More on Superphonics
Before Superphonics was developed, learning phonics was far more lengthy and for children who just couldn't retain the sounds or had trouble blending them to sound out words phonetically, it took someone with an awful lot of time, patience and know-how to break through the barriers. They were tough barriers to get through for these children who were often labeled as having ADD or ADHD. So many of these children are bright learners that missed a few basics or for whom the light bulb just did not turn on. We found the reason for the darkness for many of these children.

In 1982, after Tracy Sherwood had been tutoring phonics for 12 years, and, after discovering that the most difficult part of learning to read was simply in hearing and blending the sounds to read and spell simple phonetic words, she had to come up with a way to make it simple for those to whom it presented the greatest challenge.

In 1983, she had found the solution and began making the breakthroughs that previously took months for the struggling phonics student, in only a few hours, and sometimes, a few minutes.  Her next challenge was to get her newly developed techniques in a format that could be taught on video cassette without going over the child's head and without need for outside help.  This program was so successful that parents reported that watching or just listening to the video only once or twice was all that was needed and progress was smooth from there on. Some children take longer, that's why she made them so enjoyable.

But Tracy wanted to be able to teach children the sounds of the alphabet as well as how to blend them, and then how to spell beginning reader words by sound. Superphonics Level-One was her solution. the most remarkable thing about this new video program is that many kids labeled as having  ADD or ADHD suddenly get the concept and the symptoms are gone. The naturally high energy is channeled with understanding and confidence soars.  It's the niche designed to hold the interest of your child (especially horse lovers) no matter what your child has been through in the frustrating process of trying to retain the sounds, blending them to read words, or to spell by sound. 


Home Tutors Course

Teach others of all ages to read as you take my step-by-step Superphonics Tutors Course at home. Or, let me teach you or your instructors in person here in San Diego County or anywhere in the world. I also offer telephone and Internet training.

About the Home Tutors Course

The traditional route to learning to read with phonics is lengthy. There are many phonetic rules along with endless repetition as the learning process proceeds. The process is often slowed for those who have difficulty in the application of sounds to read words. These students require an unbearable number of hours of tutoring when one considers that the purpose is to get the student up to an independent study level using the dictionary as his main tutor.

Adults are frequently the most difficult to teach to read independently as they have often been taught to sight-read. Sight-read habits inhibit observation of the true fundamentals having only to do with speech sounds. They often have a very hard time with this and require extensive one-on-one tutoring.

Superphonics prepares the student for easier learning of phonics and gets him reading before learning the rules. He learns simple blending and then the speech sounds in the dictionary pronunciation key. With a little practice, he can get on with studying and looking up the words he cannot pronounce just as he would any other new or uncertain definition. Speed picks up and soon he is flowing nicely.

The step up to pronunciation of words in the dictionary from that of learning the dictionary key sounds is however a difficult jump for most students. Few take the sounds and move right on to sounding out words with little or no help. Getting through the pronunciation of one word can be as time consuming as mastering the various meanings, and with far more frustration.

What we have done in Superphonics is stripped traditional phonics down to its bare simplicities, which hold the very foundation of reading. When one looks fully at the fact that reading is simply the application of speech sounds in code form so that communication can be accomplished in the absence of spoken words, it becomes clear that there are conceptual steps earlier than simply learning the code or symbols representing those sounds.

To simply learn the letters and sounds does not give the student a concept of reading. A comparison to this might be in learning about computers. If one were first taught that computers are based on numerical codes, learning the word 'code' would not give him data he can think with or apply to using a computer. Explaining what each code represented would not get him in action on the computer. He is still sitting there with inapplicable information even though he has learned the letters and sounds.

One would first get the student oriented as to the use of the computer. He would turn it on, move it around a bit and become a little oriented before being taught symbols and codes.

Because concepts of application come into existence prior to codes or symbols that will then represent them, it is obvious that the maker of the code himself had to have first understood how they were to be applied.

The developer of the code obviously based his representations on some application, which he must have mastered in order to create their codes. Would he then start with teaching the codes or would he take the student through the basics that provided understanding and application based upon his own journey to understanding?

Reading is so simple to a literate individual that the ABCs seem to be the first step in reading. The alphabet however, is simply a code and is purely memorized. The sounds are memorized. One is not able to think with them or apply them until he has gotten the concept of putting them together to somehow read words. This basic is fully and consistently missed in traditional phonics.

There is a tremendous amount of memorization without understanding to be done before one is able to think with and apply the letters and sounds to reading. It's like starting the climb of a mountain without knowing how to use the safety equipment and tools. The hardest part is getting to the Reading is understanding the use of the symbols (codes) assigned to speech sounds.

As a generality, we do not take much notice of how speech sounds are made as we learn to speak. We mimic complete words, which are single entities, as far as we've observed. They are not, however, single entities; they are the combinations of individual speech sounds.

It is very difficult to sound out a word when we have not even had our attention put to this fact in regard to our own speech. Therefore, the correct starting point is to observe and fully master how words are made in our own speech. This is an extremely swift process and because the student has conceptual understanding from the very beginning, he is much brighter as he moves through it. When the ABCs are then introduced, he will immediately understand the concept and application of these symbols and will be able to get on with reading.

For the purpose of getting the student reading as soon as possible, we can then bypass the phonetic rules, which are not based on one, but on many different languages. If we provide the student with one standard symbol for each sound, rather than several possibilities for that sound, we give him a constant by which to get on with reading. The dictionary pronunciation key provides this standard.

Later he can learn the phonetic rules by reading and drilling independently by way of correctly prepared workbooks. In this way, he can read before learning traditional phonics. Otherwise he would have to work through the long arduous process before he can get onto the Study Course.

With your Superphonics Course, common problems with blending (sounding out words), are resolved before they ever get the chance to show themselves because the problems only appear when there are missing steps. Follow the steps in this course.You can also purchase this course in steps with a telephone quiz to pass you or coach you on each step before moving on to the next.

I would like to enroll in the step by step

Superphonics Home Course Tutoring training 

please call for enrollent assistence 323-394-9422

I would like to order the Home Course or see the

optional materials and levels of the Home Course

I would like to prepare a baby or toddler for easier reading

with the Superphonics Parent's e-guide for Babies & Toddlers.

I need help to decide what my needs are.

Please call Tracy Superphonics at 323-394-9422



COPYRIGHT 1997, 2000, 2006, 2010



Home | Testimonials | Articles | Testing | Tutoring | Homeschooling | Superphonics | FAQ
Ordering/Payments | Teacher Training | Employee Literacy | About Us | Contact Us

Copyright and intellectual property rights 1986, 2000, 2003 Tracy Sherwood, Sherwood Tutoring, and Superphonics.
All copyright laws apply. Information may be passed on only for non-commercial purposes and with all contents,
credits and copyright notices fully intact. Web sites, publications and educational programs on or off the internet, partially
or fully deriving its content from Tracy Sherwood's discoveries and methodology will be liable for copyright infringement.