Posts Tagged student

Poor Reading Skills Often Cause Poor Math Skills! Can Your Child “Reason”?

Posted in Child failing at school, my child can't read, My child hates math, my child hates to read, reasoning skills in children | Comments Off on Poor Reading Skills Often Cause Poor Math Skills! Can Your Child “Reason”?

Poor reading skills


result in


poor reasoning skills


and that means


poor grades


in all areas of




including math


word problems.



Why is this?


Children use their reading skills to organize facts in order to “reason.” When children reason, they collect and organize the facts they read and they draw conclusions based upon what they perceive those facts are telling them.

Many times, children are required to come up with their own personal researched opinions in response to questions that have no single correct answer.  This is called “making inferences.”   However, when children are not capable of consistently reading what’s on the page, then drawing conclusions or making inferences in any given area of study, will affect their grades.

QUESTION: What is “reasoning,” and how often are children expected to reason?

ANSWER: Reasoning is when children learn to think clearly and efficiently in a given academic area. Reasoning is expected of children as soon as they enter any area of study. It is one of the most valuable tools children need to succeed in school .  Reasoning is when a child must draw a conclusion based upon the facts presented or make an inference based upon the facts that are given coupled with the facts that are not given.  Inferences require reasoning skills, and reasoning skills require that a child be able to read all the words on the page.

Children must be able to read accurately and fluently in order to:

a)  compare and contrast

b) determine cause and effect

c) detect particular perspectives

d) understand an exact logic

e) reach conclusions

f) develop personal inferences based upon the reasoning they’ve used.

The following is a breakdown of how children are expected to reason in various school subjects.

Social Studies – Children read an assignment in social studies, and they use their reasoning to answer certain questions:

Is this culture like mine?

Is this government apt to succeed?

How are the people of this culture different from the people in my culture?

Would I enjoy living in this culture?

Math – Children read a story problem in math, and then use their reasoning to answer certain questions:

How many are they talking about?

How are the different areas of this problem interrelated?

What is the question asking for?

Have I learned any part of this concept before and can I use that information to help me solve this particular problem?

Science – Children read an assignment in science, and they use their reasoning to answer certain questions:

How do the facts in this experiment depend upon each other?

How do the concepts presented in this lesson relate with the concepts I have already learned?

Why was my answer to this science question marked wrong?

Do I believe that the facts presented could supply long term disadvantages or advantages for our society?

Literature – Children read an assignment in literature, and they use their reasoning to answer certain questions:

Does this story take place in the past? If so, are the verbs in this story in the past tense?

In what point of view is this story presented?

How are the descriptions of the characters in this story relevant to the plot?

What and where is the conflict presented in this story?

Given the same circumstances, how would I respond if I were the character in the story?


Success in

every academic area

depends largely upon

a child’s ability

to accurately and fluently

read all the words

in the assignment.


A child must be able to read an assignment with accuracy and fluency before he can connect and relate the facts presented.

If a child cannot read his assignments accurately, easily, and fluently, then he’s going to eventually hate reading and he’s going to eventually hate school.

Likewise,  if a child cannot read his math word problems accurately, easily, and fluently, then he’s going to eventually hate math and he’s going to eventually hate school.

He is going to believe he is dumb; and you can count on it, he’s going to choose companions who also believe they are dumb. What a child believes about himself will dictate his future choices.

In fact, Lesley Morrow, the Past-President of the International Reading Association, unreservedly made the statement that there are certain states in our country that plan or project their future prison cell space based upon the early reading scores of their children. Indiana and California are just two examples of states who base the number of new prison cells that will be needed upon the early literacy skills of their students.

Dr. Grover (Russ) Whitehurst, the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration tells us the following:  “… we have from thirty-eight to forty percent of children not reading at the basic level at fourth grade. That means they are unable to deal with age appropriate written text and understand the text or make reasonable inferences from what they’ve read in the text. We know that children who have that sort of difficulty reading in fourth grade, without extraordinary help, are going to continue to have real difficulties down the road…it flows into other subject matters, the ability to finish school, the likelyhood that they will drop out, their potential for life success, getting a good job. So, while in some sense we’re doing well in reading and some of our students read very well, I think it’s simply intolerable that so many children have not got it by fourth grade and all of the negative consequences that flow from that really are a national crisis, something that has to be addressed by the federal government.”

