Climbing With Phonics

Frequently Asked Questions and Answers -  FAQS


What grade levels are The “Climbing With Phonics” Computer Program or E-Manual/Workbook?
How does your program help comprehension?

         It turns the reading task from “learning to read,” to “reading to learn.” When the learner turns to being able to concentrate on comprehension of subject matter; a world of new opportunities open. Literacy enhances self-esteem, the ability to read grade level subject content (e.g., Science), the ability to be a High School graduate, to score higher on college entrance and all exams, employment opportunities and much more.

              “Climbing with Phonics” is not based on grade level. It is based on skills level. Instruction is based on giving any age learner the ability to decode (read) and encode (spell) basic to advanced multisyllabic words new to the reader. To replace poor strategies for word recognition such as the “shape of the word” and “word guessing” to strategies that superior readers use.

If The “Climbing With Phonics” Computer Program is too hard/too easy, how can I change it?

              The “Climbing With Phonics” program is automatically prescriptive and prevents the user from progressing and moving up until ready. At the same time, it allows the user to drop in at the appropriate level. It is highly adaptable to the student’s or tutor’s needs.

Is my 3-or4-year-old too young to use the computerized version of “Climbing with Phonics”.

              The only prerequisite to using the program is to be able to engage the computer’s on-screen keyboard to answer human voiced prompts.

How do I convince my older child that learning to break down multisyllabic words into simple syllables that make it easer to decode for spelling and reading when his siblings are doing so well without this instruction ?

              The following explanation of the program is suggested to help him accept simple material. “You have had difficulty in the past with your reading and spelling. We will help break the barrier by teaching you the code. For instance, think of a spy who  gets a message by radio in Morse code.

The radio broadcaster listens to the sounds of dots and dashes and translates them into letters  which she writes on a piece of paper. When she finishes taking the message, she cannot understand it because it is sent in cryptographic code. When the intelligence officer gets out her code book and translates the message into understandable English the appropriate action can be taken.

              People learn differently and when we teach things differently you will be able to improve your ability to read and spell as well as your siblings. We could do this by training you on long unfamiliar words, but it can be done faster if we start with three letter words. Master the use of the twenty-six letters of the alphabet and learn the seventy-one common phonograms and you will be well on your way to decoding words.”

How do I know the Orton Gillingham method is for my son when the school has not diagnosed him as “Dyslexic” or “Learning Disabled”? His teacher says, “ his struggles with reading would stop if he just tried harder.”

             The Orton Gillingham approach is research based and is especially effective for teaching struggling readers. The Phonics Based approach is widely accepted as an efficient way to teach beginning reading as well. Schools are reluctant to “Label” students because they would legally be obligated to provide expensive specialists to instruct that student. Misguided teachers are puzzled by the struggling reader and see them as “lazy” because they seem intelligent in every other way. The teacher may not have been trained to instruct in phonics, decoding or encoding skills and knows no other way other than the “See and Say” method with a Basal Reader. One-out-of-five students cannot learn that way. Failed readers fill our prisons and illiteracy causes so many social problems.

How can I most effectively use the “Climbing With Phonics” computer program version as a parent?

             Learn to use the decoding and encoding prompts when your child is reading with you. For example, when your child says “pin” reading the word “pine.”  You can say “look there is the “magic /e/” it makes the letter /i/ say its name. Changing a little pin into a big pine.”  You can learn these prompts to recognizing new words (e.g., CVC, CVVC, V/CV, Vr, etc.) following along when your child is learning them on the computer or take a crash course yourself on the computer program “Climbing With Phonics.” The instructional Manual/Workbook also contains rules that help ‘sound out” or spell words.

Do you offer a trial?`

             A trial version is not available, however the “Climbing With Phonics” computer program comes with a 72-hour money-back guarantee, full tech support and teacher support. There will also be an introductory offer at a reduced price. No gimmicks, no subscriptions, just a one-time affordable price and lots of word-of mouth appreciation for advertisement.

I have been teaching reading successfully for many years. Why do a very small amount of student struggle with the  very same methods used so successfully with 95% of the class?

             Many struggling students are neurologically different and require a multisensory approach to learn. Recognizing these neurological  differences in dyslexics, Dr. Orton collaborated with master teacher Anna Gillingham to develop an approach which accommodated these differences. Teachers and Parents who recognized the “gifts of dyslexia“ and nourished their “special talents” created people who changed the world with their creativity and inventiveness. Dr. Orton’s observations were verified in Dean Braganfer’s T.EDx talk “True Gifts of a Dyslexic Mind.” Today instead of citing famous dyslexics as achieving despite their dyslexia, we now attribute their success to their dyslexia. Examples of famous dyslexics are Einstein, Davinci, Ford, Ted Turner, Steve Jobs and more. Thirty percent of entrepreneurs identify themselves as dyslexic. Imagine how the world could benefit from the contributions of students if they didn’t struggle to learn because of the way they were taught.

Can the Video or the picture of the mouth making the letter’s sounds be helpful in teaching those with hearing problems?

             Yes, given a handheld mirror to compare their mouth to that on the screen or picture, any student can benefit from the shape and sensations seen and felt haptically (skin and muscles). The letter’s sound is seen, felt, and heard. It makes a truly multisensory experience. (e.g., The vibrating lips made in the /m/ sound.

What computer devices are “Climbing With Phonics” available on?

             “Climbing With Phonics” computerized program can be used on any device that uses “Windows.” Of course, The E-Books purchased on can be used on any device.

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