Posts Tagged education

Far Too Many Children Who Cannot Read End Up in Prison! How Tragic!

Posted in children who struggle to read, illiteracy leads to crime, Why our children can't read | Comments Off on Far Too Many Children Who Cannot Read End Up in Prison! How Tragic!

When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade (Arizona Republic (9-15-2004)).  Sorry to say, the evidence tells us that children who do not read by third grade often fail to catch up and are more likely to drop out of school, take drugs, or go to prison. 

 

In fact, there are so many nonreaders winding up in jail in Arizona,

that Arizona officials have now found they can use the rate of illiteracy

to help calculate future prison needs.

 

This is because the Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded to reading failure.” Over 70% of inmates in America’s prisons cannot read above a fourth grade level.

 

How does all this happen? 

 

A pattern develops early on for children who do not learn to read by the end of 3rd grade. 

 

Children who cannot read:

a)    often become disruptive in the classroom

b)   find it difficult to focus on their studies

c)    many times choose other children who cannot read as their friends

d)   find excuses not to attend school at all.

 

So is it only the folks in Arizona who know the link between illiteracy and youth imprisonment?  Sadly, no!  Michigan educators know it, too.  Did you know that according to the Michigan Department of Education, half of all the adolescents and young adults with criminal records have reading difficulties?

 

This truly is tragic!  It means that half of the young people locked up today as criminals started out in elementary school struggling in reading.  I have to wonder exactly where their bad behavior problems started – was it shortly after they realized they couldn’t read or was it during the whole learning-to-read process? 

 

The bottom line is this: 

60% of Urban children in the U.S. do not graduate from High School. 

and 

40% of those children who do graduate only read at a 4th grade level.

 

 

I mean, let’s face it, reading serves as the major foundational skill for all school-based learning. If a child can’t read, he’s not going to learn much in school, and that reading handicap is an absolute set-up to entice a child to hang out with the wrong friends. 

 

So is it just Arizona and Michigan students who have the problem?  In other words, is it just the Arizona and Michigan Departments of Education that know about this reading disaster? 

 

Your child’s doctor most likely is also aware of the problem.  Pediatricians all across America know about it.  In fact, the reading struggles of our children present such a grave problem that the American Academy of Pediatrics now recommends that doctors prescribe reading activities along with other advice given to parents at their child’s regular check-ups. Moreover, many of America’s doctors now believe that a child who has never held a book or listened to a story is not “a fully healthy child.”

 

Well, if our doctors think that just holding a book or listening to a book represents a healthy child, how much more healthy if the child could actually READ the book?

 

O.K., so we’ve heard from Arizona and Michigan educators, and we’ve heard from those who compile urban school children literacy statistics, and we’ve heard from America’s doctors.  Who else knows about this perilous problem?  (I say perilous because – well – half of all the adolescents and young adults in our nation’s prisons began their lives NOT learning to read).

 

It just so happens that America’s book publishers for children are also aware of this reading catastrophe.  In an article printed by Personalized Children’s Books  & Music, they tell us clearly that “Difficulty with reading does not just affect your child’s ability in school, but carries over as low self-esteem into every aspect of life. Surveys of adolescents and young adults with criminal records show that about half have reading difficulties.”

 

So why isn’t somebody doing something about this reading tragedy? 

 

Believe me, something is being done, but it’s hard to hear the solution voices over all the noise being made by those voices that are dodging our concerns.

 

For example, if you would like to see a sampling of the overwhelming voices that are misdirecting our questions, I dare you to Google this question:  “Why do children struggle in reading?”  Go ahead, do it!  You’ll find all kinds of webpages explaining to us why children with learning disabilities cannot read, but you won’t find much of anything about why all the other children WITHOUT learning disabilities cannot read. 

 

In your Google search, you’ll hear all about dyslexia, and learning disabilities, and hearing problems, and vision problems, and speech problems, and how children have so many difficulties in listening or speaking or writing or reasoning that they just can’t learn to read. The problem is that these explanations do not concern any of the 4 out of 10 American children WITHOUT learning disabilities, those 40% of all children who are currently in the fourth grade who cannot read at grade level. 

 

Instead, whenever reading struggles are mentioned we get bombarded with webpages that talk about children with learning disabilities instead of all those children without learning disabilities who, for some strange reason, cannot read.

Those Google searches would have us believe that the MAIN reason that children struggle in reading is because they have a learning disability.

 

But the truth is,

only about 5% of children across America

actually have any learning disability at all

and 60% of THOSE children

DO NOT have a reading disability

 

So what’s going on with the other 40% of these learning disabled children; why aren’t they learning how to read?  Furthermore, what’s going on with the 4 out of 10 children – the 95% of children WITHOUT any learning disability – why can’t they read?  Why are all of THOSE children NOT showing up in the Google searches for “Why do children struggle in reading?”

