A personal letter from
Michael Maloney |
Reading System
|
Special Offer! Buy one level of 3 books in the Teach Your Children to Read Well series and get
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Call Michael today at 1-888-2TEACHWELL.
Michael Maloney received Canada's National Literacy Educator's Award because he believes that every child can learn to read well. His mantra, "Teach Your Children Well" is the foundation of this extensive curriculum for reading. These easy-to-use books and CDs have proven effective for 50,000 children over the past 25 years. Michael's methods are simple yet powerful when applied consistently. Do you want to teach your children to read well?
Just ask Michael. Call 1-888-2TEACHWELL.
Who else wants to be a radical reading teacher?
Who else wants to defy all of the normal, common, ordinary, customary boundaries and restrictions and start teaching children more easily and more successfully?
Welcome to a 'radical underground'…
Warning: This is one of the longest sales letters you will ever read.
Why?
Firstly, because it includes a lot of teaching. Also, this letter contains a lot of information about independently proven learning systems that almost nobody knows about. So in reading this, you can gain some tips about becoming a better teacher. You may even gain some tips or strategies you'll want to act on immediately. So reading this letter in and of itself could be a profitable use of time.
Secondly, because this is about your children and how you teach them. This could affect both you and them for the rest of their lives.
This IS a letter about teaching. About doing it differently. Quicker, easier, in bigger chunks than you're used to. But this letter is about a lot more than teaching. It is about what you need to do to become an incredible reading teacher.
Thirdly, because at the end of this, I'm going to ask you to make an important, and frankly, not inexpensive decision, so you need a lot of information.
If you are seriously, highly motivated to teach your children well, you will find this letter fascinating, provocative and enjoyable and I doubt that you'll mind its length at all.
I will start by telling you of the origins of the core ideas behind my Teach Your Children Well Reading System.
We begin.
It was a dark and stormy night.
Well, actually, to be more accurate, it was a bright October afternoon in 1975, in a tiny country school in rural Ontario, Canada. Its principal asked me to help him with a very troubled child. I was the behavioral specialist for the school district. As I listened, the principal related the many altercations involving Damian. In the classroom, in the hallways, in the lunchroom, on the playground and on the bus going to and from school, Damian wreaked havoc wherever he went. He had been kicked out of class, sent to the principal, kicked off the bus, and suspended from school numerous times. That afternoon, I began working with his teacher to put in place a behavior management program. And Bingo!!!! Within days, Damian turned on a dime and became a model student. The change was so effective that we published the study at the Canadian Psychological Association in Quebec City the following year.
Problem solved … Or was it?
A few weeks later, when I visited his classroom, the students were working at their seats on math word problems. Damian had his books out, scribbler opened, pencil in hand and not a mark on his page. When asked, he told me that the exercise was hard. I asked him what was hard so that I could help him. “The words”, he said. “Which ones, I'll read them for you.” “It's all of them”, he replied. Here was Damian, in Grade 7, at twelve years of age and he could barely read a word. I had created a “dead man” - a perfectly well behaved child who was learning little or nothing at all!!
I relate this story because it drove me back to the research journals to find an effective reading program. When I found it I jumped on a plane, flew to Eugene, Oregon, presented myself to its creator and insisted that I had to be taught how to teach a disadvantaged child how to read. I'm a little persistent that way when it comes to “my kids”. I learned the system, then I taught the kids. Damian was in my first group of students. He learned to read as well as his peers in less than two years of instruction. There was nothing wrong with Damian, except for the way in which he had been taught.
I also added a third system to the emerging model. I'll tell you about it a little later. I now had a great 3-part system; one for getting kids to pay attention, a second one for teaching them to read, and a third one which provided me a foolproof way to measure their progress in a minute or less.
Three different geniuses, in three renowned American universities created these powerful teaching systems- but they had never collaborated their finding with one another.
It has been my life's work to integrate these powerful systems into a single more incredible set of tools for parents and teachers. As a result, my students learn 2-3 years of reading per year, even though they are labeled “special needs” students.