Dr. Grover also tells us that “the predictability of reading for life success is so strong, that if you look at the proportion of middle schoolers who are not at the basic level, who are really behind in reading, it is a very strong predictor of problems with the law and the need for jails down the line.”  Grover goes on to say that, “People who don’t read well have trouble earning a living. It becomes attractive to, in some cases the only alternative in terms of gaining funds, to violate the law and steal, to do things that get you in trouble. Few options in some cases other than to pursue that life. Of course reading opens doors.”

Moms, Dads, let’s face the facts.  Early reading skills predict future academic ability as well as future employment success.    All the excuses in the world that we give for why a child cannot read are not going to change that fact.

The absence of adequate reading skills for a child is a forerunner, a most definite indication to parents and teachers, that they should expect continuous educational difficulties in other subject areas from that child.

Children do not

outgrow reading problems.

Reading problems

create bigger problems!


The solution is simple: parents can teach their own children how to read.  For just $9.97 you can purchase an entire, step-by-step, COMPLETE Systematic Phonics Curriculum.







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

2) You can receive the COMPLETE Candy 4WAY Phonics Curriculum 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 to reap the reward of watching your child learn to sound out all the words on the page.

Check it out:  Candy 4WAY Phonics

I’m certain you’ll be glad you did!


Carol Kay, President

Candy 4WAY Phonics

Blending Letters to Make Words – Your Child Can Catch up in Reading this Summer!

Posted in blending letter sounds, blending letter sounds to make words, blending letters, phonics curriculum, phonics first curriculum, phonics first program, phonics program | Comments Off on Blending Letters to Make Words – Your Child Can Catch up in Reading this Summer!

Is your child struggling to read?


 We can help!


We really can! 


First, however, let me tell you a little about how to teach your child to blend letters together as he reads.   

As important as it is for children to learn each individual letter “sound,” eventually every child will need to learn how to blend the sounds of the letters together.  At Candy 4WAY Phonics, we make this blending process easy because we color code word parts and place those word parts into blending segments.

For example, before we introduce the word cat, we give children step-by-step lessons in the individual sounds for the letters c   short a   and  t.   

Following that instruction, children are taught to blend just the first two letters of the word cat.  They are taught to:

1)    say the sound of the first consonant – c

2)    say the sound of the short vowel  – a

3)    blend those two sounds together like this:  c  a    – caaaa

When an instructor demonstrates that ca blend, he should hold out the sound of short a like this:  c  aaaa    – caaaa

Second, children are taught to:

1)    say the blend of ca

2)    tack on the sound of the final consonant like this:  caaaa   t     – caaaat    -cat

It is very important when beginning blending lessons with a child that he FIRST thoroughly learns to distinguish between the individual short vowel sounds.  In fact, children should learn to “punch” the short vowel sounds loudly so that they can hear themselves pronounce the distinctive sound for each short vowel.   

At Candy 4WAY Phonics we supply Multisensory Vowel Pictures to help children hear/see each vowel sound (in pictures).  For example, most children have a difficult time telling the difference between the short a sound and the short e sound.  Our Multisensory Vowel Pictures help children to see/hear this distinction. 

Parents, make it easy on yourselves.  The entire Candy 4WAY Phonics COMPLETE Curriculum  sells for just $9.97 in INSTANT DOWNLOAD format.  This makes it quick and affordable for parents to purchase and print what they need for each day’s phonics/reading lesson and also to click through the pages of past and future lessons they may desire to view.    

For those parents who are not certain of the sound of each of the letters and blends, for just $10.00 more you can purchase our CD-Rom program in which you can hear me read every letter, and every blend, and every word and every sentence of every chart and every lesson out loud.  Simply print that day’s lesson, then put the Candy 4WAY Phonics Audio CD-Rom into your computer to hear that day’s lesson read aloud.  Parents can practice right along with the lesson before they ever present it to their child.  Actually hearing the lesson ahead of time removes all the guesswork. Your child can learn his letter sounds and blends in a systematic, step-by-step daily format. 