 

Ever get the feeling that our questions are being avoided?  That’s because they are.  Instead of hearing factual answers as to why our children aren’t learning to read, we’re hearing things like: “Learning to read is difficult because it is a multifaceted experience” and “Learning to read with phonics doesn’t teach our children to read for meaning.” 

 

Here’s what I have to say about all of that – bologna! 

 

Moms, Dads,

your children CAN learn to read

if they’re given an affordable, step-by-step,

systematic phonics-based curriculum. 

 

I have good news!  

For less than $10 you can purchase an INSTANT DOWNLOAD of a step-by-step systematic phonics COMPLETE curriculum that includes all of the following: 

  • 100 Daily, Step-by-step Phonics Lessons that teach every phonogram you child will every need to learn in order to sound out every word on every page

  • 20 Sequenced Phonics Story Readers With Real Story Content

  • Rhyming Alphabet Phonics Charts

  • Multisensory Vowel Helps

  • Continuous Phonics Drill and Review

  • Rhyming Phonics Flashcards

  • Rhyming Lifetime Phonics Charts that enable children to remember all the sounds they’ve learned for the rest of their lives.

  • Free Email Support For As Long As You Need It!

 

Sound too good to be true?  It’s not!  Unlike those Google searches, we are hitting the nail on the head and giving children everything they need to learn to read every word on every page. 

 

Check us out:  www.candy4wayphonics.com

 

Oh!  Don’t forget to read Candy’s TRUE reading story.

 

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

 

 

Systematic, Explicit Phonics Along with Multisensory Vowel Tools will Help Dyslexic Children Learn to Read.

Posted in how to teach dyslexic children to read, phonics helps dyslexia, teaching children with disabilities how to read | Comments Off on Systematic, Explicit Phonics Along with Multisensory Vowel Tools will Help Dyslexic Children Learn to Read.

 

 

DYSLEXIC CHILDREN

 

do, indeed,

 

face challenges

 

that other students

do not face. 

 

Parents often ask, “How do I know if my child is dyslexic?” or “How can I teach my dyslexic child to read at home?”  Systematic, explicit phonics along with multisensory vowel tools will help dyslexic children learn to read.  

It’s not hard to understand the anxiety held by parents of dyslexic children.  This is because the true dyslexic student has a disability that is neurological in origin; his brain’s ability to process the signals it receives from the eyes and ears is impaired. However, even though only a small percentage of children are truly dyslexic (it is estimated that only between 4 to 8 percent of the entire population is dyslexic, and only a portion of those people are children), for those students who have been medically diagnosed with dyslexia, their reading challenges often seem overwhelming.  The good news is: according to the National Reading Panel, systematic phonics training with multisensory helps can enable a dyslexic student to learn to read.     

 

Moms, Dads, if your child has dyslexia, or you suspect that he/she does because he struggles in reading, you should, of course, have him/her tested by a qualified, medical diagnostician to give you a verified conclusion.  However, whether your child is dyslexic or even if he just struggles in reading, you will want to tutor your child one-on-one using a step-by-step phonics curriculum that follows a systematic, explicit phonics-first lesson presentation such as the Candy 4WAY Phonics Curriculum. So let’s examine dyslexia a little more closely to discover what a systematic, explicit phonics program will do for the dyslexic student.  

 

Fortunately, as troublesome as it is for dyslexic children to learn material when using words and sometimes symbols, it should also be noted that dyslexic children have positive attributes that other students do not have.  God always provides us with ways of coping and conquering, so it is with delight that we now know with certainty that the neurological differences in dyslexic children have given many of them a definite edge in visual, spatial, and physical co-ordination as well as in lateral thinking abilities.  Because of this edge, a great number of dyslexic children have grown into adults that have become exceptionally victorious in a broad assortment of professions.  For example, one famous architect’s practice gives preference to employing people who are dyslexic because of their strong spatial awareness and lateral thinking abilities. 

 

However, it is true that dyslexic children may have trouble learning to read because of disabilities in one or more of the following areas:   auditory/language, visual/perceptual, and visual/motor (eye/hand).  As a result, the folks at Candy 4WAY Phonics want parents and teachers to become familiar with the aspects of our phonics curriculum that will, most definitely, benefit the dyslexic learner.  

 

With that in mind, let me say that what is automatic (after practice) for the non-dyslexic student (that of eye tracking, writing, and letter identification), a dyslexic student can also process, but these skills do not come about for him/her “automatically.” In most cases, because of the different ways in which his/her brain processes information, the dyslexic child must think about and think through each process.  