I HAVE BASED MY SYSTEM, NOT ON OBSERVATION, BUT ON HANDS-ON, IN THE TRENCHES, FACE-TO FACE WORKING RELATIONSHIPS WITH CHILDREN AND PARENTS. My extraordinary teachers, tutors and parents have used this amazing system to teach more than 50,000 children and adults how to read.
NO ONE ELSE can take you inside this system, its strategies, behaviors and thinking as I can, FROM DIRECT EXPERIENCE.
I have synthesized a number of different elements into my Teach Your Children Well Reading System. Here are a few of them.
- A clear and definite scope and sequence plan for teaching any child to read. This is a road map to guide you carefully through the reading process so that you and the student always know where you are, where you have been and what is coming up next.
- An instructional method that has consistently been proven to be the best and fastest way to teach children, especially those who struggle, as evidenced by 40 years of published research.
- A step-by-step training system that turns any parent, tutor or teacher into a superb reading instructor.
- A real, live, in-the-flesh, reading coach to assist you if and when you ever hit a snag and need help. Your reading coach is only 10 digits away at any time. You get a special toll-free hotline (only given to our customers) to call your very own reading coach.
My
Goal
My goal is to give you a clearer, more definite blueprint than you have ever seen or possessed before so that you can teach your children to become fluent readers with greater speed, accuracy and satisfaction than any other program could ever deliver.
Here's what one of my new part-time tutor's, a former homeschooler, whose children are now grown, wrote about the first student she ever taught to read using my System. She posted this in our lunchroom in February, 2007 because she was so proud of her student and his accomplishment.
“I began tutoring Sean in April of 2006. He was a timid, freckle-faced 8-year old in Grade 3, unable to read. Sean began his journey with me learning his sounds. Once we destroyed the “Guessing Monster” Sean's competitive nature snuck out from behind his bright blue eyes and his confidence began to grow. I rewarded him with stickers, lots of praise and the occasional humungous chocolate bar which was enough to keep him going through those tricky “in-regular” words, as Sean called them. Now only 9 months later (66 hours of instruction), Sean is half way through his second program, Level 2, completing a total of 90 lessons and shining like a star. He reads between 60-70 words in 30 seconds on his word lists and 250 words a minute in his stories.
I'll never forget the day Sean proudly stood before me singing a song he had written about “Captain Underpants”. He had read all 8 books in the series since July 06. He also shared a story he had written for school about his dog, which he read in front of his class first and then in front of the whole school. Ask me if I'm proud! Sean has accomplished 3 years of reading in 9 months. He's a delight to teach and an inspiration to me.”
Sylvia
Sylvia can be reached by e-mail for comment at syllustrations@yahoo.ca.
So let me tell you about each of the components that makes up the System amalgamated into this blueprint.
The Scope and Sequence Plan
At the top of this letter, I asked, “Who else wants to be a radical reading teacher?”
There is a radical underground in the educational world. I have been part of it for almost 40 years. There are things we know and discuss sparingly and cautiously with one another, but rarely with outsiders - because what we know so dramatically differs from what the overwhelming majority believes about teaching, practicing and creating successful students, we risk some retribution akin to that of early Christians who were persecuted for holding their beliefs.
Sadly, colleges of education rarely teach any of these methods, let alone all of them. Public schools have not picked up on this research and so do not know about these highly effective methods. I could not persuade them, even with the successes we were creating right before their eyes. That's one of the major reasons that I have been an entrepreneurial educator for almost 30 years now. I have started 25 schools and centers, written a series of software and books, trained thousands of tutors and taught 50,000 kids and adults to become literate. We have done this quietly, almost secretively. I am about to invite you into this “secret society.”
Of course most of what you read about “secret societies” and “insider information” are outright fabrications. And I'm not talking about some institutionalized secret society here, with its own handshake, password and blood oath. What I am talking about is a fairly sizeable group of parents, tutors and teachers that I have been privileged to both help develop and be part of, who teach children well in opposition to everything you've ever been taught or told about teaching. In short, we use a radically different blueprint.
