Posts Tagged Marva Collins

Marva Collins and Her Multisensory Phonics Wall Cards

Posted in Marva Collins Multisensory Wall Cards, teaching phonics | Comments Off on Marva Collins and Her Multisensory Phonics Wall Cards

Marva Collins knew how to nurture in children the desire to learn. She began by surrounding her classroom with those old multisensory wall cards published “back then” by Open Court. She began with phonics because learning to sound out every word on every page was the 1st, vital, ever-so-necessary step to learning.


Of course there’s a whole lot more to Marva Collins than just how she used her multisensory phonics flashcards / wall cards, but those multisensory phonics wall cards certainly supplied her with a beginning phonemic awareness program for the students who entered her classroom.  Marva Collins knew how to use every phonetic resource she could get her hands on because she knew that phonics was the key to reading and spelling.  


Now, Moms and Dads,

you can get your hands on

an awesome phonics

reading/spelling resource

at an affordable price for everyone.  


Let’s face the truth. Even the preschool children who entered Marva’s classroom, no matter what their background, were reading by Christmas. 


That’s because Marva told those children that there wasn’t anything they couldn’t accomplish, she used massive doses of encouragement, and she used proven educational methods.  Using multisensory tools to build early phonemic awareness into each child’s brain coupled with a systematic phonics program that taught left-right letter blending and syllabication skills were two of those proven methods.


Now, before I show you an extremely affordable phonics/spelling, let me briefly explain the importance of blending together sounds which is the crux of phonics skills.  Let’s begin with phonemic awareness


If you’ve never heard that term before — phonemic awareness –it’s an awareness that children develop as they learn to hear, identify, and manipulate phonemes — the smallest units of sound.  


For example, the word “cat” has three phonemes:  c  /  a  /  t.

The letter c sounds like the hard sound of /k/.
The letter “a” is pronounced here with  its short sound as in “a” – apple.
The letter “t” sounds like “t”—table.

In order for a child to sound out the word “cat,” he must be adept in hearing, identifying and speaking those three phonemes. 


This is precisely why we created The Candy 4WAY Phonics 65 Multisensory Large Wall Cards, and why we’ve made these cards absolutely affordable for anyone!


One sure way to build a child into a “reader” is to supply him with the proper foundational reading tools. Marva Collins believed that systematic phonics was a foundational reading tool, and coupled with her follow-through, and her belief in the children themselves, she applied systematic and multisensory phonics tools until COMPLETE learning took place.  


Multisensory phonics wall cards were tools that helped Marva to introduce letter sounds into each child’s mind.  If you’ve ever viewed the television special about Marva Collins, you’ll remember those vintage multisensory alphabet wall cards that surrounded her classroom?  Each large, multisensory letter wall card illustrated one multisensory picture that represented one of the alphabet letter sounds, a perfect phonics tool to begin a young child on his way to reading every word on every page.  Unfortunately, those wall cards are now out of print and “vintage” for sure. 


This is why The Candy 4WAY Phonics 65 Multisensory Large Flashcards / Wall Cards  have been patterned after those vintage wall cards, except that Candy’s Cards have been updated with this generation’s thoughts and styles, and they are available at NO COST – FREE OF CHARGE.


How can multisensory phonics tools enhance learning?  Multisensory training takes advantage of the way our senses–hearing, sight, and touch — reinforce one another as we learn.  The combination of listening, looking, and moving presented in these multisensory cardscreates a lasting impression—things connect to each other and letter sounds begin to fit into place in a child’s mind. 


How old must a child be before he can gain phonemic awarenessA child as young as 3 years old can learn to recognize and sound out phonemes and phoneme blends.  The studies prove that when children develop prior phonemic awareness as an early skill, it sets a strong foundation for reading success? 


Moreover, it’s best to build phonemic awareness skills into a child’s early education to make certain he continues to build upon that solid systematic phonics foundation that will enable him to read every word on every page.  


The studies prove (and 100’s of studies have been performed since 1911) that teaching a little one the sounds that correlate with the alphabet letters at the very BEGINNING of that child’s reading instruction coupled with using a follow-through systematic, phonics program will not only enable that child to jump leaps and bounds ahead of children presented with a look/say guided-reading method, but it will also carry that child into reading “for meaning” at a much faster and more productive rate than look/say students.  


Reading is the foundation for learning, and besides all the other wonderful worlds that a child can experience through the written word, we must certainly acknowledge that God above everyone else wants HIS children to learn how to read every word on every page of HIS Book.


Parents, you can make that happen for your child.  

AT ABSOLUTELY NO COST – FREE OF CHARGE –  you can DOWNLOAD Candy’s Multisensory Flashcards/Wall Cards


Parents, may God richly bless all of your efforts!


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


Personally Connecting with the Text

Posted in personally connect with what you read, reading comprehension strategies | Comments Off on Personally Connecting with the Text

Homeschooling is all about convincing a child of how smart he is. Convince him of that, and he can take the other skills you give him and accomplish his desires for life. Isn’t this what made Marva Collins stand out with her students?  She believed in her students and she taught them to believe in themselves.  

Then she went on

to teach each student

how to

personally connect with the text.


I truly believe that teaching a child to read phonetically and giving a child a good grasp of the meaning of words is a fundamental basic start. However, teaching a child to CONNECT WITH THE TEXT will convince him of his true potential.


What do we mean when we talk about “connecting” with the text? Connecting with the text means that a child can personalize the meaning found in the words on the page, that he can decide 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.


Read all textbooks together with your child out loud as much as possible. Stop OFTEN and discuss what you read, and ask as many questions as is necessary to enable your child to personalize every section that is difficult to understand.


Encourage your child to express his ideas about what you’ve read.


Do it everyday!


Carol Kay, President

Candy 4WAY Phonics