 

While tutoring dyslexic students in reading, I have observed that no two children are alike.  However, I have also discovered that giving one-on-one systematic, explicit phonics tutoring majorly improves the reading skills of the dyslexic student. Although systematic, explicit phonics cannot eliminate dyslexic trials, a strong systematic, synthetic phonics curriculum will help a dyslexic student work through his/her trials, one step at a time, and with patience and perseverence finish the task of learning to read. 

 

 In fact, it has been confirmed that when dyslexic students receive consistent, one-on-one explicit, systematic phonics training, that the training brings about “significant enhancement” in the use of the brain’s “left hemisphere parietal cortex, which governs reading,” as well as in “several areas in the right side of the brain.” Moreover, it has now been confirmed that explicit, systematic phonics tutoring improves the word skills of the dyslexic child in addition to bringing about actual changes in his/her brain’s activity 

 

The Candy 4WAY Phonics Curriculum is a systematic, explicit, phonics-first COMPLETE curriculum that offers several key presentations to help dyslexic students improve their reading skills.  These key presentations can be observed through the following questions that target eight key areas of difficulties for the dyslexic student as well as explain how the Candy 4WAY Phonics Curriculum offsets dyslexic difficulties in all eight areas

 

——————————————————————————

 

DIFFICULTIES AND ANSWERS SUPPLIED BY

The Candy 4WAY Phonics Curriculum

CONCERNING THE DIFFICULTIES ENCOUNTERED

BY DYSLEXIC STUDENTS

IN THE AREA OF READING: 

 

*What is the first difficulty we are talking about?  Dyslexic students often have trouble learning and remembering the sounds represented by each of the alphabet letters.

 

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  We begin phonics lessons by using basic alphabet charts that rhyme coupled with fun pictures that begin with the sound represented by each of the alphabet letters.  We present the alphabet letters in rhyming sets of four, making it easy to fold one set of rhyming letters together with another set.  From there, we filter out the pictures while leaving the rhyme to enable children to recite the sounds of each letter while looking at just the letter.  After mastery with this skill has occurred, the student then sounds the letters in mixed-up order.  If a student forgets the sound of a letter, it is easy for him to look back at the original rhyming chart to help him remember the sound represented by that particular letter.

 

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*What is the second difficulty we are talking about?  Dyslexic students often have problems blending together letter sounds and phonograms from left to right to form words.    

 

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  Unlike other phonics programs, we begin our blending lessons using a solid foundation of synthetic phonics by teaching children to blend each beginning consonant with each of the vowels before adding on a third letter. In turn, each lesson is assigned to just one consonant. Moreover, each lesson is mastered before proceeding on to the next lesson.  In this way, when a dyslexic student has difficulty blending the initial sounds of a word, he can easily look back at the lesson that taught exactly that consonant/vowel blend.  Also, by beginning all blending lessons with just the first two letters of a word, a dyslexic student also gains the skill of reading words from left to right.  We have discovered that by putting the vowels in red, it makes it easier for a student to blend the left-positioned consonant into the right-positioned vowel.  (Note – this blending skill is called “synthetic phonics”).    

 

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*What is the third difficulty we are talking about?  Many dyslexic students have difficulty remembering and distinguishing between the simpler words on the Dolch Word List such as that, or, soon, and, away, big and blue.  However, non-dyslexic students share this difficulty with dyslexic students across America.  This is because most students in America are taught to memorize these words as “whole words” in contrast to learning to sound them out and to blend the sounds of their letters together from left to right. 

 

Regrettably, these whole-word memorization techniques were adopted as far back as 1936 when their author, Mr. Edward William Dolch, chose to redefine the meaning of “sight words.”  Sadly, after redefining “sight words,” he was able to amass a large list of new “sight words” and to convince teachers that memorizing these 315 words as “whole words” would speed up the learning-to-read process.  His idea didn’t work then and it doesn’t work today, which accounts for the fact that more than 8 million students in grades 4 through 12 are now struggling in reading.  However, the task of memorizing these words as whole words has proven especially difficult for the dyslexic student

 

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  Unlike the Guided Reading Programs used in our American public classrooms that consistently present an incorrect definition for a “sight word”, we present sight words using their correct definition.  Let me explain.

 

 Dyslexic students often have difficulty reading and remembering all of the 315 so-called “sight words” presented within the American public school’s Guided Reading Program.  At Candy 4WAY Phonics, we feel it is so sad that the look/n/say advocates who have created the Guided Reading Curricula have adopted a distorted meaning of what is termed a “sight word.” In so doing, they have overwhelmed dyslexic students (as well as all students) with a never-ending list of sight words to memorize as whole words

 

 How have they done this? 

