More details about Read Instantly
Who is this book for? The book Read Instantly can be titled “An
Introduction to Phonics” or “The Book to Prevent Dyslexia in K-3rd Grades.” It
is to teach reading phonics, not to teach reading comprehension. Therefore, it is
for beginners and also for all of those who missed out on learning phonics. All who are having
difficulties spelling words are required to go back and start over to learn
phonics the right way from this book, even if they know how to read and
comprehend. This 152-page colored book is the foundation for reading phonics
and spelling basic words.
What is a phonic? A phonic is a single sound
produced by a combination of letters like the “sh” in “ship” and
the “ei” in “eight.” A phonic can also be a single sound produced by a letter
that does not sound like its letter name, like the “g” in “go” that
does not sound like the name of the letter “g.”
English has over 100 sounds that are represented by over 180
written symbols we call phonics. Similar to the way we learn our ABC's, we need
to learn these symbols of the sounds we call phonics in order to learn to read
and spell words. Memorizers (40% 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, one-at-a-time, and isolated
in a group of words.
To teach reading: If you know anyone capable
of learning the ABC's and cannot yet read for any reason, this book will help
you teach that person to read this entire 152-page book within days or weeks.
Using this book, parents easily teach their children to read before sending
them to schools.
To preventing dyslexia: Using this book, teachers,
parents, or tutors can quickly prevent dyslexia among young children in K-3rd
grades.
The principle of 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 in words 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 a “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 spelling patterns 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 each symbol 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 this 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 learn to spell phonics in words. 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-3rd grades who have the help of a parent or a tutor.
Most adults and older children finish reading this entire 152-page
book aloud in days or weeks. Very young children in K-3rd 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 ABC's.
Tutoring from Read Instantly is easy yet essential for parents, teachers
to use for 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 ABC's. Each phonic is first explained and justified by
a logical rule and then presented in 10 to 30 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—only after that, are they asked to read words that contain silent letters, which are italicized in this
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, sky, auto, rose, low, social, add, etc.? The reason is that people deserve to be informed that the
“c” can sound like a “k,” the “ch” as in “chip” is a special single special
sound, the “g” as in “bag” has a hard sound, the “y” as in “sky” can sound like
the vowel “i,” the “au” as in “auto” is a special single sound, the “s” as in “rose”
can sound like a “z,” the “ow” as in “low” can sound like an “o,” the “ci” as
in “social” can sound like an “sh,” and that we have double letters in English
like the “dd” in “add.” 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 were only a few examples to show how sounds and 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 learners cannot
yet speak, they can learn to read phonics the same way they learned to read the
ABC's—we do not know the meaning of the ABC's, yet we can learn to read them.
Again, learning isolated phonics like learning the "ph" or
"kn" is like learning the rest of the ABC's.
Long vowels: One spelling pattern of each long vowel is
first 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 phonics 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 ABC's learns to read
and spell phonics from this book, without exceptions. Tutoring or teaching from this book,
dyslexia in K-3rd grades is easily 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 ABC's—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 this comprehensive phonics and spelling program
for students to read and learn within hours, days, weeks, or months. She
insists that no one else should have to become a linguist and spend 15 years
dissecting English in order to read or spell.
The
books are for tutors, teachers, or they function as self-help books: You may
use Read Instantly to
tutor reading phonics. You may use Learn to Spell 500 Words a Day in a
classroom to teach advanced reading of phonics and the spelling of 13,000 words.
Without the help of a teacher, advanced students can learn to spell additional
12,000 multisyllabic words from 100 Spelling Rules.
