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FREE PHONICS CURRICULUM – because YOUR Child Can’t Read!

Posted in free phonics program, how to teach an older child to read, my oldest child hates reading | Comments Off on FREE PHONICS CURRICULUM – because YOUR Child Can’t Read!

It is now the middle of the summer, and you have been trying to encourage your child to read fun books, and, well, he/she simply DOESN’T WANT TO READ.


Is it because he/she CAN’T READ?


Are you wondering why on earth your child, who’s gone to the public schools every day, has made it past the 3rd grade and still CANT READ? 


This is because our schools DO NOT offer systematic phonics in their reading instruction.  It’s true, and most of the teachers in our public schools wouldn’t have a clue how to teach systematic phonics even if they were told to use it for their reading method.  However, that’s not their fault! Systematic phonics instruction is NOT one of their required subjects in college. In fact, MOST colleges do not even offer a systematic phonics instructional reading course even as an elective course. 


I know, I know, your child’s teacher told you that he/she DOES teach phonics.  Well, he/she does NOT teach systematic, explicit phonics, and that makes all the difference in the world.  For certain, the “phonics” offered in our public schools today is NOT explicit systematic phonics. It is implicit, embedded phonics sprinkled in tiny amounts on top of LARGE servings of look/say whole-word memorization reading methods.


This is why the Candy 4WAY Phonics Program was specifically written for Moms and Dads – to help them solve this reading crisis with their own child, no matter what age their child is.


If a child is taken step by step, lesson by lesson, and taught the letter sounds, how to blend those sounds from left to right, and taught, step by step, lesson by lesson, all the phonograms that make up those sounds, that child will learn how to read unless he has a neurological disadvantage.


If you would like to learn systematic phonics yourself while you are teaching your child to read using a parent-friendly, systematic phonics curriculum, step-by-step, lesson by lesson for ABSOLUTELY FREE, click here.   Make certain that YOUR CHILD learns how to sound out every word on every page for the rest of his/her life?


Children who have difficulty reading represent a virtual cross-section of American children.  They include rich and poor, male and female,rural and urban and in all sections of our great nation.


Sadly, the latest NAEP assessment scores tell us that the number of older children who CANNOT READ has now become a grave, NATIONAL problem. Tests also confirm that the biggest stumbling block for ALL of these non-reading children is THE FACT that they NEVER learned to recognize what reading experts call “phonemes.”


Candy 4WAY Phonics offers 100 lessons of every phoneme your child will ever need to know in a parent-friendly, easy-to-use curriculum for ABSOLUTELY FREE!  Why is it 100% FREE?  It’s ABSOLUTELY FREE because the author of this program is FED UP with the fact that our children CANNOT READ!  


We truly believe that our ABSOLUTELY FREE COMPLETE PHONICS-FIRST CURRICULUM can’t be beat!




Carol Kay, President

Candy 4WAY Phonics

When an Older Child Struggles with Reading

Posted in FREE PHONICS FIRST CURRICULUM, Free phonics lessons, free phonics readers, how to teach an older child to read, my older child struggles with reading | Comments Off on When an Older Child Struggles with Reading

When an older child


falls behind in reading,


he inevitably falls behind


in every other subject area. 


When an older child struggles in reading and if he has been tested and no neurological disorder has been found, then it’s time to consider that this older child is lacking in phonics skills.  In the nation’s capitol, for example, the percentage of older students past 3rd grade who cannot read at grade-level is between 60 and 70 percent.


Fortunately, when poor readers at any age exhibit weaknesses in phonological processing, word recognition speed and reading accuracy, the problem can be remedied with systematic phonics instruction.  However, that instruction is only effective if the student is taught to sound out words starting with the smallest segment of sound, individual letter sounds, and then lead into lessons involving two and three-letter blends, digraphs, long and short vowel rules, word endings and then a systematic progression of all the phonograms. 


When older children do not start again at the very beginning of phonics instruction, they later suffer with poor spelling, slow reading fluency, deficient vocabulary development and ultimately, low reading comprehension.  You will seldom find these struggling students succeeding in a college classroom, and that’s such a crime because the whole struggle could have been stopped; the whole problem could have been fixed. 


If an older student does not go back to the very beginning of phonics lessons, he will never break his habit of reading whole words by sight; he will never learn to approach a word by looking for and blending together its individual letter sounds and blends; he will never learn to sound out every word on every page. 