For the most part, how they do what they do goes largely unnoticed, not understood by those around them. And they've learned - we've learned - often the hard way - there's no benefit in trying to enlighten friends, family or peers. In fact, doing so is at best futile; at worst dangerous.
So exactly who is in MY radical underground?
Here are the details.
Over the past 32 years, I've worked very closely, for long continuous periods of time, in some cases, a decade or longer, with over 2500 teachers, tutors and homeschooling moms whom I now refer to as RENEGADE READING SPECIALISTS.
But here now is a broader picture of these people.
All began with a child or children who were failing. These radical reading specialists either had been given ineffective previous training to teach reading or in most cases, none at all. They did not see themselves as superb teachers, but were open-minded and willing to learn new ways.
Almost all of them had previous frustrating experiences with schools, school districts, social agencies, tutorial services and other educational “resources,” either as teachers, aides or as parents of a child needing help.
They had not been successful in getting the necessary help for their child. They had been ignored, talked down to, dazzled by eduspeak, promised things that never happened and/or blamed for their child's problem in tag- team school meetings until they finally took their destiny and that of their child into their own hands.
All are eclectic thinkers, not afraid to try my “radical” teaching method.
Most have, by deliberate strategy and preference, stuck pretty close to their knitting. They have kept their own counsel as they worked in their homes, charter schools, learning centers or after-school programs. None of these over 2500 individuals works in a large school district. They don't look different from other educators, but their teaching is definitely not “next-door ordinary”. However, I will quickly add, nothing they do is outside of the reach or use of ANYONE now reading this letter.
As an example - one of my homeschoolers, Penny, has used the complete System with all 4 of her children, all of whom were behind in reading after she pulled them out of a public school. Her youngest child is now completing Level 2, here eldest is completing the final level of the program and all are competent, accurate, fluent readers. Her letter is included later in the text.
In fact, you might draw courage, hope and inspiration from the fact that they are or have overcome some or all of the same issues you may be facing right now with a child who needs to learn to read fluently.
LET'S TAKE A LOOK AT THIS WELL-PROVEN SYSTEM
The Well-Proven Radical Reading System
When you go to choose a reading curriculum for your children, how do you know whether or not it will work?
In the case where you have very smart children, it doesn't really matter so much because they can figure out even fuzzy, poorly planned instruction.
But if you have a child who has any difficulty learning, you really NEED TO KNOW, IN NO UNCERTAIN TERMS, that this program will teach your child effectively.
So how do you know?
There is no shortcut to finding winning curriculum. You simply have to do your homework, your due diligence. You have to find results from other parents, other students, other studies published in reputable journals. That gives you the confidence that after you pay your hard-earned money, this program will deliver excellent results.
That presents a major problem for most homeschoolers.
- They don't have the time for such research
- They don't have the resources to find things easily.
- They may not know where to look or what to look for.
- They may not know the difference between a good program and an ineffective one.
- They may defer to a salesperson.
- This can often be a recipe for disaster.
Let me help. First and foremost, when you ask ANY vendor about ANY program, your first question is always. “Where are the research studies that demonstrate that this program works with children like mine?”
If the vendor tells you that it has been around for years, has sold millions of copies, that speaks well to the sales and marketing, but it tells you nothing about the program's effectiveness. Thousands of copies could be sitting unused on shelves because although the sales and marketing might be first class, the program itself is a failure. Inform him or her of that fact, repeat your question and if you do not get a list of studies, walk away. Keep looking.
HERE'S THE RESEARCH ON THE METHODS USED IN THE TEACH YOUR CHILDREN WELL READING SYSTEM.
Remember: I developed System developed by integrating three already proven educational methods.
The Behavior Management Method
We know that we cannot teach in chaos, so we start by putting in place a system to keep the student attentive to instruction and willing to follow directions. The original theory and research for Behavior Analysis/Behavior Management came from research by B.F. Skinner and his colleagues at Harvard University. There are literally thousands of studies and half a ton of books written on the use of behavior management in classrooms and with difficult students. The one that changed Damian from a hellion to an angel, (well, more correctly, dead man) was originally created by Dr. Ed Kubani at the University of Hawaii. The one included in the System has been used successfully with thousands of children already.
