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Teach Your Child to Read in 100 Easy Lessons: Revised and Updated Second Edition Paperback – June 15, 1986
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“[A] magical book...I’ve seen this method work in my own home, having used it with both of my children and watched that light go on.” —John McWhorter, The New York Times
“Countless parents have told me they used this book to teach their child how to read when their child wasn’t being taught in school.” —Emily Hanford, host and lead producer of the APM podcast, Sold a Story: How Teaching Kids to Read Went So Wrong
Is your four-year-old or even three-year-old child expressing interest in reading, constantly pretending to read, and asking questions while you are reading? Do you want to develop a young reader but are unsure of how to do it? Is your child halfway through kindergarten and unable to read simple words without memorizing or guessing? Do you want to teach your child to read using the most research-supported method with a long record of success?
Teach Your Child to Read in 100 Easy Lessons is an adaptation of the most successful beginning reading program written for schools. More than 100 formal studies using the highest-quality research methods have documented the superiority of the Direct Instruction approach to phonics and other essential beginning reading skills.
Teach Your Child to Read in 100 Easy Lessons is a complete, sensible, easy-to-follow, step-by-step program that shows simply and clearly how to teach children to read. In 100 lessons, color-coded for clarity and ease of delivery, you can give your child the basic and more advanced skills needed to be a good reader—at about a second-grade level.
Twenty minutes a day is all your child needs to become an independent reader in 100 lessons. It’s an enjoyable way to help your child gain the vital skills of reading. Everything you need is here for you and your child to learn together. Teach Your Child to Read in 100 Easy Lessons will bring you and your child a sense of accomplishment and confidence while giving your child the reading skills needed now for a better chance at tomorrow.
Training videos and additional supplementary material are available for free at StartReading.com.
- Print length420 pages
- LanguageEnglish
- PublisherAvid Reader Press / Simon & Schuster
- Publication dateJune 15, 1986
- Dimensions8.38 x 1 x 11 inches
- ISBN-100671631985
- ISBN-13978-0671631987
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Editorial Reviews
Review
"With its short lessons, intuitive alphabet, clear lessons and hands-on learning component, Teach Your Child to Read in 100 Easy Lessons can be an easy, compact and affordable way for parents to get children reading quickly." —Anne Miller, The Smarter Learning Guide
"Teach Your Child to Read in 100 Easy Lessons is incredible. I owe this book, author and method a huge thank you—my daughter can read now, and more importantly, reads for fun. Plus, it's an interesting way to teach phonics I hadn't seen before." —David Weller, The Barefoot TEFL Teacher
“While working within a university-school partnership, I trained, supervised, and guided my teacher candidates as they implemented Teach Your Child to Read in 100 Easy Lessons with the lowest performing first grade readers at a large urban elementary school. Semester after semester, I witnessed children who were considered 'nonreaders' or poor readers advance to reading with joy and confidence and candidates who became skilled and proud of their newfound craft.” —Dr. Susan Syverud, Ph.D
"I have spent years of my life being passionate about literacy and reading... In college I took a path that led me to keep teaching younger and younger children, trying to figure out why they were not prepared until I began directing childcare centers in 2015. I keep hearing/finding the same things. Children are not being taught to read! And parent/teachers have no idea this is happening until about 2nd or 3rd grade. The main reading curriculum is not scientifically researched or backed! Being an educator in this work, I recognize all the care, thought and research it takes to create a resource like this that is so easy for children and facilitators to understand and teach!” —Brittany Lemons, Family and Community Engagement Specialist–Birth to Five Illinois
"Teach Your Child to Read In 100 Easy Lessons has been endorsed by the National Right to Read Foundation as an exemplary instructional program for teaching children to read...The program is academically sound--the results speak for themselves. The continued problem of illiteracy is an enormous one, but [this book has] made a very significant contribution to solving one of American’s greatest needs.” —Robert W. Sweet, Co-founder and Former President, National Right to Read Foundation
About the Author
Elaine C. Bruner coauthored the original Direct Instruction beginning reading programs with Siegfried Engelmann, pioneered training teachers in Direct Instruction methods, and has worked at the University of Illinois on computer applications of Direct Instruction.
