Teach Your Child to Read in 100 Easy Lessons PDF AZW3 EPUB MOBI TXT Download

With more than one million copies sold, Teach Your Child to Read in 100 Easy Lessons is a remarkable step-by-step program that teaches your child to read in just 20 minutes a day—with love, care, and joy only a parent and child can share. Now fully revised and updated! “[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 TimesIs your 4-year-old or even 3-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 50 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 easy 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.

Siegfried Engelmann
June 15, 1986
416 pages

File Size: 16 MB
Available File Formats: PDF AZW3 DOCX EPUB MOBI TXT or Kindle audiobook Audio CD(Several files can be converted to each other)
Language: English, Francais, Italiano, Espanol, Deutsch, chinese

“School boards should be pressured as much as possible to teach reading via the Direct Instruction method of phonics. And if they won’t, there’s what I call the magical book: Teach Your Child to Read in 100 Easy Lessons, by Englemann with Phyllis Haddox and Elaine Bruner. 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  About the Author Siegfried Engelmann is a professor of education at the University of Oregon, and has written many books on teaching, including Give Your Child a Superior Mind. He is the originator of Direct Instruction, the most successful approach to teaching, and he has developed more than fifty Direct Instruction programs. For more information, go to ZigSite.com. Excerpt. © Reprinted by permission. All rights reserved. Chapter 1LESSON 1TASK 1 SOUNDS INTRODUCTION1. (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 FAST1. 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 SOUNDS1. 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 REVIEW1. 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 FAST1. 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 2TASK 1 SOUNDS REVIEW1. (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 Read more <div id="