The Direct Instruction Method
Once we have the student's attention, we have to instruct effectively. The method that we use for instruction was developed by Siegfried Engelmann and his colleagues at the University of Oregon. This method was compared as one of 16 in the longest (20+ years), largest (500,000 students) most expensive (2.2+ billion dollars) national study to determine what works when teaching children basic skills. It led the pack in every department for every year of the study. But it also allowed anyone to see that if the child was failing, it was the teacher, not the student who was failing. That did not go down real well with America's powerful teachers' unions and their lobbyists, so it was never adopted by public schools, despite its amazing track record. Having been trained as a Direct Instruction trainer and instructional designer, I borrowed heavily from Zig's model to create my system because we really need to have our kids succeed. By the way, the study is known as Project Follow Through if you ever want to dig into the details. Just google it.
Here's an example of how Direct Instruction solves a common reading problem - the problem of confusing the sounds “b,” &Ldquo;d,” “p,” and “q”.
These four sounds often become confused, not through any deficit in the child, but because of the fact that they are virtually identical, except for their orientation in space. They share every other characteristic. They each have a stick and a ball. Orientation in space is a dimension we very rarely use in order to determine what something is or what it is not. The world teaches us to expect constancy when objects change their orientation in space. At an air show, a jet plane flying overhead is still seen as a jet plane regardless of its orientation. It can be diving, climbing, flipped upside down or in some other orientation. It's still a jet plane.
b d
p q
But with these four letters, orientation is the only reliable way to tell one from another. They also sound a lot alike. They are all short sounds. "b" sounds a lot like ”d” or “p” or “q”. To the extent that letters look alike and sound alike, they are much more likely to become confusing for the beginning reader. So how do we teach these sounds so that they will not become a problem?
The only real solution is to space the teaching of these letters out so that one is well learned before the next one is introduced. You can pair “q” with “u” because “qu” are almost always seen together. That makes it look different and more easily learned and gets rid of 25% of the problem. For other three sounds, you now have to decide on the order in which to introduce them into the reading program. Most reading programs include stories. It is fairly difficult to write a story without using the word “and.” This fact might dictate that you teach “d” before the remaining two sounds. The next sound should then be separated by a large number of lessons, and should never appear in a word or in a story until it has been taught. That means that the vocabulary of every story must be carefully controlled.
The Precision Teaching Measurement Method
The third and final method we added allows us to get a direct measure of a student's learning in a minute or less. We simply time the student on a specific task for one minute or less depending on the task. We compare the score of corrects and errors against a known standard that has been reached by literally hundreds of thousands of other students. That standard tells us when our teaching and practice have been good enough to ensure that he student is ready for the next step. The method originated with Dr. O.R. Lindsley at the University of Kansas. It was featured in a 9- year study which involved 22 states and again, hundreds of thousands of students. Known as the Sacajewea Study, it showed that children who do a one-minute timing and practice each day on reading and math skills scored 2 years worth of skill acquisition per year as measured by standardized educational tests.
I was fortunate enough to have had each of these amazing scientists as my mentors. Now you know why this system works so well.
Each of the components of the Teach Your Children Well Reading System has proven its effectiveness independently, in its own right. When my colleague Dr. Eric Haughton and I combined these methods it was like adding afterburners to a jet fighter plane.
Our first research study published in the Journal of Precision Teaching demonstrated that our special needs students who normally progressed a half of a year in skills for each year in school, suddenly began learning 2.5-3.0 years of skills per year as measured by accepted educational tests - 5 to 6 times faster than they ever had before.
Which brings me to my next question, “How do I make sure that you can learn to do what I do well enough to teach your children well?”
A Step-By-Step Training Program
If you are a beginning homeschooler this is an IMPORTANT PART for you to absorb. If you are a seasoned homeschooler who has tried a method that worked with your other children, but is not getting results with this child, - LISTEN UP.