Siegfried Engelmann was a professor of education at the University of Oregon, and wrote numerous bestselling books on teaching, including Give Your Child a Superior Mind and Your Child Can Succeed. He was the originator of the Direct Instruction approach, proven as the most effective method for teaching, and he developed more than 100 Direct Instruction programs. Visit his website at ZigSite.com.
Excerpt. © Reprinted by permission. All rights reserved.
LESSON 1
TASK 1 SOUNDS INTRODUCTION
1. (Point to m)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)
2. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "mmmmmm."
(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)
3. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)
4. (Point to s.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold.) ssssss. (Release point.)
5. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "ssssss."
(To correct child saying a wrong sound or not responding:) The sound is ssssss. (Repeat step 5.)
6. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "ssssss." (Repeat three more times.)
TASK 2 SAY IT FAST
1. Let's play say-it-fast. My turn: motor (pause) boat. (Pause.) Say it fast. motorboat.
2. Your turn. Wait until I tell you to say it fast. motor (pause) boat. (Pause.) Say it fast. "motorboat." (Repeat step 2 until firm.)
(To correct child saying word slowly -- for example, "motor [pause] boat":) You didn't say it fast. Here's saying it fast: motorboat. Say that. "motorboat." Now let's do that part again. (Repeat step 2.)
3. New word. Listen: ice (pause) cream. (Pause.) Say it fast. "icecream."
4. New word. Listen: sis (pause) ter. (Pause.) Say it fast. "sister."
5. New word. Listen: ham (pause) burger. (Pause.) Say it fast. "hamburger."
6. New word. Listen: mmmeee. (Pause.)Say it fast. "me."
7. New word. Listen: iiifff. (Pause.)Say it fast. "if."
8. (Repeat any words child had trouble with.)
TASK 3 SAY THE SOUNDS
1. I'm going to say some words slowly, without stopping. Then you'll say them with me.
2. First I'll say am slowly. Listen: aaammm. Now I'll say me slowly. Listen: mmmeee. Now I'll say in slowly. Listen: iiinnn. Now I'll say she slowly. Listen: shshsheee.
3. Now it's your turn to say the words slowly with me. Take a deep breath and we'Il say aaammm. Get ready. "aaammm."
(To correct if child stops between sounds -- for example, "aaa [pause] mmm":) Don't stop. Listen. (Don't pause between sounds a and m as you say aaammm.) Take a deep breath and we'll say aaammm. Get ready. "aaammm." (Repeat until child responds with you.)
4. Now we'll say iiinnn. Get ready. "iiinnn." Now we'll say ooonnn. Get ready. "ooonnn."
5. Your turn to say words slowly by yourself. Say aaammm. Get ready. "aaammm." Say iiifff. Get ready. "iiifff." Say mmmeee. Get ready. "mmmeee." Good saying the words slowly.
TASK 4 SOUNDS REVIEW
1. Let's do the sounds again. See if you remember them. (Touch first ball for m,) Get ready. (Quickly move to second ball. Hold.) "mmmmmm."
2. (Touch first ball for s.) Get ready. (Quickly move to second ball. Hold.) "ssssss."
TASK 5 SAY IT FAST
1. Let's play say-it-fast again. Listen: motor (pause) cycle. Say it fast. "motorcycle."
2. mmmeee. (Pause.) Say it fast. "me." iiifff. (Pause.) Say it fast. "if." shshsheee. (Pause.) Say it fast. "she."
TASK 6 SOUNDS WRITING
(Note: Refer to each symbol by its sound, not by its letter name. Make horizontal rules on paper or a chalkboard about two inches apart. Separate writing spaces by spaces about one inch apart. Optionally, divide writing spaces in half with a dotted line:-----.)
1. See chart on page 24 for steps in writing m and s.) You're going to write the sounds that I write. You're going to write a sound on each line. I'll show you how to make each sound. Then you'll write each sound. Here's the first sound you're going to write.
2. Here's how you make mmm. Watch. (Make m at the beginning of first line. Start with a vertical line:
Then add the humps:
(Point to m.) What sound? "mmm." First you're going to trace the mmm that I made. Then you're going to make more of them on the line.
