Posts Tagged exceptionalities

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.    

 

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

 

Reading for Meaning Can be Taught

Posted in reading for meaning, teaching children reading comprehension strategies, teaching children to make inferences | Comments Off on Reading for Meaning Can be Taught

Reading for

Meaning?

What exactly

do we mean

by that?

 

Reading for meaning can definitely be taught.  However, that is not where the skills for reading for meaning begin.

 

Where does reading for meaning begin?

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.

How does reading for meaning progress?

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 Who? What? When? and Where? questions posed by the text.  However, this is not where reading for meaning ends.  In fact, this is where reading for meaning begins

 

What does NOT HELP to develop reading for meaning skills?

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 “connecting” with the text – well – 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 othe 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 inbetween 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

Just how important are inferential thinking skills?

To be sure, drawing inferential conclusions should be the whole goal of learning to read.  In fact, research done by Marie Clay, P. David Pearson, and other educators reveal that good readers of all ages continually use what they know and have experienced to thoroughly understand 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 how to draw research-based conclusions? 

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; they can learn to ask and answer the “Why?” questions and to persuade others of their point of view using attestable facts, testimony, and reasoning. 

Has anyone been successful in enabling children with inferential thinking skills?

Yes!  Absolutely!  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 sad 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. 

How can Moms and Dads, Grandmas and Grandpas teach their children reading-for-meaning skills?

 Click here to read more about how you can give a child much-needed inferential, reading-for-meaning comprehension skills.   

 

Sincerely,

Carol Kay, President

Candy 4WAY Phonics

www.candy4wayphonics.com

Teach an Older Child to Read – Teach an Older Child Phonics – Teach a Struggling Reader How to Sound Out Words

Posted in how to teach an older child to read, phonic | Comments Off on Teach an Older Child to Read – Teach an Older Child Phonics – Teach a Struggling Reader How to Sound Out Words

 

Mom, Dad, are you grieved because your older son or daughter cannot read?  Do you feel that you’re the only one in your child’s life who really cares?  Indeed, you might be the only one who really cares, and that’s exactly why you need to know that your child can learn to read every word on every page! 

 

DON’T GIVE UP!   

THERE IS AN ANSWER!   

YOUR CHILD CAN LEARN TO READ EVERYTHING!

 

HERE ARE THREE PIECES OF GREAT NEWS!  

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

 

2) You can receive a COMPLETE Phonics program as an INSTANT DOWNLOAD including step-by-step instructions, 100 easy-to-follow daily phonics lessons, phonics readers, rhyming phonics charts, rhyming phonics flashcards, phonics drill, multisensory vowel helps, and free email coaching — all for just $9.97.

 

3) You will need to spend just 20 to 30 minutes a day with your child.

 

With the Candy 4WAY Phonics Curriculum you can start your child (no matter what age he is) from the very beginning of phonics reading instruction and gradually build him/her into more and more complex words, sentences, paragraphs and readers. 

 
HOW DOES A CHILD BUILD INTO MORE COMPLEX SENTENCES?

 

Well, here is the progression of the sounding-out skills taught in the Candy 4WAY Phonics Program:

 

First, all the individual letter sounds are taught (not the names of the letters but the sounds that the letters stand for).

Second, a student learns how to blend a beginning consonant with a vowel from left to right such as:  ba  le  fi

Third,  a student begins to blend together three or four-letter words with a short vowel from left to right such as:  bed  can  fill  bend  raft  lint

Fourth, a student learns to blend together four-letter words with a short vowel that begin with a digraph such as: bl  pl  st  tr  sw  sm  sc from left to right and onto words beginning with combinations such as:  spr  spl scr  str

Fifth, a student learns how to blend together four and five-letter words containing long vowel combinations such as:   oa  ee  ea  ay  ie along with silent e words such as: cake  pale  crane

Sixth, a student gradually builds into more and more complex words –  words with multiple syllables that contain all the rest of the phonograms such as: aw  -ing  ough  oo  ear  eigh  -dge  -tion  and  pro-  de-  -ious   ear   -tain   eau

 

With the Candy 4WAY Phonics Program, your child will build from sounding out all the individual letter sounds into mastering how to sound out 152 different phonogram sounds. 

 

Your student will gain these skills daily, step-by-step, mastering one step before proceeding to another, with easy-to-learn, fun, daily 4WAY Phonics lessons, charts, spiral drill, and, of course, readers.  In addition, your child will learn the basic spelling rules as they naturally surface within the daily phonics lessons.   

 

Doesn’t your child deserve to know how to read.  Doesn’t your child deserve to know how to sound out every word on every page for the rest of his life

Moms, Dads, you can give your child those vital, reading skills for just $9.97.  In addition, for just $10 more, you can purchase a computer CD-Rom version of the program where you can hear every letter and every word and every sentence read aloud in every one of the 100 daily phonics lesson. 

 

Check us out – Candy 4WAY Phonics!  We guarantee, we’re The Best Phonics Bargain in Town