Hanson Reading Testimonials
"We received some great news yesterday. . . Christopher scored "higher than 99% of sophomores" on the Critical Reading portion of the PSAT. Not bad for someone who read at the "0" percentile when he was 6 years old. You should stand up and take a bow because if it hadn't been for you, this never could have happened. When you took on the project of turning a dyslexic into a reader, you changed Christopher's life. He went from being a child who begged me every day to let him stay home from school to a child who loved school and read voraciously. I still remember walking through the airport and having to caution him that if he didn't look up from his book he was going to crash into someone/something.
Christopher (and his parents) will be forever grateful to you."
Andrew spent this past year in a highly rated public kindergarten, struggling with learning to read. He hated reading and fought whenever we tried to practice at home. Since attending Hanson Reading, we have noticed immediate improvement in his ability to read after just a few sessions, but more importantly, we have seen a dramatic improvement in his attitude towards reading and a big boost in his self-confidence.
In one one-hour lesson my son could actually read words. He didn’t know how to read any of them before. He already knew the names of the letters of the alphabet and knew the sounds of most letters before the lesson, but he couldn’t read. Now he is more motivated than ever, but I want him to be part of a Hanson Reading group as my friend’s children have been attending. They like the camaraderie, taking turns playing the role of “the teacher”, and the games they play that makes learning to read even more fun.
"I have four children. Each is different in how the learn-but they are all perfectionists. Our fourth is even more of a perfectionist and can’t take correction well, so my ears were open when I heard the rave reviews from friends whose children had taken Hanson Reading classes. I was ready to accept any help and less contention for our busy household. I didn’t realize that learning to read could be so easy and pleasant. Not only is there a simple way for my son to figure our words using the CODE, that even I can understand. He loves to show off to me AND I don’t have to dash his enthusiasm by telling him that this word and that word doesn’t work. He is excited about reading and WANTS to read."
Quickly Identify Which Reading Concepts You Know and Which You Don’t USING THE HaNSON READING CHARTS
Hanson Reading Phonics Chart System is simple to understand: Master each Chart and apply it.
Chart 1: Names of the Letters
The application of Chart 1 is learning to print Uppercase Letters on one line with all the letters the same height and all sitting on the bottom line.
Chart 2: Sounds of the Consonants
The application of Chart 2 is learning to print Lowercase Letters on one line with the “tall” letters the same height and all the “short” letters the same height.
The Vowels can be decoded by applying the CODE to the 1st vowel in each syllable from Chart 3 through Chart 5. How easy is that!
Chart 3: The Vowels and the CODE
The CODE is a Song that decodes long and short vowel words and takes the place of the typical 3 reading rules.
Students find the 1st vowel and “Give it the CODE.”
The application of Chart 3 is learning how to read:
Learning how to divide words into syllables
Chart 4: Sounds of the Consonant Digraphs, “Married Consonants”
The application of Chart 4 is to learn how to read long & short vowel words with “married consonants”
Chart 5: Sounds of Beginning Consonant Blends
The application of Chart 5 is to learn how to read long & short-vowel words with “Beginning Consonant Blends” .
Learning how to divide words with Open and Closed Syllables
Chart 6: This is the first of the CLUE Charts (6,7,8,9).
Hanson CLUES are vowels “hiding with other letters, CLUE CLUMPS, found on the CLUE Charts in black circles.
The CODE will not work on the CLUES, but all students need to do to identify a CLUE is to learn what letters the vowels hide with. It is a fun detective exercise in which a limited number of new CLUES are learned on each CLUE Chart.
Students still find the 1st vowel FIRST, but now they hesitate a second to see if a letter or letters are “hiding after” that 1st vowel.
(In the nomenclature of the reading world these sounds have no names students recognize. They are often vowel digraphs or diphthongs, but students don’t use those names, so “finding a CLUE is now simple and clear.)
Deciphering the vowel sounds is the only hard part of reading. Consonants are quite constant. “B” makes the same sound almost always. The vowels make many sounds depending on where they are in a word and what letters they are next to. By learning what letters the vowels hide with, students also learn that sound unit for spelling too.
Chart 7 adds more CLUES
Chart 8 adds more CLUES, and students learn that “c” and “g” change their sounds when followed by “e” “i” or “y”.
Chart 9 adds more CLUES and students learn some varying sounds of previous CLUES and a few other consonants that change their sounds.
All students learn a prompt for each Chart so they can be “teachers” reinforcing the concepts they have learned.
With each Chart, practice material is abundant for practice, culminating in the Phonics CODE Books and the Phonics CLUE Books.
Although students are taught how to read and spell “Unfair” words in Hanson Memory Association Patterns, those words are seldom encountered in Hanson Reading Phonics Chart System reading materials so students can always be successful applying the CODE or a CLUE or an Open Syllable sound to the first vowel.
The whole system can be summed up:
Find the 1st vowel and give it the CODE, or is it a CLUE
or an Open Syllable just for you.
There isn’t an easier way to learn how to read especially since the accompanying Phonics CODE Books only have the “unfair” words: a, the, to, of & I. The Phonics CLUE Books have only a few more.
Students are rewarded for applying the concepts they are taught in the System without the discouragement of meeting words that defy what they have been taught.
Hanson Reading the Phonics Chart System is English made logical.
Even children whose visual memory hasn’t matured yet, can read with this System.
It is my pleasure to help you learn how easy it is to learn how to read.