3. (Help child trace sound two or three times. Child is then to make three to five m's on top line. Help child if necessary. For each acceptable letter child makes, say:) Good writing mmm.
4. Here's how to make sss. Watch. (Make s at beginning of second line. Point to s.) What sound? "sss."
5. First you're going to trace the sss that I made. Then you're going to make more of them on the line. (Help child trace sound two or three times. Child is then to make three to five s's on second line. Help child if necessary. For each acceptable letter child makes, say:) Good writing sss.
LESSON 2
TASK 1 SOUNDS REVIEW
1. (Point to m.) I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)
2. Your turn to say the sound when I touch under it. (Touch first ball.) Get ready. (Move quickly to second ball. Hold.) "mmmmmm."
(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)
3. (Touch first ball.) Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)
Copyright © 1983 by Siegfried Engelmann
Product details
- Publisher : Avid Reader Press / Simon & Schuster; First Edition (June 15, 1986)
- Language : English
- Paperback : 420 pages
- ISBN-10 : 0671631985
- ISBN-13 : 978-0671631987
- Item Weight : 2.09 pounds
- Dimensions : 8.38 x 1 x 11 inches
- Best Sellers Rank: #296 in Books (See Top 100 in Books)
- Customer Reviews:
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About the authors
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Siegfried “Zig” Engelmann (1931-2019) was professor emeritus of education at the University of Oregon and the primary architect of the Direct Instruction (DI) programs, an approach based on the principles originated in the Bereiter-Engelmann Preschool in the late 1960s. Engelmann was the senior author of more than 100 curricula using DI principles and numerous other articles and books. He had a bachelor’s degree in philosophy from the University of Illinois and an honorary doctorate from the Psychology Department of Western Michigan University. He was the 1994 recipient of the Fred S. Keller Award from the American Psychological Association’s Division of Experimental Analysis of Behavior. In 2000 the journal Remedial and Special Education named him as one of the 54 most influential people in the history of special education, and in 2002 the Council of Scientific Society Presidents awarded him the 2002 Award of Achievement in Education Research.
To learn more about Zig, visit http://zigsite.com/
Dr. Phyllis Haddox, is co-author of Teach Your Child To Read In 100 Easy Lessons with Siegfried Engelmann (1931-2019, originator of the Direct Instruction programs and teaching approach) and Elaine Bruner. Dr. Haddox has fully revised, expanded and updated the book for its second edition. On her website, www.startreading.com, she has made available FREE her VIDEOS (segments for training, demonstration, and information) and printable SUPPLEMENTARY MATERIAL (sounds cards, word cards, progress chart, and much more) that she created for Teach Your Child To Read In 100 Easy Lessons. (Her videos may also be seen on YouTube.)
Phyllis began her career in education as a classroom teacher and then reading specialist in California. Later at the University of Oregon, she provided hands-on training to undergraduate and graduate students in supervisory, teaching and management techniques. As an educational consultant she worked extensively in the United States (including Hawaii), Canada, and the Caribbean directly with students (preschool through college level), teachers, administrators and parents. She provided needs assessment, evaluated curriculum implementation, and designed management and teacher support systems for schools, districts, and agencies. Nationally and internationally she has been a workshop presenter who trained thousands of teachers and paraprofessionals (including tutors) to use Direct Instruction techniques and programs. Some tutors created their own very successful business after learning from her how to use Teach Your Child To Read In 100 Easy Lessons. In addition to Teach Your Child To Read In 100 Easy Lessons, she co-authored with Engelmann Thinking Basics and Concept Applications (published by McGraw-Hill as part of the Corrective Reading Series). Dr. Haddox assisted in the development of science and mathematics laserdisc series and has produced more than 20 reading training videos. Dr. Haddox has also worked as an instructional design consultant for the Mayo Clinic on training videos and for author, Barbara Sher, for two of her books (Live the Life You Love and It's Never Too Late, If You Start Now).
Dr. Haddox was the Director of the University of Oregon's Direct Instruction Model of the federally-funded Follow Through Project. This project has been called the "largest education experiment ever conducted." It provided a broad range comparison of 13 major educational approaches used in 170 communities with 75,000 children each year. Data was collected by Stanford Research Institute and analyzed by Abt Associates. The result of the comparison was that students in the U of O's Direct Instruction Model achieved the highest performance level in language, reading, math, and spelling as well as emotional well-being. Project sites managed by Phyllis were labeled "exemplary” by the United States Office of Education's Joint Dissemination/Review Panel.