Why pay $300 for a phonics curriculum when you can purchase the whole COMPLETE package for just $9.97 or $19.97 in CD-Rom format

The Candy 4WAY Phonics COMPLETE Curriculum includes all of the following

  • An 82-page e-book entitled: How to Teach Systematic Phonics
  • An easy-to-use Instruction Guide
  • 100 step-by-step daily phonics lessons (these lessons will carry your child from age 4 all the way through a 4th grade reading level and higher)
  • Multisensory vowel helps
  • Flashcards
  • Rhyming Alphabet Charts
  • Sequenced Phonics Readers built right into the lessons
  • Systematic Review and Drill
  • An audio CD-Rom in which you will hear every chart and every lesson read aloud (the audio CD-Rom is included only with the CD-Rom package)
  • Spelling helps, pronunciation helps, and much more.


We know you’ll be pleased!


Carol Kay, President

Candy 4WAY Phonics

Was Your Child’s Reading Score Low on His Report Card?

Posted in report card comments reading | Comments Off on Was Your Child’s Reading Score Low on His Report Card?


It Happened Again.

You Saw the Report Card.

He’s Below Average in Reading.


You’re worried. You don’t know what to think. You don’t know what to do.


You want to trust the teacher when she says, “Wait a while!”


However, you don’t trust that “waiting awhile” is really going to do the trick.

Your child is getting older every year, not younger, and that window of opportunity to learn to sound out words is quickly slipping away.

You see more and more of these types of comments on your child’s report card:

Your child has difficulty distinguishing sounds in words.

Your child needs to increase his speed and comprehension in reading.

Your child is not able to blend short words using the vowels without assistance.

Your child is not learning to attack words independently.

Your child’s reading is jerky, hesitant, irregular, or slow.

Your child does not comprehend what he reads.

Your child is not interested in books or reading.

Your child cannot read to follow directions.

Or your child brings home notes that say any of the following:

Your child cannot recognize sight words.

Your child needs a lot of repetition and practice in order to retain reading vocabulary.

Your child still confuses words that look alike.

Your child’s reading is not yet automatic.

Your child cannot read his sentences back.

Your child has difficulty distinguishing sounds in words.

Your child has not developed a mature reading vocabulary.

Your child confuses sounds.

Your child has difficulty remembering the spelling of non-phonetic words.

Your child cannot spell.

So what’s next? How are you supposed to know what to do?


I know this may sound trite, but have you tried systematic phonics?


I’m not talking about the type of phonics that the teacher is telling you that your child is “already getting.”


I’m not talking about the type of reading instruction that teaches your child to memorize whole words from a word wall and then throws in a little bit of phonics.


I’m talking about systematic, phonics first, step-by-step phonics – the kind of phonics that does not force children to memorize hundreds of whole words from the Dolch Sight Word List.


I’m speaking about the kind of phonics that was still around when all the John Boy Walton’s were growing up.


It’s a fact, children who lived just prior to and through the Great Depression learned to read using a systematic, phonics-first curriculum in which they learned all their letter sounds, vowel sounds, and every other possible phonogram, and then they learned to blend all those letter sounds together , from left to right, in every word on every page.


Those were children who did not have to guess at words because they knew how to easily sound out words they had never seen before?


Well, you say, “phonics curriculums are fine for those parents who can afford them, but I don’t have $200 to $300 to spend for lessons and charts and readers and flashcards.”


The folks at Candy 4WAY Phonics understand this dilemma, and that’s exactly why we offer a Systematic 4WAY Phonics Curriculum that includes everything the high-priced phonics curriculums include such as: daily, fun, systematic phonics lessons, phonics charts, phonics readers, phonics drill, phonics flashcards, and so much more for less than $10.



That’s correct! Don’t let the price fool you! You really will receive all of the above for just $9.97.



To learn more about a COMPLETE and soooooooo affordable systematic 4WAY phonics curriculum that enables parents to teach their children, age 4 through Grade 4, to sound out words using a systematic, step-by-step, easy-to-understand, fun 4WAY Phonics curriculum, click here.


Carol Kay, President

Candy 4WAY Phonics