 

The American public school’s Guided Reading Program refused to follow the original definition of a sight word when they chose to adopt Edward Dolch’s definition of a sight word that he “made up” back in 1936.  Dolch redefined sight words as “service words” (high frequency words printed aggressively over and over and over and over and over in the dumbed-down readers of his day and of our day).  Mr. Dolch claimed that these 315 words cannot be sounded out using the tools of implicit phonics.  He was correct in that statement, because all words get jumbled in a student’s mind whenever implicit phonics (embedded phonics) is put forth in a reading curriculum.  Unfortunately, many educators back then as well as many educators today do not know the difference between implicit phonics and explicit phonics. 

I am reasonably certain, however, that Mr. Dolch most likely did know the difference, since he was very careful in his materials to emphasize the term “implicit phonics” and use it as an excuse to redefine “sight words.”

Sadly, many teachers back in 1936 and many more teachers since then have failed to see why implicit phonics (embedded phonics) mixed with look/n/say methods are failing to teach our students how to read every word on every page.

By presenting these 315 words over and over and over and over and over and over again in Guided Reading Readers, look/n/say teachers have assigned their students with the overwhelming, boring, frustrating task of memorizing all 315 words as “whole” words 

Even sadder still is the fact that after developing the habit of learning words by memorizing them as “whole words,” students see no other option but to continue to memorize all words in this manner which would include anywhere between 40,000 and 100,000 words throughout their lifetime. This, of course, becomes an impossible task for hundreds of thousands of students across our nation.  Yet, this is the status quo for today’s Guided Reading offspring 

This is so unfortunate, because most of these 315 words can be sounded out using the natural rules of systematic, explicit phonics.  Oh! If only our children were given the chance to learn all the sounds of the letters and phonograms within the framework of an explicit, systematic phonics curriculum, how our literacy rates in this country would soar!  In fact, by returning to the original definition of a sight word as presented to our children back in the late 1800’s and early 1900’s, we will see that there are really only about 58 geniune sight words in all, and even these 58 words can be sounded out using the sounding/out symbols presented in the ordinary American dictionary. 

 

So what is the original definition of a sight word?

 

The ORIGINAL definition of a sight word is this: Any word that cannot be phonetically sounded out using systematic, explicit phonetic rules is a sight word.

 

Once again, in that respect, there are really only about 58 genuine sight words (not 315), and the Candy 4WAY Phonics Program is the only program on the market that limits its sight-word vocabulary to just these 58 genuine sight words.

 In addition, we integrate these 58 sight words slowly and methodically into the curriculum, printing them in blue lettering, all the way through to a 4th-grade reading level, so that it is not overwhelming for a dyslexic student (or for any other student) to remember these 58 genuine sight words.  Moreover, the Candy 4WAY Phonics Program even teaches students how to sound out these 58 genuine sight words using the sounding/out symbols presented in the ordinary American dictionary.  

(Note – There are phonics programs on the market today that claim that they do not use ANY sight words in their lessons, but this is only because these programs only carry students through to a 2nd or 3rd grade reading level.  Only by omitting phonics readers from their curriculum, readers that bring children into sentence structures that contain complex connective words (as all third grade and higher students should be learning to read on a weekly basis) have these phonics curriculums been able to boast that they have no need to teach these 58 genuine sight words in their program.)   

However, as children progress into a 4th grade reading level and higher, they will, sooner or later, encounter these 58 words that do not follow the phonetic rules.  Therefore, Candy 4WAY Phonics doesn’t skirt the existence of these words.  They present these words within their phonics lessons in blue lettering, slowly and methodically, beginning with the second level of the Candy 4WAY Phonics Program, so that children can easily distinguish, remember and sound out all 58 of these genuine sight words.      

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*What is the fourth difficulty we are talking about?  Dyslexic students often have difficulty learning and distinguishing between the short vowel sounds.   

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  The Candy 4WAY Phonics Curriculum introduces the short vowel sounds using multisensory pictures that illustrate the pronunciation of these five sounds.  These illustrations help dyslexic children (as well as all children) to remember, punch and differentiate between the short vowel sounds.  In addition, to help children easily locate the vowel in a word, we begin our lessons by putting all the vowels in red lettering.

  

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*What is the fifth difficulty we are talking about?  Not all, but some dyslexic students reverse the letter order in words.  For example, they may write the word saw instead of the word was.    

