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    First Class: Teaching Infants and Preschoolers to Read
    First Class: Teaching Infants and Preschoolers to Read
    First Class: Teaching Infants and Preschoolers to Read
    Ebook98 pages1 hour

    First Class: Teaching Infants and Preschoolers to Read

    By Dave McCanless

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    About this ebook

    I'm Dave McCanless, author of "First Class: Teaching Infants and Preschoolers to Read," and I have a question for you...

    What is the one thing you as a parent can do for your very young child (ages 8 months to 4 years) that will give them the greatest chance for success and the best opportunity to flourish in today’s competitive environment?
    The answer is something you may not have even considered or thought possible. Teaching your baby to read is something you really can do to help give your child a head-start in life.

    As your child's first teacher, you'll open up a world of discovery and fun, instilling in him/her a lifelong love of learning. As a bonus, you'll create cherished memories as you take advantage of this unique opportunity to bond with your child.

    In my book, you'll learn the same word play games that I used to teach both of my children to read by the age of two. And when I say my children were able to read, I mean they were able to do the following:

    •Speak sight words by the time they were a year old: At 10-months-old, my son, Kenny, was able to read and speak sight words. Katie, his younger sister, was around a year old when she began to read sight words. I started teaching both children using word cards when they were 8 months old.

    •Read 50-60 sight words by the time they were 15 months old: Kenny learned this number of words around the age of 12-13 months. Katie was just a few months behind in her reading skills.

    •Read their first book at 15 months: At 15 months, the number of sight words each child could read grew, as did the words they were able to read in books. Kenny had learned all the alphabet sounds and was starting to learn the remaining 46 phonograms. It was at this time he read his first book, aptly titled, "I Can Do It Myself."

    •Sound out unfamiliar words by 20 months: At around 20 months, both children had a solid grasp of most of the 72 phonogram sounds. Both were beginning the process of looking at a word they had not seen before and sounding it out.

    •Read books aloud on their own between 20 and 24 months: At this age, I introduced my children to the phonics dictionary. At the age of two, Kenny was reading aloud to us and on his own stacks of Golden Books and many others. Katie’s greatest joy was reading to her parents, her cat, even her stuffed animals!

    I taught my techniques to my friends, Len and Kristie, who used them to teach their sons to read. Here's what they have to say about my early reading program:

    "About a month ago, we received some great news. According to the latest reading assessment, our son, Simon, is reading at the 99th percentile with a grade equivalent of 12.9+. Based on the national norms, he reads a level equal to that of a typical post-high school student. Pretty amazing for a 3rd grader!

    We found many of the tools you provided extremely useful in teaching our boys the fundamentals in a way that made reading a fun and positive experience. As toddlers, both of our boys enjoyed our special time playing the sound games together. It became a time of bonding between us and something we would both look forward to. Even now, at ages five and eight, we still enjoy our nightly reading time together, taking turns reading aloud books that now interest both of us.

    Most importantly, your material inspired us to teach them to read early, where it wasn’t something we had even considered, or thought possible, at that age. It has been such a rewarding experience to help them learn and develop. We know that they have a love of reading and learning that they will have with them their entire lives, and it has provided us with peace of mind, knowing that they have the tools to excel academically if they put forth the effort."
    —Len & Kristi

    Purchase your copy of "First Class: Teaching Infants and Preschoolers to Read" today and put into practice these proven methods that will help put your child on the ro

    LanguageEnglish
    PublisherDave McCanless
    Release dateDec 21, 2015
    ISBN9781310434419
    First Class: Teaching Infants and Preschoolers to Read
    Author

