Posts Tagged American kids can’t read

Free Phonics When American Kids Can’t Read

Posted in American kids cannot read, American Reading Scores are bad | Comments Off on Free Phonics When American Kids Can’t Read


Our National

Reading Report Card

is Failing Kids!


The Nation’s Report Card Shows Terrible Scores For Reading – ONLY 38% of seniors read above grade level and 25% of seniors read BELOW grade level.


Honestly, I can’t believe the NAEP even has enough guts to publish it.  The result is THAT bad!


Just in case you have been led to believe that the public school Common Core standards are producing reading levels for our children that are going up, that are getting better, think again. 


The dreadful results of our children’s reading levels are horrifically alarming and chock-full of present and future dismay.


 National Assessment of Educational Progressaverage scores for fourth and eight grade reading are disgusting. Only 34 percent of students were rated reading “proficient.” 

However, the worst part of the results is this: they’re being played by our educational establishment as “school success” instead of being reported for what they truly are:

a national school fiasco in literacy instruction.”


 Am I exaggerating? Sadly, no, I’m not. 


Look at the results, and YOU DECIDE.  Is this what you want for your child?



 The latest stats tell us that a whopping 64% of fourth graders are NOT reading at grade level.


The news is horrible at the older grades, too. By the time our present-day students complete the 8th grade, just before they enter high school, 66% of them are NOT reading at grade level.


That’s the bad news.  Would you like to hear some good news?


Our reading problem

is really simple to fix.


In fact, our nation’s reading problem is just as easy to fix as it was for a little girl named Candy who started out as the worst reader in her reading group.


Click here to read Candy’s True Story, and stop waiting on your child’s school to teach your child to how to read.  Your child can learn to sound out every word on every page.


Dads, Moms, make certain YOUR son knows how to proficiently sound out every word on every page for the rest of his life.


Make certain YOUR daughter knows how to proficiently sound out every word on every page for the rest of her life.


There is a step by step,



parent friendly,





Systematic Phonics Curriculum






Carol Kay, President
Candy 4WAY Phonics

Children are Learning the Wrong Kind of Phonics in the Public School Classroom.

Posted in phonics in the classroom, Phonics vs Look/Say | Comments Off on Children are Learning the Wrong Kind of Phonics in the Public School Classroom.


 QUESTION: Do children get phonics in school?


ANSWER:  Yes and No.  It depends on “which kind” of phonics you’re referring to.  There are two kinds of phonics:  ONE TYPE produces readers and the OTHER TYPE produces guessers.


QUESTION:  What are the two kinds of phonics?

ANSWER:  There are two kinds of phonics:  implicit (embedded) phonics and explicit (systematic) phonics.


QUESTION:  What is the difference between implicit and explicit phonics?  In other words, what is the difference between embedded and systematic phonics? 

ANSWER:  We can see the difference only by explaining the reading approach of both methods.  So let’s begin by explaining Implicit, Embedded Phonics.


Implicit, Embedded Phonics

Implicit, Embedded phonics begins with a WHOLE WORD and works down to smaller parts.  So when a child is taught to read using implicit phonics, blending and building a word (sounding it out from left to right) is NOT taught.

Can you imagine memorizing 300 WHOLE words every year?  Well, this is exactly what many American children have attempted to do; and, as you can imagine, many of those children have failed miserably!  

 With implicit phonics, a child does a great deal of “guessing.” In fact, he is taught that “guessing” is the correct approach to “figuring out what the word is. ”

Children taught with implicit, embedded phonics are instructed to:

1) “Guess” at the word by looking at the picture on the page.

2) “Guess” at the word by looking at the beginning and ending letters of the word.

3) “Guess” at the word by attempting to recognize the word ending or any other “chunk” of the word in the middle or at the end of the word.   

4) “Guess” at the word by looking at the shape of the word.

5) “Guess” at the word by reading the rest of the sentence to see which word “would make sense in the sentence.”  

Because children using the implicit, embedded phonics method are given a “salt and pepper” phonics, their “phonics” education begins with the memorization of whole blended “chunks” within words instead of with the correct pronunciation and blending of the individual letters that begin words.  

With implicit, embedded phonics, the child is told to look for a whole “chunk” inside the word that he recognizes.  As a result, a child often begins reading the word at the spot where he recognizes the whole “chunk” rather than to begin reading the word at the beginning of the word.   


Now let’s look at Explicit, Systematic Phonics. 

Explicit, Systematic phonics begins a child with the smallest part of a word, a single letter sound.  That child then learns to blend that single-letter sound with another single-letter sound.  From there he moves on to digraphs and diphthongs and phonograms always blending together all the sounds in a word from the beginning of the word all the way through to the end of the word, reading the word from left to right.     

With explicit, systematic  phonics, children are NEVER taught to guess at words.   

With explicit,systematic phonics all words are read from left to right, which follows in the natural order, because sentences should be read from left to right.  


QUESTION:  Do both implicit and explicit phonics teach children to read? 

ANSWER: Sadly, many parents today have been told by their child’s teacher that their little one is receiving phonics, and they probably are.  However, the phonics that American children receive in their public classrooms is the embedded, implicit, watered-down kind of phonics. 

In addition, by using the Dolch Sight Word List, teachers are insisting that children “guess” at “whole” words.  They then insist that children learn to say those whole words faster and faster within sentences instead of learning to to take their time and “sound out” and properly ascertain what all the words in the sentence really are. 

As a consequence of implicit, embedded phonics, children:

a)  Read words that aren’t really there,

b) Skip words,

c) Substitute wrong words for the actual words on the page, 

d) Mumble words.  