Phyllis is actively retired and lives in Eugene, Oregon. She responds to inquires and testimonials (from her website, www.startreading.com) and volunteers with non-profit organizations. She enjoys interacting with family and friends, learning, reading, and gardening.
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Son's Age: 5 1/2
Ability to read at start: Knew ABCs and most of the phonics. Had never read words on his own.
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As the parent (or instructor), please take time to truly read the introductory pages. They go over why this method works and how long it took them to achieve success with all the children they tested this book's method on. It took years of revisions of the method until they reached the one used in this book. It gives very specific instructions on how to teach, the tone to use, how to correct mistakes, pronunciation, etc. Success hinges on the parent's ability to teach correctly. If we don't put in the effort, it will fail. PERIOD.
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(2/16/18)
Lessons 1-20: Let me start by being perfectly honest with you. The first 5 lessons were tortuous for both me and my 5 year old son. He does not like to sit still, he does not like to repeat things over and over again, and it was extremely confusing for both him and myself as we began this book. I was still getting used to the teaching aspect, and he was getting used to the sitting still and repeating sounds over and over and over again. I nearly gave up after the first 5 days. You may want to as well. PERSEVERE!
We pushed on, and I adjusted my attitude from one of impatience to one of encouragement. I put excitement in my voice. I offered incentive (more on that later) for completing a week's worth of lessons. We kept at it.
Around Lesson 8, something changed in my son. He caught on. A switch flipped in his little mind and he began putting the pieces together about slowly sounding out the letters without pausing...and noticing how he was suddenly READING A WORD! He was stunned. I was stunned. The method works, everyone. It is monotonous and repetitive, but it works. Sounding out the words without pauses between each letter is brilliant. The dot method used in this book is brilliant. He uses his fingers to move to each new dot and sound and it keeps his mind on track.
This book has no frills. It looks boring and nothing like we'd think to buy for a small child. There are no colors or brilliant pictures. But it keeps their minds focused on the words and letters.
This book is very quick. You can knock out lessons in 10-15 minutes once you've gotten the hang of them. We do them in carline as we wait to pick up his older sister from school.
We're on Lesson 20, currently. My son has gone from not being able to read ANY words, to reading MANY words (2-4 letters) with ease.
I've added on BOB Books after each lesson, and they are the perfect addition to these lessons. He has BLAZED through 2 boxes of BOB Books, and has begun picking them up and reading them on his own. I AM STUNNED.
IT WORKS. Don't give up in the beginning because it is hard and frustrating, but I PROMISE, if you're doing your job and find a way to keep your child engaged (ENCOURAGE ENCOURAGE ENCOURAGE!)...they'll soon be so proud of what they can do! Updates on further lessons and progress to come!
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UPDATE 3/11/18
We are now up to Lesson 47. There have been many days where my son is doing so well and enjoying his progress so much that we do an additional lesson that day. I must say that this is truly shaping up to be the best book I could have ever bought for my son. I am stunned at the progress he is making!
He knows the sounds well and can say them quickly without thinking. He is remembering old words and is able to quickly sound out new words due to his knowledge of the letter sounds. The orography used in the book is ingenious for helping little ones remember the different sounds some letters make.
The lessons are all basically the same, but as the child progresses, they start to teach newer techniques such as "READING THE FAST WAY". Admittedly, we stumbled at first. It's a tricky thing to teach a young child to sound it out IN THEIR HEADS, and when the know the word, just say it fast. It took one or two days of frustration before he caught on....and now it's no problem! If you think about it, that's reading. We say the words in our head. This book just adds the step of having them say it out loud, too!
Something I had thought about is addressed in the book as well. Some words are always said differently than how we sound them out. Words such as 'SAID' 'TO' 'OF'. The book teaches the child to sound it out first (as they always should)...but to then explain that it's a funny word that is spoken differently. There's honestly no other way to teach this to a child other than some words in the English language are just weird, lol!
