From the Abilene Reporter-News, Abilene, Texas: "This step-by-step guide is designed to help children overcome every kind of reading problem and get back up to grade level or beyond. It is filled with short, fun activities to do at home and provides pointers to boost self-esteem and motivation." (Jan. 24, 1999)

From "Woman News," New York, New York: "There is a way to learn anything you want rapidly and successfully. The technique can be applied to any sort of learning in any field you choose. Each of us has a superlink--the easiest method for us to fully learn information....Once you've found your superlink, you can use it to learn in ways that are easy, effortless, and automatic." From How to Learn Anything Quickly, by Ricki Linksman--as published in an article in New York's Woman News called, "Mind Power: Smarten Up! Tap into Your Brain's Superlink--Learning Becomes Easy, Effortless, and Automatic, April 1998 edition

From San Diego Parent: "All children in California will be reading at grade level or above by the end of third grade." With this promise, California state leaders have made reading instruction in the early grades (K through 3) a top priority in the public schools. So while the politicians are trying to do their part, how can parents help their little readers measure up? According to Ricki Linksman, author of Your Child Can Be a Great Reader, parents should first figure out their child's learning style. "Research shows that each of us receives information in different ways," Linksman explains. "Visual learners learn better through their eyes, auditory through their ears, tactile learners by touching, and kinesthetic learners by moving around.:From an article in the L.A. Times and San Diego Times, "What is Your Child's Reading Style? If You Know How Your Child Reads You Can Help Him/Her Learn, by Judy Molland, March 1999

Kansas City Parent: From article, "Improving Reading Instruction: Many Schools Are Weak in Providing Instruction in Reading Comprehension," by Siobhan Kellerman: "In her book, Solving Your Child's Reading Problems," Ricki Linksman, M.Ed., suggests that comprehension involves a variety of skills including an understanding of details (information usually found right in the text), main idea (what the passage is about), and time order (the sequence of events, or what happened first, next, and last), using judgment (considering the consequences of actions), inferencing (assuming things that are not directly stated in the text), and the ability to make predictions (anticipating what will occur next in the story). These are all crucial components to understanding what we read."

L.A.Parent From article: "What is Your Child's Reading Style? If You Know How Your Child Reads, You Can Help Him/Her Learn, by Judy Molland: "'All children in California will be reading at grade level or above by the end of third grade.' With this promise, California's state leaders have made reading instruction in the early grades (K-3) a top priority in the public schools. So while the politicians are trying to do their part, how can parents best go about helping their little readers measure up? According to Ricki Linksman, author of Your Child Can Be a Great Reader (Carol Publishing, 1998), parents should first figure out their child's learning style. 'Research shows that each of us receives information in different ways,' Linksman explains. 'Visual learners learn better through their eyes, auditory learners through their ears, tactile learners by touching, and kinesthetic learners by moving around.'...Where reading is concerned, Linksman points out one more factor parents must consider: Once the information is received through the senses, either the spatial right hemisphere or the linear left hemisphere of the brain tends to dominate, also helping to determine the child's reading style. 'If your child favors the left hemisphere, then he/she will prefer the step-by-step approach, sounding words out letter by letter, and using phonics,' Linksman says. 'Favoring the right hemisphere means that he/she prefers to learn the full pattern of words (rhyming patterns such as at: bat, cat, hat, fat), and getting the big picture.' In your child's classroom, you should find both phonics and whole language in place. A State of California Framework adoption in 1998 clearly states that the question is not whether to teach 'phonics' or 'whole language' but how to teach phonics in context, so that children make connections between letters, sounds, and meaning....The key is a balanced approach and attention to each child's individual needs. It is important that children are learning decoding techniques and, at the same time, practicing reading as a pleasurable activity."--L.A. Parent, and Tips for Parents, Sacramento County Office


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