprehension skills.  However, tests simply reveal what students have failed to learn and what teachers have failed to teach; tests do not give teachers the skills they need to correct those failures.  Tests do no good unless a child’s Individualized Education Program includes the correct reading/discussion strategies specifically aimed at developing inferential thinking abilities. 


Others believe that developing long vocabulary lists will help children to better connect with the meaning on the page.  It’s true, better vocabulary skills DEFINITELY will help children to understand what they read, but helping them to “connect” with the text?  Well, now, that’s a whole different story. 


What do we mean when we talk about “connecting” with the text?  Connecting with the text, first of all, means that a child can personalize the meaning found in the words he reads.  In other words, he must learn to routinely determine how the material on the page personally affects him.  It is this personalization, together with a student’s ability to grasp the meaning in-between the words on the page as well as his ability to draw researched-based conclusions based upon those words that gives a child inferential thinking abilities.    


To be sure, drawing inferential conclusions should be the whole goal of learning to read.  In fact, reading research reveals that good readers of all ages continually use what they know and use what they have experienced to thoroughly understand, remember and apply what they hear and read. Unfortunately, very, very few of our students today have gained the skills necessary to do that. 



Inferential comprehension takes place when children

go beyond the standard facts given on a page

and draw their own research-based conclusions.


Can children really learn to do this? 


Yes!  Absolutely they can, if an adult in their lives takes the initiative to teach them.  Children can learn to answer more than the basic questions written in a text.


If a child learns how to connect with the text, then that child can also begin to ask and answer the “Why?” questions and to persuade others of his/her point of view using attestable facts, testimony, and reasoning.  This skill level is exactly how Marva Collins transformed the lives of children labeled by the public school system as LD. 


Marva Collins took children that the public school system declared “learning disabled” (children who had been shuffled into the special education mainstream) and activated the inferential thinking skills hidden inside each one of them.  In turn, many of Marva’s students went on to colleges such as Harvard, Yale, and Stanford.  Many of those students became lawyers, doctors, engineers and educators. 


In contrast, did you know that almost 4 out of every 10 students in today’s public schools are reading below the basic proficiency reading level?  What’s more, as Marva Collins discovered, far too many of those students are being wrongly labeled as LD children.  That’s disturbing, because a recent study revealed by the National Center for Learning Disabilities reported that 66 percent of special education students are reading three or more grade levels behind and 20 percent of them are reading five or more grade levels behind. 


Try to imagine that.  What’s really upsetting is that almost every one of those children could have learned to read correctly if given adequate, systematic, phonics-first reading instruction, and almost every one of those children could have gained inferential thinking abilities had they been connected with an instructor or a parent or a grandmother who interacted with them through reading-aloud/discussion times aimed at developing inferential comprehension skills. 


As important as inferential reasoning is, learning how to SOUND OUT every word on every page, is VITAL.  Would you like to find out how your child (for 100% ABSOLUTELY FREE) can receive an entire phonics-first, step-by-step curriculum so that he/she can learn to fluently sound out every word on every page? If so, we encourage you start by reading little Candy’s TRUE STORY.    



Carol Kay, President

Candy 4WAY Phonics