Every Child Can Read

Does This Sound Familiar?

The mother of two of our students told me this story.  See if it sounds like someone you know. “I read to my sons since they were born.  I spent over $14,000 on tutors and and learning centers. Nothing worked until I sent them to you. Now they enjoy reading books.”

Needless to say, I’m delighted they finally learned to read well, and are now enjoying it. After all, if your child can’t read fluently from books written for their grade level, give me a call today at 919-967-7516 I’ll teach them the skills they need-- and the cost won’t keep you awake. Unlike others, I don’t tutor --I teach.

Why struggle?

After 14 years as a reading instruction specialist, I know that many persons who can’t read well suffer in life. They have trouble in school, at work, and at home. That’s why I recommend our method. It isn’t a trendy theory-- it’s a proven, effective, fun way to learn to read. If you know someone with a reading problem. Call now. Your first lesson is free. It will make all the difference in the world.

How is learning to read like playing a game?

Just like soccer, baseball or basketball, you have to know the rules. And you have to have the skills. But almost no one knows the rules for reading. Over half of American students never learned them. It’s now wonder so many people can’t read. But anyone can learn them. My students spend some time learning the basic sounds and rules, then put them together, and begin reading. They say it’s easy. And it doesn’t take long to learn the basic 44 sounds. Learning the rules of the game and putting the skills into practice makes all the difference in the world. Why not call 919-967-7516, and put the readers in your family on the winning team, starting now!

Can students with learning disabilities learn to read well?

Recent studies show that nearly every learning disabled student can learn to read if taught by a logical, step-by-step method. With this method, all students begin reading simple words immediately, regardless of the disability. They progress rapidly and before long, they can read every word in the English language. If someone you know has a learning disability, call 919-967-7516 today and get started. Their first session is free.

What Kevin said about us.

Kevin is thirteen.  He always had trouble with reading. Kevin was home-schooled, and he was embarrassed that his sisters read better than he did. He wanted to start school in eighth grade and attend high school. Here’s what he had to say:

“When I first came to your clinic, thought it would be the same as all the others I had tried. But it helped me more than any of them did. I can understand what I read, and it helped me with spelling, too. Thank you!! Forever!! -- Sincerely, Kevin”

After only forty-six hours with me, Kevin was reading above grade level for the first time in his life. His life is changed forever. Call 19-967-7516 today if someone in your family needs help with reading. Your first session is free.

Is your child's reading up to par?

How can you tell?

For starters, ask them to sound out a few difficult new words. Then say the main and alternate sounds of all seven vowels-- like the nine sounds of A, for instance. Do they know when C copies K or S?
How about when G copies J? When S copies Z?

In our course, even preschool students know the answers.  Fourth graders who have finished our course read high school level words with ease and eighth grade students read at college level. How about your children? Want to find out? Just email or call 919-967-7516 for our free test to give them at home.

New Book Available: Reading Science and the Crisis in Literacy

By Deborah Gorman

go_see Pixabay CCO Creative Commons

Nearly 40% of American students are not proficient in reading by the fourth grade. These poor readers will continue to underachieve and are at risk for dropping out entirely prior to high school graduation, because reading is the foundation for learning any subject including math and science. With over 14% of adults unable to read at a basic level and nearly 30% read at just a basic level, the United States continues to lag behind other developed nations in literacy.

Since the 1950s when Rudolph Flesch called for a return to the teaching of reading by phonics, the subject has been controversial and debated by educators, publishers and parents.

Programs such as No Child Left Behind, which relied heavily on mandated national testing have largely failed to reverse the trend because they do not get at the root of the problem.

The reason so many students fail in reading is because the predominant method of teaching reading simply does not work for too many children, especially boys, English as a Second Language students, and those with learning disabilities. Parents are concerned about their children and frustrated by the lack of progress. They are seeking out solutions. We are undergoing a paradigm shift. More and more parents and teachers are realizing the time has come to scrap the whole word approach and replace it with phonics-first.

Originally written as a series of blog posts and essays, Reading Science and the Crisis in Literacy takes an in-depth look at how reading and spelling have been taught in American from the time of Noah Webster to the latest scientific research on how the human brain processes language.

We will never bridge the reading gap unless we change to the most effective method of teaching reading, which is phonics-first.

That phonics is the most effective method of teaching reading has been proven over time. Research on reading and the brain helps us to understand why phonics is the only method that can be effective for every student.

The kindle ebook version is set to be released Sept, 27 2018 on Amazon.com here.
It is also available now to preorder on Barnes & Noble, Apple iBooks, Kobo,  Smashwords.com and other retailers.

Review: Language at the Speed of Sight

By casaverde

Language at the Speed of Sight by Mark Seidenberg
My rating: 5 of 5 stars

Language at the Speed of Sight: How We Read: How We Read, Why So Many Can’t, and What Can Be Done About It is a refreshing and thought-provoking book, which covered the subject of the literacy gap thoroughly and convincingly.
The book provided in-depth analysis of the subject and current research with insights backed up by conclusions drawn from his research and that of others in the field. For the non-academic reader, which is me, it was overwhelming at times, but his occasional humor made the dry parts more readable. I trudged through the chapters on his research studies, but I must say that much of it was not understandable. I discern that what he says is backed up by scientific data and evidence and that he concurs with the conclusions others who have studied the brain and reading.
Dr. Seidenberg provides a succinct rationale for why the current system of reading instruction continues to fail many and at times he was rather blunt. His passion for teaching and compassion for students informed his perspective. It certainly answered many questions as to how this situation has come about.
What I appreciated the most was the chapter discussing the Two Cultures of Science and Education. I had been aware that the prevailing method and view seems to favor the whole-word approach to reading instruction, and to devalue phonetic methods, but I didn’t understand the arguments. The outlines and tables in chapter 11 present them succinctly. I was astonished to learn there was simply was no scientific evidence to validate whole word. As in, none, nada, zilch.
“What about Smith and Goodman’s own evidence in support of their positions? It did not exist...No need to consider the stack of relevant research findings because,...not much has changed, people still disagree as they always will, c’est la vie...The reader is expected to take him at his word because he mentions no relevant research.”
The difficulty comes from the last question in the subtitle. As to the issue of what can be done about it, that gets much more complicated. Short of overhauling the entire educational establishment in the United States, which he argues is out of touch and outdated in outlook, he suggests some demonstrations that could be tried on a smaller scale, which perhaps might then be replicated at larger scale if they were successful. Oh, and he also proposes a system of actual licensing exams that teachers would need to pass to demonstrate competency in scientifically proven instruction methods.



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