I'm impressed and very encouraged at my 5 year old's progress. New update around lesson 70!
That will explain the 5 stars I'm giving the book, so if you need to make a purchasing decision go ahead and order the book already. The rest of this review will detail a bit more about our experiences and advice I have for other people purchasing this book. I think you'll find it valuable.
IMO, the key to understanding early learning is to realize that pretty much any complex task can be reduced to a set of simple tasks and rules for determining the order of those tasks. The way you teach anyone, be it a toddler or a university student - is reducing what you want your student to accomplish to a set of tasks that your student can accomplish, assessing their ability at each task, and teaching the skills involved with those tasks. After you have successfully taught each sub-task in a task, teach the task (the integration of the sub-tasks) as a skill.
That is why the author is a genius for putting this book together - he has identified each small skill involved in reading, and lays out a practical method to teach those skills in the order necessary. At the price that this book sells for, it is a steal. Buy it already. It will do infinitely more for your child's ability to read than spending 50 times the equivalent money on 50 glittery 10 page cardboard books with 3rd grade reading level that will do next to nothing to teach your child how to read.
As an example, I started with the Bob Books . Which are good of course, but you soon learn that when your child can sound out the words, "saying it fast" as the next stage is a separate skill that needs to be taught and your child doesn't know what you mean. So you have to teach that skill. And there are a host of separate skills that are not obvious to anyone who has not tried to teach a toddler how to read. This book covers each of those skills!
Looking at the other comments, I realize that there are very few other parents who have tried to go through this with a child my daughter's age. It did not happen in a vacuum. We went through starfall (google it) from since before she was two, and then taught her how to use the computer sufficient to navigate through starfall by herself when she was maybe 2 1/3 or so. She would spend an hour a day or so by herself, of her own volition, navigating through the letters at first and then everything else on the site. In this way she was laying down the connections between neurons in the skills of understanding of the letters and what their sounds were, and in recognizing patterns.
As stated, we had already started with the Bob books a week prior to TYCTR. And prior to that we had practised each of the sounds of the alphabet, so that she was ready to sound out words by the time the book arrived. To be honest, we could have started on this book well before we did. However, the time preceding was by no means wasted. I would have chosen to do things differently though, especially the actual sounds of the words. So, buy this book before your child is ready for it is good advice - it will teach you other skills that are useful for your child, and prevent her having to unlearn your previous amateurish teaching.
What ended up happening is that we ended up coasting through the early lessons until we hit a wall. And while the vernacular is to "hit a wall", what she really hit was not a wall but a ramp that was a bit too steep for her - the natural rate of her ability to learn, as determined by the state her brain is growing at, coupled with its prior training. We hit this ramp at about lesson 43 or so. She was protesting it, and not enjoying the process any more. (I would well recommend buying the author's other book, Give Your Child A Superior Mind as mentioned on the front cover - as it will explain the learning adaptations that your child is going through that you interpret as "mistakes". Note to the author/publisher - get thas book reprinted, please! So be patient.)
I also suspect that the "wall of text" the stories at the end became a bit intimidating for her, especially at the end of a lesson. Note that it's actually no more words than a typical Bob book, which she will munch through happily.
That's not a knock on the book at all. The author can't control the pace at which your child can learn. So, what did we do? We went back 10 lessons and started again from there. And rather than be constrained by the arbitrary "lesson" format of the book, we did half a lesson at a time. Sometimes finishing it in a day. My daughter was enjoying it again!
Teaching your child to read in this way is as much an education for the parent as it is for the child. Here is my advice:
-You will get the book and look at the 30! page intro and the orthography, and think "Whoa!". But have faith, the author knows what he's talking about. Boy, does he know what he's talking about.
-Get feedback from your child (pay attention to their ability to concentrate etc.) You will have far better progress at the start of the day than at the end of the day, when their brains are tired. This should ideally be a morning activity. Also, don't be too hard. If they are struggling to concentrate, often they are coming down with a cold or flu. Be gentle.
-Use bribery and blackmail. ;) The holy trinity of a sticker on a calendar, a lolly (jube) and a movie will move mountains. I don't have a problem with this - consider how addictive television is. That's what you have to compete with. 100 years ago when all kids had to play with was cardboard boxes, maybe little of this bribery would have been necessary.
