“It gives all children…an opportunity to experience success. My students are no longer intimidated by unknown ‘big’ words, and their spelling usually improves, too. Parents comment on the positive decoding progress their children make.”

“We used Glass-Analysis in Canada successfully with young and old ‘non-readers.’ We moved to Saudi Arabia where I taught in an American School in Jeddah. For 13 years we used Glass-Analysis in our Resource Reading classes with students who were speaking English as a second, third, or even fourth language. Students at different levels can participate in lessons using easy, intermediate or advanced word lists as needed.”

“I continue to use Glass-Analysis as a volunteer reading instructor working with teachers and at-risk children in inner city Jackson. I can’t begin to count the children and adults who experienced reading success using the Glass-Analysis process. It makes sense, is not expensive and has a well deserved niche in all methods of teaching reading.”

“One method stands above all others for its functional simplicity and compatibility with the research of the past on word recognition. It is Glass-Analysis.”

“With Glass-Analysis the kids are now actually reading, where before we all got bogged down just learning rules. In particular, the 4^th and 5^th graders are proud to show visitors their new found success in reading aloud. Reading is a whole new thing to them.”