  • This review will be continuously updated as we progress through the 100 lessons. I will make a new update every 20 lessons.~~~~~~~~~~~~~~~~~~~~~Son’s Age: 5 1/2Ability to read at start: Knew ABCs and most of the phonics. Had never read words on his own.~~~~~~~~~~~~~~~~~~~~~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.~~~~~~~~~~~~~~~~~~~~~(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!——————————–\UPDATE 3/11/18We 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!
  • Wonderful book.Introduction/Instructions:This was very long-winded, I wish there was a much more concise introduction (step by step quick introduction on how to teach each lesson). I did feel the introduction was a lot of information that wasn’t useful or necessary to teach this book.Important Pages:I love that there was a group of pages showing how to pronounce each letter (or group of letters, see “th”). I think this would have been helpful to have at the end of the book rather than buried in the middle of the book.Typos:There were several (dozens) of typos/errors – including important typos that make teaching sounds/words troublesome (missing lines above the “O” or “E” for example, making the sound completely different). I was shocked on how many typos that there actually were in this book which is supposed to teach littles to read.Pictures:The pictures (and stories) were strange but did a great job at depicting the “story” which the child had to read. I wish the formatting of the book allowed for every picture to be located on another page requiring a flip of a page to turn, instead of requiring parent to cover the picture while child is reading the story. Covering the picture before little gets a glance isn’t always the easiest to do. If I didn’t cover the picture it was enough to let me little one guess at words when “reading” that it hindered our progress.Overall:My little one was 4 when we started this book. He was already aware of his alphabet and the general sounds they make. I found the lessons to be boring, which required a bit of bribing to get my little one to want to complete each lesson, like a small piece of candy or larger “prize” for completing 10/20/50 lessons. The book is all black and white which I’m sure helps with keeping distractions to a minimum but makes the lessons even more boring. My child was a little reader when we completed the book. This wasn’t the most exciting or fun book but it absolutely works IF you can get your child to sit and complete the lessons. The lessons are so repetitive that it really hits home the information learned in previous lessons. The book could probably use updating and typos to be fixed but great overall. I will be using this for my other children when the time comes to help them learn to read in preparing them for kindergarten.***Please let me know if you found this review helpful by clicking the “helpful” button below. Thank you!***
  • My daughter is almost 6, and is doing great in school in every subject except reading.If you point to a letter and say “What sound does this make?” She replies “I don’t know, “ah” or something” (the letter was M).The teacher said she just isn’t interested yet. I know some countries in Scandinavia don’t even start formal schooling until age 7, with some of the best outcomes in he world. I know she will pick this up when she is ready.But…she lives in America.We read books together all the time. She sees me reading all the time. We have alphabet stickers on the wall with animal pictures. She has been in an acclaimed preschool for 2 years. She has watched educational shows and played with educational toys and SHE SHOULD KNOW BASIC PHONICS but she just doesn’t.Here’s the thing, if she senses my frustration or feels pressure, she will shut down. So teaching her on my own wasn’t going to work. I am too impatient.So I asked around, and this book was recommended.And it’s working!!!We are on lesson 10, and she is sounding out the words before I can!!!I love that this is completely scripted. It keeps me from showing any frustration. I literally read exactly what it says to, and it works!I am SO relieved. I’m no longer worried. I know that in 90 days (if not sooner!) she will be reading.
  • We started working through this book with our 4-year-old boy at the beginning of the Covid lockdown (mid-March) and we just finished Lesson 100 today (mid-August). As others have said, you REALLY need to read the front-matter before you start. The first dozen lessons or so were SO painful that we had to bribe our son to do it… Each Lesson contains 8-9 Tasks, so after he finished each Task, we’d give him a chocolate chip. Yep. We were reduced to bribery. Once we were about halfway through the book, we promised we’d throw him a “Chocolate Party” if he finished. We even started referring to it as the “Chocolate Book” so that he wouldn’t come to associate reading with how boring/difficult the book is. We hit a real low once the book switched from the special orthography into normal writing. Lessons were taking over an hour at that point. He’d be crying. We’d be crying. It was tough. But we reminded ourselves the Chocolate Party was coming and we endured. The last 10 lessons went faster since he pretty much knew how to read at that point. Sooo, did it work? Yes. He is a 4.5 year old who can read and is proud that he can read. Would I go through that again? Only if there’s another Global Pandemic.
  • I have used this book to teach all three of my kids how to read. They are in French Immersion so are not taught English reading at their school until Grade 3, but they were all eager to be able to read in English before then. This book can be tedious and repetitive, and the stories are often bizarre, but it works! Once the kids got the hang of the lessons, I quickly dropped the suggested script for parents (in red text) and just allowed them to read the words/stories.You can start this at various ages/levels – I started it ages 4, 5 and 6 for my kids, with them already knowing some letters, all letters but no sounds, and all letters and all sounds respectively. It’s a little more tedious the more they already know when they start the book, so starting earlier seemed to work better. All three of my kids are now strong readers in both English and French at school – even though we focus on English reading at home, having a strong foundation in reading (even in English) seems to have helped them when they were learning to read in French.What worked best for us was having a set time of day (after dinner for us) when we did the lessons, although honestly with all three kids we’ve had large gaps of weeks at a time where they didn’t do it, and then picked back up where they left off.The book states that by the end they should be at a Grade Two reading level, and I’d say that’s accurate. The suggested reading after finishing the book ranges from “Hop on Pop” to “Magic Treehouse”. I’ve attached a picture of the final story in Lesson 100 to give a sense of the level they get to by the end of the 100th lesson.
  • My daughter was 3 and one day she told me “mummy can u teach me to read”. I did not have the faintest idea on where to begin. So I did a bit of research and ended up buying this book. Best thing I did.I Was sceptical in the beginning but not for long. Took two days to read the instructions for parents 😱( that’s the complicated bit ) but it explained how the lessons should be done . Made complete sense because you don’t want to look confused infront of your child. Had to read and prepare the first few lessons but soon we both got the hang of it and the rest went amazingly well. Sounds are introduced one at a time and then practiced it in words and then the words are introduced into sentences. Now at lesson 58 she is very confident and loves to do her reading lesson everyday. She now gets very excited when she recognises and read words (and some sentences) in magazines , on TV, story books etc. I was worried if the difference in pronunciation (American) is going to confuse her because we live in the UK but that was no problem at all. I love the fact that they also have a list of 20 story books you can introduce after finishing this book successfully. My daughter starts school in 5 months time and I am sure I don’t have to worry about her reading. Planning to use the same book for my two year old son when he is ready.
  • I bought this book at the start of Feb for my just turned 4 year old. He has just discovered computer games and asked to be taught how to read so he knows what is happening in his games. We are now on lesson 80, I’m not gonna lie it is becoming a chore. We flew through the first 40 lessons, then they start getting a little longer everyday so now it takes around an hour and anyone with a fidget pants 4 year old knows how annoying it is to try to get them to sit still for any length of time. We are persevering. It is amazing how well my little boy is reading in such a short time and I just keep thinking one more month and we are done. He is going to start reception with a head start and it will be worth it. Just remember mums and dads, we all have to go through sitting there for endless hours while our precious little ones sound out every letter excruciatingly slowly but this book helps them blend the sounds and move on from sounding out very quickly. It will be worth it.
  • I have started using this book when my older son had only 3 years old…His teacher suggested to me to work extra on his reading as she thought he has the potential and he is very interested. I have started with this book and after 30 lessons he could read. He is 5.5 years old now and reads grade 3 books. The lessons were so easy to follow, however, as a suggestion to the author for new edition it would be great if they add some colour into this book and make the stories at the end a little more interesting. I am now practicing this with my other son again as his teacher suggested the same thing, maybe a little later than my first one though. He is 4.5 years old and I found that the story is a little less boring for him compared to my older son when he was reading the same thing in younger age so we can go through more lessons before he gets bored.TWO SUGGESTIONs TO PARENT:1-It is not important how many lessons you go through each day, BUT it is very important to have a little time allotted EVERY DAY constantly, preferably at the same time and same location.Lessons are so easy to learn and so easy to forget if you don’t practice them every day.2_ DO NOT SKIP LESSONS…you might find your child is so advance to go through all the steps, but when you get to the later lessons, you find WHY it was so important to follow through all steps, and why the authors strongly suggest the same thing over and over. If you don’t go through all the lessons, the later more advanced lessons won’t go as smooth like the first ones.and PLEASE take time and read the authors forward or the book INTRODUCTION before you start any lesson with your child.GOOD LUCK!
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