I’ve had parents ask me, “Does my older son or daughter really have to start at the very beginning of phonics lessons in order to learn to read phonetically? 


I always answer them with, “Yes! Absolutely! You want your child to learn how to sound out every word on every page.”  

You see, the ability to hear and isolate individual sounds in words (phonemic awareness) is a major skill that most older students who struggle in reading have not mastered. Rather, they have memorized whole words without knowing the individual letter sounds and blends that make up those words.  Moreover, they have not learned a proper left/right reading sequence, for the sounds within words should always be blended together from left to right.  Oh, there are many, many older students who may have caught a sound or a blend here and there, but that’s just the point.  It’s a hit and miss situation, and they deserve to have the same amount of phonetic instruction, from beginning to end, as that of a younger student learning to read for the first time using a step-by-step, systematic phonics curriculum.   


However, remember, these older students will be going through the simple lessons at the beginning of a phonics curriculum at a much faster speed than a younger child.  The important thing is that they need to begin at the beginning of a systematic phonics program to make certain that they have grasped every phonemic skill that they will need to read textbooks at higher reading levels.  Remember, eventually, they will need to absorb college level texts, and so they will need to know every sound and every blend in every word in order to never again struggle in reading.     


Frequently, a mom or a dad feels that they can skip the beginning blending and reading lessons of the phonics curriculum because their older son or daughter already knows many of the three and four letter words used in the lessons.  Again, naming the words and being able to isolate the individual sounds inside the words are two completely different matters. Isolating and blending sounds will make all the difference later on, so this is a foundation that all students need. 


Also, parents many times feel that the beginning blends and sentences are too childish etc. and as a result, they never really get started at all because they aren’t certain where to begin.  Sadly, they feel that it’s a waste of time to start their older student at the beginning of a phonics curriculum claiming that it will take too long for them to learn what they need to learn.  It’s at this point that I often share the following story:


A 40-year-old woman with no college degree worked in the lunch room for minimum wage at her local school. She began to consider going to college to get a degree in social services, for she daily observed many at-risk children she felt she could help if she only had the appropriate degree and the correct training. 


One day, while she was talking to her close friend in the lunch room about her plan to go to college, she explained her hesitation, “It’s going to take me four years before I graduate; I’ll have to start at the very beginning of college, and I will be going to school with a great many students younger than me.  Not only that, but I’ll be 44 years old by the time I graduate with only eighteen years left until I can draw social security.” 


Her wise friend asked, “And if you don’t go to school, in four years, how old will you be, and what will you be doing?”


The woman replied, “I guess I will still be working here in the lunch room and still seeing many at-risk students that I would like to help.  Hmmmm!  I guess I’d better enroll in college right away. I guess I need to get started.”


The moral of this story is this: No matter how late you start and no matter how far back you have to go to begin, the sooner you get started, the sooner you will finish. However, if you don’t start back at the beginning, you’ll never learn everything you need to know in order to do everything you want to do.


Mom, Dad, Grandma, Grandpa, teaching an older child to read is not difficult.  Your time in teaching must, however, be carried out on a daily basis following a correct systematic phonics program.  Your child can learn to sound out every word on every page, but it is vital that you begin your student at the beginning, and allow him the time to go through every necessary phonics lesson.

Click here and CHECK US OUT 

We are a COMPLETE Synthetic Phonics Curriculum


the Candy 4WAY Phonics Curriculum is



The Candy 4WAY Phonics Curriculum includes step-by-step phonics lessons, multi-sensory helps, flashcards, phonics readers, and lifetime rhyming phonics charts.  It will carry any student from the very beginning phonics lessons all the way through a 4th grade reading level and higher.

Upon completion of all the lessons and readers, your student will have learned every sound and every blend necessary to sound out every word on every page. After that, his reading practice and trips to the library will truly pay off.



Carol Kay, President

Candy 4WAY Phonics



P.S. Please, don’t forget to Click here and read little Candy’s TRUE STORY – a little girl who struggled in reading.   

P.P.S. “Reading activates and exercises the mind.  Reading forces the mind to discriminate. From the beginning, readers have to recognize letters printed on the page, make them  into words, the words into sentences, and the sentences into concepts.  Reading pushes us to use our imagination and makes us more creatively inclined. . . The doors of the world are opened to people who can read.” (Dr. Ben Carson)


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