The reason instruction succeeds or fails is mainly determined by two things.
1st - the instruction is not properly designed to teach children in the first place. Badly flawed instruction can confuse even bright children, even when it is properly presented by the teacher.
2nd - The program is well designed, but is not delivered by the teacher in the way it was meant to be done. Well designed instruction can still be confusing if it is not presented in the prescribed manner.
Let me give you an example of flawed reading instruction - teaching short vowels together as the first sounds a child learns.
Do this - Say the sounds for these short vowels — a, e, i, o, u
Now do that again and listen closely to the sounds — a, e, i, o, u. Do these sounds sound a little bit alike to you?
What's the problem?
They don't just sound a little alike, they sound a lot alike even to those of us who already know what they should sound like. How do you think that they sound to a child trying to learn them for the first time? And they don't just sound alike; they also look alike. Lop the top off of an “a” and you have a “u”, take the bar off of the front of an “a” and you have an “o”. The more similar things appear to be, the more difficult it is to tell them apart. Teaching short vowel sounds together provides the student with sounds that are more difficult than necessary to discriminate. They set the child up for confusion, error and failure.
But who really pays attention to instructional design questions like that? WE DO !! BECAUSE MOST OF MY KIDS HAVE ALREADY BEEN CONFUSED BY SOME POORLY DESIGNED PROGRAM AND NOW I NEED TO FIX IT.
Instead let's teach “a”, “m” and “t” as the first sounds. They don't look alike. They don't sound alike. They are less likely to become confused.
That's good instructional design.
But even well designed instruction can fail if it is not presented well. So in order to make sure that the right thing gets taught the right way, we actually write everything out that the teacher has to do in a set of steps for them to follow just like a recipe.
So if you can follow a recipe to make cookies, you can follow these recipes to teach your child how to read well.
So now we have a simple but sophisticated way to teach any child to read well. Then we put this entire blueprint in an Instructor's Guide at the beginning of the Instructor's Manual of each level of the System.
So what Exactly Are You Buying Here?
Here's a listing of all of the components of the System.
A set of books that will enable you to teach your children well. That includes an Instructor's Manual with all of the step-by-step lessons. It also includes a Student Reader for your student which contains stories, sound charts, and word lists. If your child places in the Teach Your Children to Read Well series, you will also get a Student Workbook. There is no Student Workbook for The Toolbox Series for Literacy, which is meant for older children who are behind. This is a trimmed down, lightning quick version of the program that is designed to get your student's decoding skills caught up as quickly as possible.
Then you will get All of these Bonus Gifts valued at $675.00, - yours completely Free
They include;
- An Instructional audio CD that outlines the history, research and rationale for the Teach Your Children Well reading System. It is always best if you can see the whole picture of any method you are using. Whether it is teaching or planning a landscaping project, it's good to know as much as you can. This CD will allow to talk authoritatively about why you are using the System.
- A second audio CD is included. It is a step-by-step training program to help you learn the System. It walks you through the Teacher's Guide at the front of The Instructor's Manual. This CD teaches you how to follow each of the recipes. It even has me teaching a student so that you can hear what it sounds like when our teaching is done well. If you practice and learn your recipes well, you can be every bit as good a reading teacher as I am.
- You also receive a subscription to our Teach Your Children Well Newsletter. This is a very special newsletter because it will help you to teach your children other skills. The newsletter is the culmination of a joint venture between www.homeschoolingradio.com and Teach Your Children Well. Each week we do a half-hour Internet radio show called the Teach Your Children Well One-Minute Lesson with hosts Kathie and Leland Fleming. During the show, I teach Leland a new skill based on one of the three methods from our System. After the demonstration, I post the worksheets for the exercise and the lesson itself on our website as a newsletter. Homeschooling parents download the practice exercise, along with the scripted recipe for teaching that skill and use the lesson with their children. I think you will find this a valuable, easy-to-use resource to teach such things a fractions, deductive reasoning, analogies and other areas of curriculum..