Subsequently, comprehension levels (a child’s understanding of the sentences he is reading) are floundering for far too many students.  

In today’s American public school classroom, our children are NOT learning explicit, systematic phonics.  They are getting watered-down, implicit, embedded phonics coupled with the guided reading guessing-game reading approach, and that is precisely why so many of our children cannot easily sound out every word on every page.

Most folks do not realize that American public school teachers do not receive explicit, systematic phonics training in any of their college classes.  Because of this, teachers are not aware of the damage that is happening to children when they are not learning to sound out words.  Children are often labeled as learning disabled or as ADHD or any other of a number of labels, when really, they just need the chance to adequately learn all the sounds within words and how to blend all those sounds from left to right.   

Even those very few teachers who were personally raised with explicit, systematic phonics instruction rarely use systematic phonics in the classroom because:

Today, the concept of Guided Reading is a featured technique in nearly every elementary school in America.  (Open Education, Fountas and Pinnell).

 QUESTION:  Is there a solution?  Is there some way for our children to receive explicit, systematic phonics instruction so they won’t have to guess at words?  

ANSWER:  There sure is!

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.


Parents, you can teach your own children to read using a correct, systematic 4WAY Phonetic system, a system that includes daily, easy-to-follow step-by-step lessons, step-by-step rhyming phonics charts, sequenced phonics story readers, and rhyming flashcards. 

The Candy 4WAY Phonics Curriculum:



–WILL COST YOU just $9.97








Moms, Dads, your child CAN learn to read!


Carol Kay, President
Candy 4WAY Phonics

P.S.  Candy 4WAY Phonics also makes Multisensory Flashcards/Wall Cards and PDF File Folder Phonics Games available at affordable prices for everyone. 

Sounding Out Words vs The Nutcracker Suite!

Posted in How Phonics Works, phonics rules, Why Phonics Works | Comments Off on Sounding Out Words vs The Nutcracker Suite!




There’s a reason

why Systematic Phonics Works.  

Here’s a true story to illustrate that reason.


Mrs. Woods was a skilled music teacher and, fortunately, she taught elementary music appreciation during a segment of American history when public schools could still afford to teach the subject of music.


Traveling from class to class, Mrs. Woods toted music scores, recordings, and lecture notes to each classroom of children, first through the fifth grade. 


It was during our fifth grade school year that Mrs. Woods decided that our class needed to become familiar with major classical music selections. 


Because she knew that a special Christmas orchestral presentation of The Nutcracker Suite would soon be arriving to our downtown music theater, Mrs. Woods used our classroom time to teach us how to recognize certain movements within The Nutcracker Suite as well as its opening overture and final finish. Our favorite movements were The Russian Dance, The Waltz of the Flowers, and The Dance of the Sugar Plum Fairy


After Mrs. Woods was positive that our ears were trained to recognize all of the necessary elements of this Tchaikovsky fairy tale ballet, she arranged for our class to attend the professional orchestral presentation of The Nutcracker Suite.  


Even though we were only in the fifth grade and even though there was no stage ballet dance performance to keep us entertained, Mrs. Woods knew we would remain entertained all the way from the very beginning to the very end of the performance because we knew the opening, middle,  and closing notes and movements of the ballet and because we knew what to listen for in order to tell when a new movement had arrived.  As a result, we all sat back and thoroughly enjoyed the entire orchestral presentation of this Christmas “Nutcracker” Music Special. 


DID YOU KNOW THAT learning how to sound out every word on every page is very much like learning how to recognize all the essentials of a classical music selection?


You see, just as a proper classical music curriculum teaches children what to “listen for,” a Systematic 4WAY Phonics reading curriculum teaches children what to “look for.”


Just as classical music instruction trains students to recognize beginning, middle and ending movements within an orchestral selection, Systematic 4WAY Phonics instruction trains students to recognize beginning, middle, and ending letter and phonogram sounds within words. 


Just as classical music students learn to listen all the way through Tchaikovsky’s fairy tale ballet by studying it’s beginning movements all the way through to its center movements and on through to the end of the ballet, Systematic 4WAY Phonics students learn to read all the way through a word  by blending its beginning sounds all the way through to its center phonograms and on through to the end of the word.


Tchaikovsky’s students do not begin in the middle of The Nutcracker Suite, nor do they begin at the end of The Nutcracker Suite.  They begin a symphony by listening to its opening overture.  Systematic 4WAY Phonics students do not begin in the middle of words, nor do they begin at the end of words.; 4WAY Phonics students approach a word by starting with its very beginning letter sound and reading all the way through the word to its very ending letter sound


Our fifth grade class learned all about The Nutcracker Suite from beginning to end through daily lessons taking just one step at a time.  We did not go on to one lesson until we had mastered the lesson before. 


The Candy 4WAY Phonics Program takes children from age 4 through Grade 4 from beginning to end through the 4WAY Phonics step by step lessons.  Students do not go on to one lesson until they have mastered the lesson before.  


Mrs. Woods was a skilled music teacher and, fortunately, she taught elementary music classes during a segment of American history when music appreciation classes were an affordable school subject.


Homeschooling Moms and Dads are caring teachers who, fortunately, are able to teach a Systematic 4WAY Phonics program during a segment of American history when Candy 4WAY Phonics is FREE OF CHARGE for all parents. 


Systematic 4WAY Phonics is that same 4WAY Phonics reading approach that taught a little girl named, Candy, how to sound out every word on every page. 


You won’t want to miss reading Candy’s TRUE STORY!

Carol Kay, President
www.Candy 4WAYPhonics