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  The Candy 4WAY Phonics Curriculum teaches students to blend together the sounds of the words from left to right by beginning its blending lessons using a “ladder” approach rather than jumping into a word family approach (Note – word families are employed in the program only after initial left/right blending (a synthetic phonics skill) is mastered. 

 

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*What is the sixth difficulty we are talking about?  Dyslexic students sometimes have difficulty reading or writing words (and even phrases) from left to right.   

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  In the beginning blending lessons, our program presents the short vowels in the color of red.  This helps children to begin the reading process from the left side of the word blending the initial consonant into the red vowel that follows.  Likewise, each new letter sound or blend is also first presented in red throughout all 100 lessons.  By distinguishing between the beginning of a word and the rest word at the very beginning of their reading adventure, students are able to continue seeing words in parts: first, the beginning of the word; second, the middle of the word; third, the end of a word.  This also helps children later on when they begin the process of breaking words into syllables.  

 

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*What is the seventh difficulty we are talking about?  Dyslexic students sometimes drop a word from a previous line down into the line they are reading.  This is the result of eye tracking problems.  

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  The Candy 4WAY Phonics Curriculum explains to parents and teachers how to use a pointer to help children track words from left to right.  A pointer (always held by the instructor) helps a child’s eyes to focus where the teacher wants them focused.    

 

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*What is the eighth difficulty we are talking about?  Dyslexic students often become discouraged during the reading process.  They realize they have limits that other students do not have, so it’s easy to see why they would become discouraged at times.    

*How does the Candy 4WAY Phonics Curriculum work to offset this difficulty?  In our main instructional book for parents as well as teachers, we give the informational tools necessary to cope with a child’s discouragement. We have placed the explanation for these simple tools within the framework of two chapters.  The first chapter is entitled:  Create a Correct Reading Atomosphere. The second chapter is entitled: The Patience-Approach Formula. At Candy 4WAY Phonics, we have witnessed tremendous surges of encouragement within children when these tools are put into practice on a consistent basis.  

 

If you are the parent of a dyslexic student and you’re looking for an affordable curriculum to use, one-on-one, with your child, check us out.  The Candy 4WAY Phonics Curriculum can be purchased in one of three affordable packages starting with our INSTANT DOWNLOAD package of just $9.97 for a COMPLETE Phonics Curriculum. 

 

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

Teach Your Child to Write Creative Sentences

Posted in how to teach kids to write creative sentences, how to teach kids to write sentences, teaching children to write a good sentence | Comments Off on Teach Your Child to Write Creative Sentences

 

Teach children how to write creative, fantastic sentences. 

We have so many children

who cannot construct

a simple sentence

let alone

write an interesting one.

For just $3.97,

you can teach your child

how to write grammatically correct,

creative sentences

loaded with descriptive words. 

 *Spend just 20 minutes a day, three times a week,

teaching that instruction.

  

Teaching Children to Write Creative Sentences 

is a fantastic,

downloadable,

printable teacher resource

for just $3.97

that makes it so easy to see:

1)The preliminary skills for children to gain prior to writing sentences.            

2) How to break down creative sentence construction using a blackboard and a teacher who always begins with the verb.

With this consistent teaching strategy, children can gain the solid skills — by the end of 4th grade to construct good, consistent, detailed sentencesthat use expressive modifiers and answer important questions like: Who? What? Where? When? What kind? How?

Gaining the skill to write sentences doesn’t happen overnight.  It is not a skill that children naturally acquire as they grow older.  Rather, learning to write good, creative sentences is a skill that is learned layer upon layer. 

Learning to write great sentences is really a simple skill to acquire if it’s a) taught in a fun, creative way, b) given within the framework of a step-by-step plan of action that involves student or group participation, and c) presented consistently with a blackboard and a teacher who always begins with the verb. 

Yet, today, we have so many children who cannot construct a simple sentence let alone write an interesting sentence.  Oh, yes, we’ve given our students worksheet after worksheet where they’ve been required to locate the verb and/or the subject, where they’ve been required to complete the sentence or to sequence a list of sentences.  We’ve given them story starters and asked them to write their own stories.  However, many of us have missed the boat in teaching them exactly how to create a good, solid, creative, descriptive sentence.  Sadly, this is why so many of our students still cannot construct a good, interesting, readable sentence by the time they enter their first rhetoric class in college.

Teaching Children to Write Creative Sentences demonstrates a method that if presented consistently by an excited, fun-loving teacher, will teach kids to easily compose good, creative, descriptive, easy-to-read sentences.

Check it out. 

Teaching Children to Write Creative Sentences a printable download  for just $3.97.

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

(Note – Teaching Children to Write Creative Sentences is a parent/teacher resource from the makers of Candy 4WAY Phonics.)