Reading Makes Your Child Smarter,
and Your Child Misses a GOLDEN Opportunity, If You Do Not Teach Your Child to Read Now!
The first several years of your child’s life are the most important for healthy brain development and growth. Critical aspects of a child’s brain are established well before they enter school, and it is the experiences during these sensitive periods of development that play a critical role in shaping the capacities of the brain. [i] Please see the graph below, which charts the synapse formation in a child’s brain at different ages.
As you can see, synapse formation for higher cognitive function peaks around 2 to 3 years of age. There is a direct link between a child’s academic performance and future success with positive early experiences and developing early reading skills.
Reading makes your child SMARTER, and the very act of reading can help children compensate for modest levels of cognitive ability! [v – Cunningham, Stanovich]
Your child’s vocabulary at age 3 predicts his or her first grade reading success [ii], and…
Vocabulary and reading ability in first grade strongly predicts grade 11 outcomes [iii], and…
Third grade reading skills directly influences high school graduation. Children who cannot read proficiently by grade 3 are four times more likely to leave school without a diploma than proficient readers! [iv]
And if you think… “why do I need to teach my child to read when they’ll learn to read at school, and what are the chances that my child will be a poor reader?” Then you need to THINK AGAIN!
Teach Your Child to Read Today…
With Our Reading Program, Your Child Will Develop Critical, Foundational Reading Skills That Puts them Years Ahead of Other Children
The Children Learning Reading TM program comes in two jam-packed e-books presenting a simple, logical, step-by-step, and extremely effective system for teaching your child to read quickly, effectively, and fluently without watching television or sitting in front of the computer.
The program is instantly downloadable, and contains a total of 50 step-by-step, super simple, yet amazingly effective lessons that will show you how to easily teach your child to read spending just 10 to 15 minutes each day. Whether your child is 2 years old, 3 years old, 4 years old, in pre-school, kindergarten, or in early grade school, our system of learning to read will help your child become a fast and fluent reader.
The Stage 1 and Stage 2 e-books contain all the step-by-step lessons you need to help your child develop superb phonemic awareness and literacy skills, and at the same time, build a rock solid foundation in decoding and reading. You will be amazed at your child’s reading ability after completing just stage 1 of our program!
The Children Learning Reading program shows you how to easily teach your child to read using a unique combination of synthetic phonics and phonemic awareness skills development;
Our proven program will work for children of all ages that do not know how to read yet;
Children Learning Reading TM will work to help improve the reading skills of children who are starting to read;
Our program will also help children who are having difficulties at learning to read.
It is a fantastic system for helping children learn to read that has been used by countless parents just like you.
Presented in 50 step-by-step, easy to follow, and easy to understand lessons along with stories, rhymes, and colorful illustrations to make you and your child’s learning to read process a fun, engaging, and rewarding experience.
Warning:
Using Whole Language Learning Methods May Cause Your Child to Struggle With Reading!
The “whole language” method of learning to read is a controversial approach to teaching reading. With the whole language method, students are expected to simply look at a word and say it out. This approach to learning reading is very much a “word shape memorization” plan. In fact, one very popular (and expensive) program that claims to teach even babies to read is a whole language learning method.
With the whole language learning to read method, the child is expected to “learn to read” words by their total configuration. In this “look and say” approach, a young child memorizes the shape of the word, and recognizes the word by its configuration without developing any real understanding of the relationship between the individual components of a word as related to its whole.
The disadvantages of learning to read by the whole language method has been widely proven in scientific research. Large amounts of research in the past few decades have shown that teaching phonemic awareness produces the best reading results in Children. In fact, after an extensive review of over 1,960 clinical studies, the National Reading Panel has gone as far as to say that “teaching phonics and phonemic awareness produces better reading results than whole language programs. Teaching phonemic awareness improves a child’s reading, reading comprehension, and spelling abilities.” The NRP findings also indicated that teaching to read programs involving phonemic awareness is far superior at improving a child’s reading ability than a learning to read program that does not involve phonemic awareness instructions at all.[3]
Do Not Start Teaching Your Child to Read With Sight Words!
Sight words are high frequency words that should be known by “sight”. With that broad definition, up to 75% of all the words in beginning children’s print material are sight words! I have a very different definition where only words that cannot be decoded easily are considered sight words.
In schools and everywhere else, children are encouraged to memorize the configurations of words. In the earlier grades, children bring home from school a handful of “sight words” to memorize each week, and I get a good chuckle as I skim through the sight words my kids must memorize. Using my definition, almost none of these words can be considered sight words, and besides, my children could read all of these words at just 2 years old.
So why is it a bad idea to start teaching using sight words? Great question!
You see, English is an alphabetic language where the words we see comprise of individual letters or a combination of letters which represent different sounds, and these sounds combine together to form the words we hear. When you teach the memorization of sight words, you are in effect teaching English as if it were an ideographic language such as Chinese, where each character represents a meaning, and the only way to learn is to memorize the shapes of the characters.
When a child learns to “read” through memorizing word shapes, that child must rely on visual cues to try to figure out what a word is, and this quickly leads to confusion and frustration. The key stumbling block is that there are so many words with similar shapes that look alike! This method also puts severe limitations on how many words a child can learn to “read”, or memorize.
The confusion of word shapes is often a cause of reading difficulties leading to skipped, inserted, and substituted words. And so often, when I work with students with reading difficulties, I have to first break their habit of seeing words as a whole, and show them that there is a simple and effective way to figure out what a word is by its parts.
