Gary and Phyllis R., both teachers: "We wanted to thank you for teaching our son to read in 100 easy lessons. Our son began the program at the end of May and completed it in August (a few days before first grade was to begin). It was wonderful watching a 'normal' learner diligently become first a beginning reader and then a confident second grade reader by summer's end. Four months later (December) our son is a confident reader who breezes his way through second grade books. His reading comprehension was nearly always 100% and my wife had to construct new questions to make it more difficult and more interesting for him. Teaching reading has never been so much fun for us and we thank you for this wonderful gift."
Robert W. Sweet, Co-founder and Former President: "...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....In our review of your program, we have used the following criteria: is the instructional approach direct and systematic; are the reading skills taught in the order of difficulty students have in learning them; is the phonetic system taught in a specific sequence; is adequate practice provided at each step to ensure that the principles being taught are thoroughly learned; are letter sounds taught in isolation; is the blending of the sounds of the letters taught; is the phonetic system taught in its entirety; and finally, does the individual learn to read using your system of phonetic teaching instruction? Based on our assessment, you meet and exceed these requirements. While no one need tell you your program is academically sound-the results speak for themselves....The continued problem of illiteracy is an enormous one, but you have made a very significant contribution to solving one of American's greatest needs. Congratulations on your achievement...."
Caleb Burns "I'm a psychologist in private practice in Portland, Oregon, and I recommend the book frequently to parents of young children (and especially to those parents who are concerned about the school system not focusing on phonics instruction). I used the book to teach both of our children to read, this when they were 4 years of age. The "Teach your child to read in 100 easy lessons" worked very well, with the children learning to read quite complicated material by the end of that time. (I spent more than a hundred days going through the book, by the way, and it still worked very well.)"
Donna Dressman, Indiana: "When my son was identified as one of the 5 weakest readers in his school's first grade, he was placed in a remedial reading pull-out program. (Here, he was taught the same things in the same manner--just more of it!) I started "100 Easy Lessons" with with him and, after only 68 lessons, we could not hold him back! He was reading anything and everything! At the end of second grade, he was the top reader in his class, scoring at 5.0 grade level in reading. His success, (as well as his LOVE of chapter books) can be credited to instruction in this systematic, explicit phonics approach. Many thanks to Phyllis and Zig!!"
The Denver Post, May 1996: "A simple, inexpensive tool our company is using in a volunteer program to help non-readers in a local grade school is the book, TYC.... It is a highly structured format which leads the child step by step to a second grade reading level. It is effective with children from all social and economic backgrounds and they love it. I would be happy to share our experience with any parent, grandparent or volunteer who can spare 15-20 minutes per day to help a child learn to read." Norma Tabor, Denver.
William Heward: "My wife, Jill Dardig (a special ed Prof. at Ohio Dominican College in Columbus), used 100 Easy Lessons to teach both of our children to read as preschoolers. Jill described the experience with our son in an article published in the Nov/Dec 1987 issue of The Gifted Child Today (Vol. 10, No. 6). The article functions as testimonial and encouragement for parents to teach their children at home. The article does not imply that children need to be especially smart as a prerequisite to learning to read before entering school. Jill was able to make a statement about the importance and benefits of providing explicit instruction to precocious children, and it also is a nice demonstration that Direct Instruction works just fine with above-average children, that they don't get bored, lose interest in reading, etc." (See next)
Jill Dardig: "Our 4-year-old son is curled up on the couch reading a story about snakes to his dad. After he is finished, he will be able to tell me and his little sister all about boa constrictors and red, spitting cobras. My son is a typical, active preschooler, who loves to play with his friends and transformer toys, ride his tricycle, and read. The skill of reading at an early age has added an exciting new dimension to his life...For us, the results have been exciting though certainly not magical. Intensive work was required, but it has been a great experience for us both." (From the published magazine article, Teaching Your Preschooler to Read.)
Dr. Kerry Hempenstall: Senior Lecturer in Psychology, Lecturer in Disability Studies, Division of Psychology, School of Health Sciences, Royal Melbourne Institute of Technology (RMIT), Victoria, Australia. "Although the content of the Teach Your Child to Read in 100 Easy Lessons was developed earlier than most of the research into phonemic awareness, it is now evident that the combination of letter-sound instruction and phonemic awareness training (as incorporated in the 100 Lessons program) is a potent one in stimulating early reading development. In the Royal Melbourne Institute of Technology Clinic (Australia), and at many schools, training in Teach Your Child To Read In 100 Easy Lessons has been provided to parents, volunteers, and teachers to successfully implement this program in an individual or group format. When implemented faithfully, the program has proved very effective for students with a wide range of individual learner characteristics."
Rob Goodlad, Vernon, British Columbia: "Two years ago I taught my four year old son to read using TYC... I am now teaching my four year old daughter..I would like to thank you for providing my children a logical method of learning to read. This course has also given me time with my children on an individual basis. I have enjoyed this unforeseen side effect."
Freedom to Learn web page by Karl M. Bundy: "Teach Your Child to Read in 100 Easy Lessons Siegfried Engelmann, Phyllis Haddox and Elaine C. Bruner (New York: Fireside, 1986 c. 1983) (ISBN 0-671-63198-5). 395 pages; parents' guide. Highly recommended, easy-to-use guide for teaching children to read at home, which has turned many four-year-olds into readers as they looked on while older siblings were taught with the book. Entirely true quotation, from the introduction: 'After you complete the program you'll know more about teaching reading than most public-school teachers, because you will have carefully observed and participated in the step-by-step development of your child's reading skills.' RECOMMENDED."
Kris Persson: "It truly has been an absolute gift for my son. He's zooming through that book like you would not believe when he had been considered a low-performer or a non-performer at school."
Angie P. : "I wanted to thank you personally for writing this book. It worked even though my child was challenged by language difficulties. My son didn't speak until after the age of two, and when he did speak it was garbled. As his language developed, every new step was a new challenge -- putting words together, getting them in the right order, pronouns, whatever came up. He understood everything we said and tested 6 months ahead in all other developmental areas, so thankfully it was only a language problem, not an intelligence problem. He was in speech therapy for three whole years. When he was dismissed his SLP told me that he would probably have difficulty with reading and writing. (I have read that, for at least some dyslexics, the problem is that they cannot *hear* the difference between, say, "d" and "t" when they are listening. So when they read they are completely lost. They appear to only have problems with written language because when using oral language they can use contextual clues.) I decided to teach him with your book. My son had some difficulty in the beginning, with 'say it slow,' but because the program teaches each lesson to mastery, I would do those lessons over. In that way he got the amount of practice that he required. He would have been left behind, or more likely not been taught this skill at all, at our school! I want you to know that my son reads wonderfully so far and enjoys his new skill. He shows no signs at all of what he has overcome, thanks to your book. Phyllis, thank you very much!"
J. A. Zink: "Without sounding too mushy, this has really changed my life. I realize that I am best able to teach my children. If my 'retarded' daughter can learn to read, any one can. My son's teacher said that this method was too 'confining.' As a result, I home-schooled him, too. He is way ahead of other children and loves to learn. I really noticed his ability to concentrate has really increased. Initially, I needed to split the first lessons into two parts a few hours apart. My son has learned that he can trust his mother and look to her for guidance - after all, I taught him to read. There are some kids graduating from high school that can't read as well as he can."