- You will also receive a signed copy of my award-winning best-seller Teach Your Children Well. This is my first book. It is all about solving the problem of illiteracy by using the effective methods that we have already created. It is a sort of handbook for you so that you really understand why you are teaching in the way that you are teaching. It is all of the ideas that show you how we put together this incredible system. It is the key to the treasure trove of ideas that resulted in the Teach Your Children Well Reading Series.
AND HERE'S THE REALLY GOOD PART.
I am giving you up to 5 hours of personal coaching to make sure that you really can teach well!!! Has anyone else ever offered you that kind of help when they sold you a curriculum?
I know from talking to homeschoolers that too many of you wind up with programs that are almost impossible to teach and with no help in sight when things begin to fall apart! You are cut adrift, hung out to dry, twisting in the wind by publishers who want to sell a lot of books and then run to the bank.
We have never let that happen to our customers!!!
We tell you when we sell you that if you have a problem Just Ask Michael by dialing his toll-free hotline help number. You will know that you have a problem because your child's score will not increase for three or four days. Then you pick up the phone and talk to YOUR PERSONAL READING COACH - an actual, real, live, human being who has taught many children and has in all likelihood run into the very same problem that you are facing. And most importantly, has several useful suggestions as to how you solve that problem.
We have been solving problems for homeschoolers using telephone conferences for years now. They love it because we become their safety net - Just Ask Michael.
- Finally, I will invite you personally to a special two-hour tele-seminar to discuss effective teaching methods that will help you teach any child. This special event will occur in early September, after the Labor Day long weekend. I t is only available to people who have purchased the Teach Your Children Well Reading System.
When I was first given the information provided in this seminar, even as a veteran teacher, it changed my life and the lives of the 50,000 plus children that we have subsequently taught to read. I am willing to bet that it will also change your life and the way in which you teach your children.
There are now two questions to tackle:
| Question #1 - Should you get my Teach Your Children Well Reading System. I mean, is it really important? I actually have a simple way to help you decide. |
Question #2 - How much should you cheerfully pay to get it? |
The easiest way to find out if you really should buy my Teach Your Children Well Reading System is to see whether or not one or more of your children needs it.
There is a simple process for determining that. The system has four placement tests, one for each of the four major levels of the System. Each placement test takes about 2 minutes to administer. Sit down at the kitchen table and have each of your children read each of the placement tests. If the child makes four errors of any kind, they should be placed in that level of the System. Here's the plan.
- Ask each child to read the placement tests that are given below beginning with the first one.
- Count the errors they make. Here's what you count.
- Any word miscalled as some other word
- Any word omitted from a sentence.
- Any word added to a sentence
- Any ending dropped form a word.
- Any ending added to a word.
- Any guesses about what a word might be.
Do not prompt the student or coach them during the placement test. We want an unadulterated sample of their reading performance.
Remember - ANY FOUR ERRORS MEANS THAT YOUR CHILD NEEDS HELP TO LEARN TO READ WELL.
Placement Test #1 - Level 1
Holiday Fun
In the summer, my family loves to go camping. Usually we put up our tent in the woods beside a lake or a river. During the day, we swim, play games or go hiking on the trails in the forest. In the evening we cook dinner over a big campfire. After we eat we sing songs, tell stories or just lie on the ground gazing at the stars in the sky. It is so much fun that every year I can hardly wait for our holidays to begin.
If the student made 4 or fewer errors, proceed to Placement Test #2.
If the child made 4 or more errors, and is 8 years old or younger, this is the program they need.
If the child made 4 or more errors, and is over 8 years old, this is the program they need.
Placement Test #2 - Level 2
At The Circus
Today the circus was in town. It was a chance to see lions and tigers and clowns in bright costumes. I especially wanted to watch the famous flying pigeons. I visited their giant cage. I did a quick count. There were probably fifty pigeons inside. All of them had beady eyes as black as coal. They ruffled their glistening feathers. I stared at them but they ignored me. The announcer stepped up to the podium. There was a thunder of applause. I raced up the stairs to my seat. The circus was about to begin.