    Dave McCanless

    Hello, my name is Dave McCanless, and I want to tell you the story of how I came to write "First Class: Teaching Infants and Preschoolers to Read"...What began as the best week of our lives abruptly turned into one of the worst. My wife and I had been trying to have a child for several years and our prayers were finally answered when our son was born in the summer of 1981.Within one week after Kenny was born, he suddenly developed a fever. We called his pediatrician who said to bring him in immediately. A high fever for newborns is a real warning sign. The pediatrician inserted a needle into Kenny’s stomach to get a urine sample. It was determined from the sample that Kenny needed to have a spinal tap to confirm or rule out the medical diagnosis.I watched through the window as the doctor inserted the needle into Kenny's spine and withdrew the sample. All the while, Kenny wailed in pain. It didn’t take long for his pediatrician to come to us with the results. Kenny had spinal meningitis.His pediatrician went on to explain that it was the type of meningitis that had to run its course, meaning that antibiotics were not expected to be of use in his case. The doctor matter-of-factly stated there was a 50/50 chance that Kenny would not survive. If he did survive, he could suffer brain damage, hearing loss, lifelong learning disabilities and a multitude of other complications. My wife and I were in utter shock as we listened to this prognosis.There we were—having gone from being proud parents of a brand new baby boy—to being scared beyond belief. We spent the next three days near his incubator, at times watching him go into convulsions from the fever. With each convulsion, our trepidation grew worse. Finally, after three days in the hospital, Kenny’s fever began to break and ultimately returned to normal. Kenny had made it!During the following weeks, we kept a close eye on Kenny and his temperature, constantly looking for any negative consequences of the meningitis, remembering vividly what the doctor had said about possible ramifications. The weeks turned into months, and everything seemed to be going well. Still, the warnings of Kenny’s pediatrician were constantly on my mind.It was during this period that I asked myself the following question: “What is the one thing that I could do as a parent that would be the most beneficial to my son in the long run and help give him a head start, and also help minimize any potential lasting effects from his earlier medical setback?"The answer came to me when I was browsing early childhood development books at my local library. I came across a book written by a doctor who claimed it was possible to teach children—even those who suffered from brain damage—to read at a very early age.That was the beginning of what was to become the most startling discovery and the most amazing time of my life. I used what I learned from this book and other research—along with techniques I developed on my own—to create an early reading program for Kenny.At the age of 8 months, I introduced Kenny to sight words (word cards). As to be expected, his first attempts at pronunciation were garbled. However, the important thing was that he was starting to associate the word on the card with an actual object and a word that could be spoken. I was astounded at how quickly (given the right learning environment and using the right techniques) the connections in his brain were growing!Over the next several months, I used a variety of techniques to have my son reading some of the basic Golden Books by the time he was 16 months old. By the time he was two-years-old, he was reading many books aloud to us and on his own. Just to prove Kenny's success was not a fluke, I used the exact same methods with my second child, Katie, with equal success.I detail all of the methods I used with my children in "First Class: Teaching Infants and Preschoolers to Read."Fast-forward 30+ years...Since graduating from Humboldt State University as a Business major, I've had many jobs. I've worked as a dairy farmer, a real estate agent, an appraiser for the Humboldt County Assessor’s Office, a member of the Ferndale Elementary School Board, and a right-of-way agent for the State of California.Of all of the things we've done in our lives (and I believe my wife would whole-heartedly agree), the one thing that has given us the most pleasure is the gift that we have given our children of teaching them to read at an early age. We have seen how it has impacted their lives in a positive way, increased their confidence and contributed significantly to their academic success.Most parents would be utterly shocked to learn how easy it is to teach their toddlers to read in just 15-minutes a day. Given the fundamentals that you'll read about in my eBook, you'll see the amazing things your child is able to comprehend at such an early age. As he/she progresses with the reading program, you may ask yourself the same questions I asked myself many years ago...“Why has this been such a secret? Surely, schoolteachers must know about this phenomenon? Why did I have to learn about it by accident? Why is there no organized effort to emphasize to parents the value of teaching children to read at a young age? Why is it left up to the parents to find out for themselves?"Ultimately, that is the reason I’m writing this book. I want parents to understand the possibilities for their children. It has been my experience—and the experiences of others who have used earlier versions of my program—that there is tremendous value in teaching your very young child to read.Looking back on all of the good times we’ve shared with our kids in various activities from infancy all through their college years, I can honestly say that nothing gave me more pleasure than being involved in teaching them to read by the time they were two years of age. I’m a firm believer that this could be the norm in our society and not the exception. Believe me, it is not rocket science. After you’ve read "First Class: Teaching Infants and Preschoolers to Read" a time or two, I think you will understand the message.In simple terms, it is about creating a positive, loving learning environment. You can then take advantage of what I refer to as “word play” to introduce your child to the world of words. By using very simple steps outlined in the book, you'll bring the words to life using your own creativity and good humor. It will not only help to create a bond between you and your child, but if your experience is like mine was, you may very well find it the most satisfying experience you’ll ever have with your kids.You as the parent are in a vital position. You don’t want to pass the buck when it comes to teaching your kids to read. If you read "First Class" and follow the steps, you may very well be the best teacher your child has ever had.Thank you for reading my remarks. Please purchase my book, visit my website, and feel free to contact me with your questions, comments and insights.

