While institutions resist reform and avoid clarity, individual voices tell a different story. Parents, teachers, and relatives who have used Teach Your Child to Read show what happens when confusion is replaced with structure: children regain confidence, families find solutions, and progress becomes visible.
Alanna Maurin (Australia)
Alanna Maurin is an accomplished teacher in Australia, a mother of four boys, and a master’s student in Reading and Literacy. In late 2020, she reached out about her youngest son, Louis, who was confused, emotional, and resistant to reading.
Through step‑by‑step correction of letter sounds and memorisation of Dolch words, Louis began to progress. Within weeks, he was reading passages fluently, asking to read words from packages and games, and regaining his confidence.
Alanna reflected:
“The reading wars need to end. Too many are so busy proving their own ways that they are blind to simple solutions. You have presented a simple solution. And I believe you.”
Her professional background makes this testimonial especially powerful: even with years of teaching experience and advanced study, she found clarity in a method that institutions often dismiss.
Cindy Friedberg (California/Arizona, USA)
In 2021, Cindy Friedberg, a grandmother in California, contacted me seeking help for her grandchildren in Arizona. Aidan, 11, had an IEP for dyslexia and was reading at a 3rd‑grade level. Lyla, 8, was reading at a 1st‑grade level or below.
Conventional tutoring failed. Aidan shut down, frustrated and angry, refusing to continue with expensive online lessons. Cindy then reached out to me, and we had one Zoom meeting. I explained how to use my book, which I had sent to her, and from that point onward Cindy herself worked with her grandchildren consistently.
Within four months, both children showed remarkable improvement. Aidan was already on Book 3, Lyla on Book 2, and both looked forward to their weekly sessions. Cindy wrote:
“It was a miracle… My grandson is doing better in school. He has a better self‑image, and my granddaughter is progressing too. Reading is now fun, and they believe in themselves.”
Her words highlight not just literacy gains but the restoration of confidence and self‑belief — outcomes institutions rarely measure.
Jeff Do (San Francisco, USA)
More recently, Jeff Do, based in San Francisco, purchased the $2 PDF of Teach Your Child to Read for his nephew. His feedback was simple but telling:
“Oh hey, my nephew is doing a lot better. He’s now able to read simple books, and is comfortable with sounding out nearly all words… Just doing your exercises really helped with his reading confidence. Thanks so much!”
This testimonial underscores accessibility. Even at a modest price, the resource empowers families to bypass institutional inertia and give children the foundations they deserve.
Closing
These voices — from Australia, California, Arizona, and San Francisco — prove that clarity works. Children once confused or shut down are now reading with confidence. Families and teachers are finding solutions where institutions offer only avoidance.
In Part 5B, I will share further written testimonials from families and teachers. Then, in Part 6, I will turn to the next stage of this series: documenting how institutions fabricate evidence and avoid accountability, even when confronted with clear solutions.
No comments:
Post a Comment