-Do it every day. It becomes a nice ritual for you, a great way to bond with your child. It also teaches your child that a little bit of effort applied regularly can achieve great things.
-Dispense with the writing until they (want to) learn to hold a pen properly. When they are ready, go back through this book with the writing parts (I think we are about to start that now.) Reading is an easier skill to learn than writing. Which leads me to...
-The maximum mental ability at a given age in a given toddler is genetically governed. You can't exceed this limit, but you can reach a level you otherwise wouldn't - by providing a nurturing environment. Note also that there will be genetically defined times that a mental ability "comes online". The corollary to that is that if your child is not ready for something, don't force it! Look at what your child IS ready for, and teach that instead. Gauge, gauge, gauge.
-From that perspective, attempt to do things the author's way, but don't force things and don't feel that you need to say word for word what the author recommends. Achieving success with a child at the youngest level requires a knack for seeing what the child CAN accomplish, and teaching that. The younger your child is (developmentally speaking), the more you will have to ad-lib, in order to maintain the child's attention. Going too fast is an error, and going too slowly is also an error. And sometimes your child will be stubborn and want to do it her way, and look at what she is doing. Maybe she knows better than you do? For example, my daughter has decided from lesson 45 or so that she wants to sight read everything she can, including the story at the end. I let her. The book says to sound everything out first, but now we just sound out the difficult words.
-Another thing I notice is that I think she is starting to sound out the difficult words in her head rather than verbally. Rather than enforce that she sound everything out, I'm letting her try it her way.
-A great exercise, and one my child loves, is "find the words". The book starts this some time early in the piece, and stops well before lesson 50. However, we do this every single time because my daughter loves this so much, and we have inadvertently found that it is probably the most effective way to teach sight reading. We find every single word, not just in the paragraphs at the end but through the word lists. Now we break the paragraphs at the end (ironically, using a Bob book as the block) into two sections so that finding the words is manageable. (Note that we do this AFTER we have read the words in question).
-I think that you need to get excited about some aspect of it. During a time when my daughter's patience waned, I had to use a trick from someone else here, and have her stuffed animal read the story. It worked. But "find the words" (said in an excited, salesman-like tone) is the game that she likes to keep coming back to. Whatever your child likes in the lesson, remember it, tell her she's good at it, that she loves to do it, praise her, tell her that you're proud of her. She will identify that and you can use it to provide motivation.
-We read each word "Lesson XX", e.g. "Lesson 45". It's a great way to teach counting in the double digits, she has picked up the pattern already, though the exception of not saying "forty zero" for "40" confounds her sense of logic. But remember that you should be teaching basic maths concepts (e.g. counting) at the same stage you are teaching the reading. Numeracy is as important as literacy.
-Don't be surprised if your child improves her spoken sentence formation as a result of seeing grammatically correct sentences laid out for her. It will improve more than just her reading.
That's probably enough for now. I hope this helps someone. And to those reviewers who say that this book is boring - well, maybe it is. But it is effective, and it can be spiced up. And it is probably the quickest way you can get your child to read books that are sufficiently complex that they ARE interesting. The end goal here is to be able to get your child to the stage where they are good enough at reading to allow an addiction to reading to develop, and at that stage you can just select interesting books for them to read. If they are reading for a few hours a day because they love to read, think how much faster they are going to learn (many things, not just reading) than reading for twenty minutes a day on your lap.
Top reviews from other countries
Reviewed in Mexico on December 8, 2021
First of all it's all up to you and your dedication to make this work.
It has all the instructions provided on each line on how to talk to kids ,how to explain,in simple ways ,so easy for them them to grasp.
I have tried many phonics classes and materials,but this beats it. For me and my kid this felt more natural way to read.
Go slow, 1 lesson a day, don't skip any,repeat if needed, it will take time like 100+/- days, but it sticks with them.
It really works and quickly too. By lesson 20 you are seeing it click by lesson 40 they are reading (slowly sounding it out) and by lesson 80 its amazing how good they are.
We are doing this book with a bright 2 year old, who asks for it every day. I don't think every kid will ask as it is a bit dull, but the progress is remarkable and it makes them feel so good about themselves.