My best to you,
Reading to learn is never ending. Learning how to read is fast! Learning how to read can be completed with the mastery and application of only nine Hanson Charts in the Hanson Reading, Phonics Chart System. Usually it can be completed in one year depending on the consistency of practice and age.
A typical first grader can learn how to read from beginning to end in one year. If a child begins in kindergarten, the child usually completes the process before the end of first grade. A factor is the amount of instruction time and practice. If I can teach children to read after school when they are tired in only two hours a week in one school year, think how much could be accomplished with a little more instruction and guided practice. I have been very successful teaching groups of six first grade children once a week for 2 hours each week after school during the school year. Within that time period with typical vacations, the children mastered and applied the 9 Hanson Charts and were excellent readers. Those who began to learn the Charts in kindergarten had more time to perfect their handwriting along with their reading and completed the last charts in first grade.
A more common issue with young children is their stamina level. Young children evaluate the quantity of print, and even though they could read every word, the pure volume will repel them. Therefore, I have limited the quantity of text in my beginning reading materials. With a quick thumb through, Hanson Reading materials are quite acceptable to the young reader.
Even if the child’s visual memory hasn’t matured yet, they can learn to read with the Hanson Reading, Phonics Chart System. The system is logical so students can decode words and don’t need to rely on their visual memory.
Don’t drag out the process of learning how to read. It is too important and is easily accomplished.
My best to you,
March 30, 2016 By Lynne Hanson
Too many children are discouraged when they are beginning to learn how to read.
Teachers tell children to sound out some words and to memorize others, but a beginning reader only knows that the word isn’t familiar and doesn’t know what to do.
That confusion and use of texts and assignments that require skills children haven’t been taught, create an unnecessary reluctance or fear of learning how to read.
Learning how to read is so important, we can’t afford to discourage children by not having a simple way to learn.
There IS a simple way to learn how to read, Hanson Reading, the Phonics Chart System.
“I can read, and it isn’t hard!”My mother took me to meet Mrs. Hanson, who founded the Phonics Chart System and taught reading classes in our neighborhood. I didn’t really want to go because I didn’t want her to know that I was dumb. Some of my friends went there already, and they were good readers, but I thought they were smarter than I was.
The part that took away most of my fear was when Mrs. Hanson told me that I didn’t have to know anything. She said she would teach me HOW to read hundreds of words I didn’t know how to read as soon as I knew my consonant sounds. Since I knew my consonant sounds (My mother must have told her), she showed me pages of words I would be able to read that same day. I’m not sure I believed her, but I wanted to.
Mrs. Hanson showed me what I had to know to read. It didn’t look hard.Everything I needed to know was on a series of Charts 1-9.
On Chart 1 I had to know the NAMES of the letters. I already knew those. On Chart 2 I had to know the SOUNDS of the consonants, and I already knew those too.
She told me that the “Tricky Vowels” were placed on Chart 3 because we couldn’t trust them. I had to know which letters were the vowel letters. Mrs. Hanson showed the vowels to me on the top of Chart 3 and asked me to turn around and tell her the names of the vowels without looking at the Chart. That was easy for me because there were only five: a,e,i,o,u.
She told me that figuring out the vowel sounds was the hardest part of learning how to read, but she would teach me the Hanson CODE Song that would make the 1st vowel tell me its sound. She told me that I wouldn’t get tricked again in the Phonics CODE Books she wrote. She said that before she taught me the CODE song, she wanted to show me all the words I would be able to read as soon as I knew the CODE. She turned to some pages and showed me a lot of words. I must have looked horrified because she told me not to worry, and I would be able to read all of them before I left. She said it would be easy once I learned the Hanson CODE Song. I only knew three of the words, and I wasn’t sure I guessed right. Even my mother looked a bit doubtful, but Mrs. Hanson didn’t wait long enough for me to leave. She sang the Hanson CODE Song and asked me to be the teacher and lead my mom and her singing the CODE Song together until I knew it. Mrs. Hanson said that when I could sing or say the CODE, I could read. I could say the CODE as well as my mom, and Mrs. Hanson said I was ready. Then the part came that I couldn’t believe. Mrs. Hanson told me to find the 1st vowel in the word. She told me that to read, I always had to make my eyes drive on the “One-way Reading Road” and bump into one letter at a time until I found the 1st vowel.After I found the 1st vowel, I had to “give it the CODE” and it would tell me its sound in that word. Sure enough, the 1st vowel told me its sound using the CODE Song.Then Mrs. Hanson reminded me that I already knew the consonant sounds as I had shown her on Chart 2, so now that I knew the vowel sound, I could read the word. I poked each letter as I drove my eyes along the “One-way Reading Road” and made each letter say its sound while I hopped over the “vowel-after” (the silent one). Then I was told to “snap” the sounds together. Even I couldn’t believe it, but I could read every word on all those pages. Mom chose a few words too, and I could read each of those too! I think Mom was surprised. Mrs. Hanson told my mom that the Hanson CODE Song I learned would decode all long and short vowel words,but that I would need to learn the Hanson CLUES to decode the remaining vowel sounds. She said that I couldn’t read just any book until I got through at least Chart 8. I didn’t care. I knew there was a simple way to learn how to read, the Phonics Chart System with only 9 Charts, and I already knew 3 of them. My mom looked so relieved. Now we both know that I am ok and there is an easy way to learn how to read.
My best to you,
From Lynne Hanson