"Thank you so much for your offering to the children of the world. I have sent your tutoring program to our Montessori school so our teachers may benefit from your experience and effort". E.C.P. Montessori International, Corwin Springs, Montana

"The YesPhonics program is wonderful! My 5-year-old is reading after three months of one-hour daily lessons. He is really proud of himself. I just want you to know that I'm very pleased to have found this program. It has been a positive experience for our whole family". (Update: reading newspapers in 1st grade.) An inexperienced home school mom, C.S. Fairview, Montana

"I received your program and I am very pleased! I can tell that you have put many hours in its development. I'm certain that my students will benefit greatly." Les in WV (Fifth grade teacher in in West Virginia. He used the phonograms for "The Writing Road to Reading" the last school year. 

A traditional Spalding teacher for Title 1 Reading wrote: "I love the program. I really like the changes that were made to the  phonograms. I am having to adapt it to four levels and find it is working great! The children love YesPhonics. I am amazed at the speed they learn the phonograms, they beg for more cards each day." JR, Snowflake, AZ (Her school ordered classroom programs for the school)

"Thanks for scoping, sequencing an improving the Spalding Method. I Really appreciate what you have done. I teach remedial reading in high school." JO, Bakersfield, CA

The Curriculum Center Coordinator of the Children's Center wrote: Thank you so much, I am thrilled to review this product. I had no idea there was such an easy way to teach the phonograms and the spelling lists, this is a curriculum we will be telling our parents about. Sincerely, VA, Memphis TN.

We have so enjoyed your flashcards! My three year old twins love to see the pictures on the opposite side of the cards, and they stay engaged much longer than they otherwise could. They often notice the phonograms they’ve learned from the flash cards, and love to tell me what sounds they find in signs and books.  We have made phonogram picture books by folding over the coloring pages (my seven year old loves to color them in), and bind them with brads or

staples. My one year old love the “ou” phonogram best of all. Even if he is busy with something else when we come to the flash card or page in our book, he will get a big smile and run over, And then we ham it up. We all giggle, and he loves it What a fun way to learn! C.H., Omaha NE

Thank you, so much, for the program. It is everything I wanted to do to make "The Writing Road to Reading" "work" for me - but didn't have the time!! This from someone who has used TWRTR alone for many years. I really appreciate it. S.L in Stockbridge, GA tutors English and Spanish.

I just wanted to let you know how often I recommend your curriculum. It is an excellent phonics program and I recommend it to anyone looking for one. Not only for those children that are dyslexic, but for all children. I have a true phonics child (wouldn’t read till he understood why) and a sight-word child. Both did well with your program and became better readers because of it. Thank you so much for taking the time to put it together.

I bought the program after trying to use “The Writing Road to Reading” (the book). I was very frustrated by it and did a web search and found your site. This was 4 years ago, in 2001. I livein Utah and have homeschooled for 4 years. Yours was the very first curriculum I ever bought. LL in Utah

I  searched so long to find a user-friendly way to do Spalding Phonics. The method is unmatched, but “The Writing Road to Reading” is just so cumbersome to learn, plan and implement. With three children under 3, I’m just too busy to do it justice. So I am thrilled to find your program and now that my 2-year-olds can even get some use from it, I couldn’t be happier. C.H. Omaha, NE

Certified TEFL Instructor in Singapore reports: “Currently I am giving private lessons to two 5^th -graders, two 9^th-graders, and there are a few between 2-4^th-graders. They are all Chinese Singaporeans. The YesPhonics Program works fantastic with my students and they are doing quite well. Ironically, my dyslexic student responded the best among the other ones who do not have reading problems. It’s working out so well that I’ve decided against going to the Spalding class.”

“An observation in using the YesPhonics program for ESL: Sometimes they get confused with spelling because the way they speak (quite a bit of pigeon English) affects the way they think of the sounds. For example, they say “taught” instead of “thought,” so they would spell the word right when I dictate the phonograms, but then when it comes to everyday writing they get those words confused. But I think that’s the point of the program because I would correct them, and gradually they start speaking with better pronunciation.”

Carmen Cobbett , B.SC., Certified TEFL Instructor & Graduate of University of Michigan Her interest in teaching English as a foreign language started when she was an English tutor at the university’s English Composition Board (EBC). She has served as an Examination Officer for several overseas English Entrance Exams that assess ESL university applicants to US universities She and her family moved from Michigan in the USA to Singapore where she now tutors all ages and levels of students in ESL.

Hello YesPhonics People,
I've been studying "The Writing Road to Reading" text for months now.  I've been tabbing, and underlining, and taking notes, and trying everything I possibly could to come up with some sort of general daily guide as to what I was actually supposed to do to implement this method in September for my three children ranging from K-5th grades, whom I homeschool.

I was so tired today and overwhelmed poring over this book.  I would have given up and gone with something everyone else in my homeschool group was using, except that I AM COMPLETELY SOLD ON THE SPALDING METHOD!  I knew that to choose something else would be giving my children less than what I want for them.  I was beginning to doubt my intelligence since I couldn't even put my studies into a general order!  I had no clue what I was to do after the beginning steps with my Kindergartner, or to help my older kids!  I was becoming very worried that once started, I would do a step wrong, or miss something altogether.  I was frustrated because I loved the method so much, yet felt I could not recommend it to anybody because of the time, effort, and difficulty to prepare.  

Finally I realized, "Hey!  Maybe some other mom out there has organized all this into some daily order and placed it online.  So I logged on.  And I searched.  And I found: 1) a site reconfirming my passion for this method, 2) notes from other schools stating the difficulty in actually implementing the method practically (yay! it's not just me!), and 3) you guys!  I almost burst out in joyful laughter reading the comments on your website from parents as frustrated as I am in trying to implement "The Writing Road to Reading"!  Our printer's out of ink, so I actually copied the quotations onto paper by hand to read them to my husband!  A little skeptical at what exactly "based" on the Spalding method meant, I read through your entire site and am so extremely happy to see practically the whole thing there with the same reasoning and all!!!  You even fixed the "clock-face" problem!  Wow!  Being financially uncertain, I'm even happier to see that I can use the same kit for all my children!  Thank you thank you thank you so much!

THANK YOU!" CJ, Peyton, Colorado

About YesPhonics™

In 1990 I was introduced to Ramalda Spalding's textbook for teachers "The Writing Road to Reading" (1950-1989). I attended a 30 hour course to understand how to teach it. I was teaching the phonograms to my grandson, Cheyenne, when he entered Mrs. Jean Zier's 1st grade class in mid-term. He knew about half of the 72 phonograms. His new classmates knew all of them. He was very worried and requested my help to catch up. I visited his teacher. She told me not to worry because he would know all of the phonograms very shortly. He did!

Cheyenne's first "production" was a coloring book of illustrations with phonogram sound sequence captions. It was wonderful! It was the "key" to easily and quickly learn these essential elements of this outstanding, proven phonetic method.

After receiving this highly successful public school tested addition to this method, I was compelled to research and develop programs for both experienced and inexperienced teachers, parents and tutors that can be followed step-by-step through a sequence that allows the teacher to learn along with the student.

In the 3rd grade, Cheyenne read everything. He may not have known the meanings but he could pronounce almost any word.

Best wishes to you and your students,

Pauline Adamson