Book 1: Read Instantly by Camilia Sadik

Who is this book for? The book Read Instantly can be titled as “An Introduction to Phonics” or as “The Book to Prevent Dyslexia in K-3 Grades.” Therefore, it is for all learners whether they are beginners or not. All who are having difficulties spelling words are required to go back to learn phonics in this book, even if they know how to read and comprehend. This book is for reading phonics, not for reading comprehension. This 152-page colored book is the foundation for reading phonics and spelling words.

Phonics: A phonic is a single sound produced by a letter that does not sound like its letter name like the g in go; or by a number of letters like the sh in ship or the ei in eight. English has over 100 sounds that are represented by over 180 written symbols we call phonics. Similar to the way we learn our ABCs, we need to learn these symbols of the sounds we call phonics in order to learn to read and spell. Memorizers (33% of us) can memorize the spelling of these symbols we call phonics while reading them in sentences (whole language); analyzers, however, cannot do that. Analyzers can memorize the spelling of these symbols only when presented to them logically, isolated, and one-at-a-time.

Reading: If you know anyone capable of learning the ABCs and cannot read yet read for any reason, this book will help you teach that person to read this entire book within days or weeks. Using this book, parents can easily teach their children to read, before sending them to schools.

Preventing dyslexia: Using this book, teachers, parents, or tutors can quickly prevent dyslexia among young children in K-3^rd grades.

Informing before Introducing: In this book, we go back to step one, place over 180 symbols of sounds we call phonics in a queue to await their turns to be introduced one-at-a-time, and then we inform learners about each symbol that is about to be introduced before introducing it. For instance, we warn learners that the “s” can sound like “z” when between two vowels before asking them to read words like rose, wise, use, etc. When not informed beforehand, analytic learners may expect to see “rose, wise, use” to be “roze, wize, uze.” Their analytic minds question why "My cat is cute." is not "Mi kat iz qut." For this reason, we introduce and logically justify each change in the different spellings of a sound before asking learners to read it or spell it. The process of placing the symbols we call phonics in a queue and then introducing them one-at-a-time is practiced throughout this entire book, and the concept of Informing before Introducing a phonic is applied in every step in the book.

Beginners need this book to learn to read phonics; and, those who can read but cannot spell the words that they read need this book to spell phonics. Beginners are those who cannot yet read any English words or they may read but cannot spell the words that they read. Learners may be children and adults from diverse backgrounds, or children in K-3 grades who have the help of a parent or a tutor.

Most adults and older children finish reading this entire book aloud in days or weeks. Very young children in K-3 grades may take months because of their attention span. In fact, all learners capable of learning the English alphabet are guaranteed to learn to read phonics from this book, including those labeled with dyslexia and including nonnative English speakers.

Every phonic is introduced in this book, not just bits and pieces of phonics, and learning phonics is like learning the rest of the ABCs. Tutoring from Read Instantly is easy yet essential for parents, teachers as a resource book, and homeschooling parents to build a strong reading and spelling foundation for their children.

The order of presenting phonics in Read Instantly: The order of presenting phonics in Read Instantly is suitable for logical minds. It is unlike traditional programs that throw phonics randomly at kids and then expect them to read and memorize the spelling of words. The author assumes that all learners reading this book had just learned the 26 English letters, and are ready to learn phonics—learning phonics is like learning the rest of the ABCs. Each phonic is first explained and justified by a logical rule and then presented in 10 to 20 simple words. No student is asked to read any words that contain a phonic that has not yet been introduced. For instance, learners are first informed that there are silent letters in English and that silent letters can have useful functions—after that, they are asked to read aloud these words that contain silent letters, which are italicized in the book like this: knot, knob, knit, lodge, dumb, bomb. Only after informing and justifying, are learners asked to read words that contain silent letters.

Presenting consonants: In the beginning, any inconsistent consonant is not introduced. For instance, a word like “happy” is avoided because students are not yet informed that the consonant “y” can sound like an “e.” Instead, the “y” is first introduced as a consonant in words like yes, and yam. The “qu” is also avoided because it sounds like a “kw.” Describing the difference between a letter’s name and its sound when used in words is similar to the name of a telephone and the sound a telephone makes when it is ringing.

Presenting vowels: Only one sound of each vowel is first introduced, namely, the short vowel sounds are first introduced in small one-syllable words. For instance, only words like mad, med, mid, mod, and mud are introduced. The author avoids presenting long vowels and any other sounds or spelling patterns of a vowel until that sound reaches its turn in the queue. Tutors please ask learners to enunciate the vowel sounds loud and clear—ask them to imagine themselves being downstairs calling “Mom!” who is upstairs and she cannot easily hear them.

Why: Why do we need to wait before introducing inconsistent letters that do not sound like their letter names? Why should we avoid introducing words like cat, chip, bag, happy, auto, rose, low, add, etc.? The reason is that people deserve to be informed that the “c” can sound like a “k,” the “ch” is a single special sound, the “g” has a hard sound, the “y” can sound like the vowel “e,” the “au” is a single special sound, the “s” can sound like a “z,” the “ow” can sound like an “o,” and the “ci” can sound like an “sh” as in “social.” They deserve to know that double letters exist before they are asked to read words with double letters; they need to be informed that silent letters exist before asking them to read the silent “b” in “bomb,” etc. These are only a few examples to show how sounds and their symbols are presented in this book. If dyslexics cannot spell, they were forced to run before crawling—teachers need to teach them phonics, wait for them to crawl, and walk, and then running will take place naturally. If ESL learner cannot yet speak, they can learn to read phonics the same way they learned to read the ABCs—we do not know the meaning of the ABCs, yet we can learn to read them. Again, learning phonics is like learning the rest of the ABCs.

Long vowels: One spelling pattern of each long vowel is introduced, explained, and then presented in words. For instance, long “a” is not yet introduced as in day, ate, eight, and table. It is first introduced as in “main, rain, pain, tail, nail, etc.” Similarly, the long “e” is first introduced as in “meat” but not yet introduced as in meet, Pete, elite, receive, believe, me, ski, happy, and monkey. Teachers or tutors are constantly reminded to avoid presenting certain sounds and symbols we call phonics that have not yet been introduced—they are asked to follow the same order of the lessons in the book.

Conclusion: In the entire Read Instantly book learners are informed about a change, which is about to occur before asking them to read any words that contain such change. For this reason, everyone capable of learning the ABCs learns to read from this book, without exceptions. Tutoring or teaching from this book, dyslexia in K-3 grades is prevented. Nonnative English speakers quickly and easily learn to read phonics from this book because learning phonics to them is like learning the rest of the ABCs—they do not have to know the meaning of a sound in order to read it. The author spent 15 years dissecting English and preparing a comprehensive program for students to read and learn within hours, days, weeks, or months. She insists that no one else should have to spend 15 years dissecting English in order to read or spell.

Tutor, teach, or teach yourself: Tutor reading phonics from Read Instantly, in a classroom teach advanced reading of phonics and the spelling of 13,000 words from Learn to Spell 500 Words a Day, without the help of a teacher, advanced students can learn to spell additional 12,000 multi-syllabic words from 100 Spelling Rules.