The Problem

TROUBLE IN AMERICA

When average six-year-old children enter first grade, they already know the meaning of about 26,000 words. They may not use all those words themselves, but they understand what the words mean when they hear them.

The goal of most first grade reading programs is for students to read between 200 and 600 common words by the end of the school year. Sadly, many students can’t even read 100 words by the time they finish first grade. In the United States, at least 40 to 45 percent of school aged children are below level in reading.

In fact, many of them never learn to read well at all. A landmark study by the federal government found that over half the adults can’t read material written at the sixth grade level. They can't read street signs or the directions on a medicine bottle or fill out a job application. Almost 40 percent of American high school students drop out of school before graduating. Many other English-speaking countries report equally dismal results.

WHO IS TO BLAME?

Although teachers are often blamed, it's not their fault. It's the fault of a defective reading instruction method. Early in the twentieth century, a small group of influential educators changed the way reading was taught. Prior to that change, nearly everyone who attended school learned to read in a very short time. In our large cities, over 90 percent of the adult population was fully literate. As schools began phasing in the new method, they abandoned the method that had been used successfully to teach reading ever since reading was first invented. As a result, we now have an epidemic of illiteracy.

The Problem

EMOTIONAL IMPACT

The effect of the current  methods of teaching and ineffective remedial programs can be devastating.

Often when we first see students they are suffering from low self esteem.  Every part of their lives is impacted. Many believe that there is something wrong with them when in reality they are usually very bright.

When they are taught to read using the Academic Associates method, their self confidence soars. Over and over we hear reports from teachers and parents that they are "like a different person".

We feel privileged to be involved in bringing this program to the world. It is truly "Phonics for Life".

Not all Phonics programs are the same!

We do not use flashcards in teaching reading -- promotes memorizing

We do not use objects or colors to represent sounds -- too much stimuli

We do not use pictures in teaching reading -- promotes guessing

These techniques prolong the process and for some students make it nearly impossible to become good readers.

Our program teaches every sound and  rule in the English language. Most phonics methods have large gaps which leave the student confused.

Phonics for Life