Feedback Received from Teachers and Administrators about the We All Can Read Online Program
We are pleased to notify you that the We All Can Read Program has been endorsed by the National Right to Read Foundation, as an exemplary instructional program for teaching children and adults to read.
Dear Jim,
We are pleased to notify you that the We All Can Read Program has been endorsed by the National Right to Read Foundation, as an exemplary instructional program for teaching children and adults to read.
The success of We All Can Read in teaching the skill of reading is a precious gift to all those who have been locked out of society’s mainstream because of illiteracy. You have made a significant impact nationally on how children and adults are taught to read, and the response of the American people clearly indicates you are succeeding.
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 leaning 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.
According to the U. S. Department of Education (Wills, 1986), “about 25% of high school students drop out before graduation and of those who do graduate over 30% are illiterate. Thus, we are apparently teaching only somewhat over half of today’s students to read.” The continued problem of illiteracy is an enormous one, but you have made a very significant contribution to solving one of America’s greatest unmet needs. Congratulations on your achievement. We wish you continued success, as you pursue the goal of eliminating illiteracy in America.
Robert W. Sweet, Jr.
Past President of National Right to Read Foundation / former Professional Staff Member of the Committee on Education and the Workforce, U.S. House of Representatives
Through your dedication to increasing the literacy level of our soldiers, they have continued to progress independently, and prove to others they are capable of succeeding.
Dear Mr. Williams,
On behalf of the soldiers of the Georgia Army National Guard, I wish to thank you for the countless hours you have devoted to teaching the phonics reading program.
Through your dedication to increasing the literacy level of our soldiers, they have continued to progress independently, and prove to others they are capable of succeeding.
Your phonics reading instructor program, to be taught in the armory, will enable the soldier to continue improving his skills. Many, many soldiers will continue to profit from your program long after the government funding is eliminated. It is obvious that once these soldiers master the ability to decode a word, they have developed the ability to read with fluency.
Again, I want to thank you for introducing your program to the Georgia Army National Guard and wish you continued success.
William K. McDaniel
Assistant Adjutant General for Army
I’ve seen many children dramatically improve their reading skills with your excellent program.
My name is Dan Vonk, and I used We All Can Read in my remedial reading classes for many years. I have sung your praises to many groups over the years including the RVI Internship group (support services for special needs kids in Career/Tech classes) I worked with this past year while attaining my RVI endorsement. I was recently placed on a Whole Faculty Study Group in which we are investigating ways to improve reading comprehension among Special Education students. Of course, this put me back on my reading soapbox, and I again spoke of your program, which I’ve had so much success with in the past. I was hoping that you could send any info packet that you might have so that I might present it to my group for consideration. Thank you so much. I’ve seen many children dramatically improve their reading skills with your excellent program.
Dan Vonk / RVI Coordinator
Camden County High School
Mr. Williams, please post this note on your website. I want everyone to know that your product is the truth. It is foolproof.
I contacted you about ten years ago to thank you for the helpful books I had purchased from your website. I had just begun to tutor students in my neighborhood and friends’ children. In three months, I used your program to help a second-language learner escape grade retention. In another three months, I taught reading to a 5th grader who had no phonemic awareness, taking him from kindergarten level to 4th grade. No one had been able to help him, even though he had attended the same school since kindergarten. And, now I am using your program to help a fifth grader with higher-order phonics trouble that impacts his ability to adapt to new vocabulary. My twin nephews who were born at just under 2 pounds each have used your program and are fluent readers today. Indeed, it works!
You are correct in that schools, in general, do not teach phonics past the second grade, if they teach it at all. And, most families scramble to find the money to pay for Orton-Gillingham instructors. However, your books address the issues immediately. Within just one lesson and nightly reading of your worksheets for homework, a student can begin to survive in class. I’ve even taught an adult to read through this program.
Parents should trust your website program, especially if they feel intimidated by using your books on their own. Every reading teacher should have your worksheets available in their class for daily support–your books are just that universally beneficial. You are a godsend, and your program is just that perfect. As a professional tutor of many subjects for children through adults, I reach consistently for nothing but your program for reading support.
It is obvious you have given us your heart with this work, and I thank you!
Sharron Stephens, Ph.D.
Educational Theory and Practice
One student is currently using the curriculum to help a younger sister who is experiencing learning difficulties in school. Another student used his knowledge of phonics to help a family member master English as a second language. And the gift goes on.
Dear Mr. Williams,
I have used your reading curriculum in a program for at-risk young men ages sixteen and older. While implementing your reading program, some of the positive changes I have observed in my students are as follows:
1. Improvement in reading skills which facilitated advancement in other academic areas
2. Improvement in reading skills sufficient to pass the Florida High School Competency Test. (Students entering this program generally consider the HSCT their most formidable obstacle to graduation.)
3. Increased confidence in personal potential and new hope for the future.
Using your reading curriculum requires discipline, commitment, and persistence on the part of both student and instructor. I am sure that my students would tell you that it has been well worth the effort. One student is currently using the curriculum to help a younger sister who is experiencing learning difficulties in school. Another student used his knowledge of phonics to help a family member master English as a second language.
And the gift goes on.
Dorothy Easley/American Adult Education Center
Dade County Public Schools/Miami, FL
The WE ALL CAN READ program allows me to teach groups of students with similar abilities in the same classroom. The videos allow me to re-teach but does not take time away from other students. I highly recommend that you investigate this program as a possible program to teach students at the lowest level of reading.
In the past, as a public school teacher I always encountered students that were persistently poor readers and nothing I did actually helped them do any better than when they arrived in my class on the first day. If I worked with them, it was time-consuming and I was not equipped with a program that was effective. After attending an Orton-Gilligham training to learn how to teach reading disabled and dyslexic students, I finally understood why I could not reach this group of students. The training I received helped me to tutor students in a one-on-one basis. The WE ALL CAN READ program allows me to teach groups of students with similar abilities in the same classroom. The videos allow me to re-teach but does not take time away from other students. I highly recommend that you investigate this program as a possible program to teach students at the lowest level of reading.
Victoria Norman/ Western Piedmont College
Western Youth Institute Education Dept./ Morganton, NC
I want you to know a student who used the program for an hour every day and had a score of 00 on the TABE left after ninety days (not all in class due to weekends) scored a 2.9 when he left. There have been many successes using your material.
Dear Mr. Williams,
I want you to know a student who used the program for an hour every day and had a score of 00 on the TABE left after ninety days (not all in class due to weekends) scored a 2.9 when he left.
The student was actually that low in the reading area when he came to us. He is labeled MID, but the real problem is no one made him do anything. Some people see a label and say the poor child cannot do this work which is not true. It is just more work and takes longer. If he had been more serious about the material he would have done better. He is only one of the students, others have done very well also. There have been many successes using your material.
Thanks again.
Anna Dellinger/Reading Teacher
McIntosh Youth Development Center/Darien, GA