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      Book preview

      First Class - Dave McCanless

      First Class

      Teaching Infants and Preschoolers to Read

      by Dave McCanless

      Copyright Dave McCanless, 2015. All rights reserved.

      Cover Design by Laura Shinn

      Protected by copyright laws of the United States and international treaties. No part of this publication in whole or in part may be copied, duplicated, reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the express written permission from the publisher.

      Copyright and other intellectual property laws protect these materials and any unauthorized reproduction or retransmission will constitute an infringement of copyright law.

      Federal law provides severe civil and criminal penalties for the unauthorized reproduction, distribution, or exhibition of copyrighted materials. Penalties for criminal and statutory copyright infringement are set forth at 18 U.S.C. 2319.

      I dedicate this book to my son, Ken McCanless, who was the inspiration for my involvement in early childhood development, specifically in teaching very young children to read.

      I also dedicate this book to all parents who are truly interested in giving their children what may very well be the most precious gift of all—the opportunity to develop their young brains by exposing them to the stimuli that will allow them to read and communicate at a very young age.

      —Dave McCanless, November 2015

      Table of Contents

      Introduction

      What you'll learn from First Class

      Techniques to help teach your infant or preschooler to read:

      Chapter 1: All Dressed Up But No Place to Go

      The Infant/Preschool Reading Assistance Program

      Suggested Activities

      Suggested Readings

      The School System's Reaction to IPRAP

      First Five and Early Childhood Learning

      Chapter 2: It’s All in the Details—Sight Words and ABC Cards

      Sight Words

      ABC Cards

      Phonograms

      Chapter 3: Games and More Games

      Recorded ABC song

      Magnetic letters

      Movable alphabet

      Guy Smiley Game

      Games using books

      I-Pad /Word Apps

      Writing Games

      Some Final Thoughts

      Appendix A: Phonogram List

      Websites for Phonograms

      Appendix B: Evaluation Report of First Class Program

      Appendix C: Testimonials for methods used in First Class: Teaching Infants and Preschoolers to Read

      Introduction

      Dave McCanless, author of First Class: Teaching Infants and Preschoolers to Read

      The basis for this endeavor began more than thirty years ago when I was in my early 30s. My wife Debbie and I had just had our first child and were the proud parents of a beautiful baby boy named Kenny. This was after several years of trying to have children. The feeling of being a parent was quite overwhelming.

      However, one week after Kenny’s birth, he developed a fever, which we were told is very unusual for newborns. We immediately took him in to his pediatrician.

      The doctor admitted Kenny to the hospital after using a long needle to withdraw some fluid from Kenny's stomach. The results indicated the need to perform a spinal tap, which showed that Kenny had spinal meningitis. It was the type of meningitis that just had to run its course, according to the pediatrician, so antibiotics were not expected to make a difference.

      The doctor also informed us that if Kenny survived he might suffer hearing loss and a multitude of other possible complications. We went from being ecstatic parents to being scared out of our wits.

      I’ll never forget the call I made to my Mom, as I could hardly speak the words the doctor had just spoken to me. The next three days were filled with anxiety and fear.

      During this time, Kenny’s temperature would rise to the point where he would go into convulsions, despite the hospital nurses doing their best to keep it under control.

      After three days of constant worry, Kenny’s temperature finally returned to normal and he was on his way to improvement. The doctor thankfully could see no apparent ramifications from the meningitis. However, there was no guarantee as to the long-term effects it might have.

      When we got Kenny home from the hospital, we settled into a more normal daily routine. My wife and I had decided that during his early years it was important for her to be home with him.

      It was about this time that I became interested in exploring early childhood development due to what the doctor had said about the possible ramifications of Kenny's meningitis. I wanted to make sure that I did everything within my power to ensure that he was given every opportunity to overcome any adverse effects of his bout with meningitis.

      Consequently, I asked myself the following question...

      What is the one thing that I could do as a parent that would be the most beneficial to my son in the long run to help give him a head start and also to minimize any potential impacts or lasting effects from his earlier medical setback?

      After I gave some thought to the subject, the answer came to me while I was browsing at the local library (Humboldt County Library). The library was in the basement of the county courthouse where I worked in the Assessor’s Office. I was looking through the section on early childhood development when the title of a book grabbed my attention.

      The title of the book was How to Teach Your Baby to Read by Dr. Glen Doman. My first response was one of total disbelief. My disbelief

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