If the student made 4 or fewer errors, proceed to Placement Test #3.
If the child made 4 or more errors, and is 8 years old or younger, this is the program they need.
If the child made 4 or more errors, and is over 8 years old, this is the program they need.
Placement Test #3 - Level 3
Quite an Experience
Here I was standing in astonishment at the top of a gigantic skyscraper! The full moon was massive and seemed to hover straight overhead. Its brilliance reflected off the surface of the windows of each building surrounding me. I gasped slightly at the chill of the night and began to lament that I had not worn warmer garments. The mayor of our city, who was a notoriously dapper politician, and two jubilant astronauts were standing nearby, along with other equally captivated officials of the community. They were all watching with awe a group of amateur but nimble and very athletic entertainers who were performing a complex sequence of spectacular somersaults. I had never had an aversion to heights but I knew that I would never be courageous enough to join them so far from the ground. What an amazingly dramatic and splendid experience.
If the student made 4 or fewer errors, proceed to Placement Test #4. If the child made 4 or more errors, this is the program they need.
Placement Test #4 - Level 4
The Lewis and Clark Expedition
After the Louisiana Purchase, touted to be “the greatest real estate deal in history”, the American Midwest and West lay open as an enticing and expansive terrain ripe for exploration and adventure. Meriwether Lewis, an ambitious and no-nonsense young man, together with his close friend, Captain William Clark, and a contingent of Army engineers, were officially commissioned by President Thomas Jefferson to discover a water passage from the Mississippi to the Pacific. It was a formidable task, one fraught with danger, deprivation and loneliness. The small band had to be forever vigilant of both hostile natives and a grueling environment. Despite a seemingly hopeless plight, they carried on, stoically and courageously. Close to three years after their departure, having conquered famine and fatigue, seclusion in the wilderness and the trek over perilous mountain ranges, they stood exhilarated by the sight of the Pacific Ocean. At that moment they were oblivious to their past hardships. They had succeeded; they were triumphant.
If your child did not make 4 or more errors, they do not need the reading program. If the child made 4 or more errors, this is the program they need.
The Placement Test Results
Okay, so now we have an answer to the first question. Now you know whether or not you need the Teach Your Children Well Reading System. If any of your children did make more than four errors on the placement test, you even know which level to order.
Now all you have to decide is - How Much Should You Pay for the System?
If you asked yourself, “How much is it worth to me to have my child reading fluently?”
The answer is “a whole lot” whatever that means in dollars, given your current income and budget.
If you sent your child to my learning center for one hour per lesson, you would have spent $2,400.00 for my services. Lots of people do that.
How about $199.95 for the entire System? That's about $3.33 cents per lesson.
I am not a greedy person, although like most of us, I am motivated to do well financially when I perform a valuable service.
I have also invested more than 40 years of my life into the learnings that resulted in this System. At this stage of my life, I am more concerned about making sure that the System survives me than I am about making another fortune. I take pride in the homeschooling teachers, learning center tutors and managers, and special education teachers who write me to thank me for helping them teach children and adults to read. But I am eager to make that list much, much longer so that this System becomes THE ACCEPTED BEST, MOST OFTEN USED WAY to teach children to read well.
I am telling you this so that you know why I have underpriced this System. If you are a cynic, you may not accept my explanation and actually that doesn't matter much. We each have our own views and I can respect your reluctance given all the “deals” floating around out there.
Your final question may be; What will Michael Maloney guarantee?
I guarantee that I will help you solve any problems in teaching your children to read well.
If you return the materials within 90 days of your order in resalable condition, I will send you a complete refund.
So now you have my guarantees. You can have my forty years of successfully teaching children to read at your fingertips- just ten digits away and you can have a simple but incredibly powerful System to teach your children to read well.
I look forward to working with you and hearing about your successes.
So click on one of the Order Buttons.
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Sincerely,
Michael Maloney,
Senior Author
Teach Your Children Well
Questions Call 1888-2TeachWell and Just Ask Michael
