How to Prevent or End Dyslexia?

How to prevent dyslexia?

When dyslexia is understood and when educators learn how to avoid it, it will be easily ended through simple prevention measures.

Dyslexia can be easily prevented in K-3rd grades but only if the principle of Informing Before Introducing is applied right after teaching the ABC’s and right before asking students to read sentences and stories. It is best to begin by placing all the spelling patterns of the sounds we call phonics in a queue to await their turns to be introduced logically and one-at-a-time.

Right after learning the ABC’s, teachers must inform learners of any new spelling pattern of a sound before asking them to read words that contain such pattern.

To avoid acquiring dyslexia, no logical student should be asked to read any new combination of letters (phonic), unless first being warned about it and shown enough examples of it. For example, they need not be asked to read a word like “geography” unless they are first warned that the “ph” sounds like an “f.” Moreover, teachers need to offer students logical explanations to help analyzers memorize the “ph” in “geography.” They need to tell them that the letter “f” is not allowed in long words and thus we have to use a “ph” in a long word like “geography.” My critics argue that we should just tell students that the “ph” is derived from the Greek language. How does telling students that the “ph” is derived from the Greek language solve the problem when they don’t know which words are derived from the Greek language and which are not?

Teachers need to tell learners how many words there are that contain that specific phonic; also, show them all the words by grouping them and listing them on a page or a few pages. Tell and show; don’t only tell. Teach all of phonics, not bits and pieces of phonics; teach isolated phonics and phonics in all of the words that contain that phonic. For instance, no analytic student should be asked to read “cian” as in “musician” unless first being warned about the “cian” and then shown enough examples of it in words like electrician, pediatrician, mathematician, etc. Since the “cian” occurs in approximately 18 English words, show them a comprehensive list of all the 18 words that contain “cian.” Furthermore, tell them and show them that the sound of “tion” at the end of words is spelled in three major ways as in musician, expression, and emotion. Tell and show by listing the words that have: (1) “cian” as in “physician” in 18 words that refer to careers or hobbies. (2) “sion” as in “expression” is in 47 words, and there is a rule for that too. (3) “tion” as in “motion” is in the rest of such words.

Therefore, teachers need to begin by teaching letters, then phonics, and show all the words that contain that specific phonic. Only after all phonics are introduced and learned in enough words, should we be asking logical learners to read words in sentences, stories, or any other written text.

Because teaching phonics is a process that requires much more effort than simply teaching the ABC’s, parents must get involved in this process. Obviously our teachers have not been able to do it alone; otherwise, we wouldn’t have had 60% illiteracy. Most schools are too crowded and teachers may or may not have the time needed to teach your child to read or spell all of these symbols in thousands of words. Dyslexia is given to our children, and parents can prepare their children so teachers can receive them already learnt. Parent can easily prevent dyslexia and also teach their children to read before sending them to schools. The entire process takes an hour a day for a few weeks or months, depending on the age of a child.

While the meaning of “phonics” is still ambiguous to many, a phonic is a single sound produced by a combination of letters like the “sh” in “ship,” the “au” in “auto,” and the “ture” in “culture.” A phonic can also be a single letter that does not sound like its letter name, like the “y” in “sky.” Learning phonics is like learning the rest of the ABC’s. Learning to read and spell phonics in a few words is the first step to learning to read phonics but not to spell them in a countless number of words. The more challenging step is remembering which phonic to choose to spell thousands of words. For example, it may be easy to learn to read the phonic “ey” in “money.” However, having to remember which words to spell with the “ey” and which words to spell with “y” as in “sunny” is another challenge.

The abovementioned steps and measures are all applied throughout the entire book titled Read Instantly. All phonics are placed in a queue and introduced logically, one-at-a-time, and then presented in 10 to 30 words; and the presented words do not contain any new phonic that hadn’t been introduced. If parents or teachers decide to use this book, they need not change the order in which phonics lessons are presented. In this book, each new spelling pattern of a sound is placed in a queue awaiting its turn to be introduced in a sequence of over 200 logical phonics lessons. Each lesson is carefully planned and no lesson is placed there arbitrarily. Following the simple instructions in Read Instantly, parents can easily teach their children to read before sending them to schools; and, this will also insure that their children will not acquire dyslexia.

Memorizers (40% of us) can memorize the spelling of phonics in words while reading them in sentences (whole language); however, logical learners (60% of us) cannot memorize the spelling of phonics in thousands of words unless they are presented to them logically, and one-at-a-time. After detecting that your children are an analyzers, do not take any chances. Teach them in the way they need to be taught before it is too late.

Easier to prevent than to end dyslexia:

Traditional educators still think that there is only one kind of reading and that is reading for comprehension; they have no clue as to what reading for spelling may mean. They are not aware that analytical learners cannot focus on two tasks simultaneously; they cannot focus on comprehension and on the way word are spelled. Therefore, they continues to pressure learners with dyslexia into speed-reading and into reading stories that are more interesting, hoping that, in the process, they will learn to spell. Such educators think everyone is a memorizer like them; they need to be informed that speed-reading will do more harm than good for dyslexics. When the community of educators understands it, dyslexia will be eradicated in a very short time.

The severity of seeing letters in a reversed manner varies from one learner to another. Some dyslexics may write letters in a reversed manner; others who feel pressured into speed-speaking may say letters in a reversed manner like “asked” as “aksed.” Some dyslexics can read but cannot spell; others cannot read at all.

It is always easier to do than it is to undo and then do. Preventing dyslexia is much easier than ending dyslexia. Typically, dyslexics are obsessed with speed-reading and they are led to believe that being fast readers means being smarter. Speed-reading used to be their only solutions to tell the world “I am smart too.” It takes time to convince them that it’s okay to slow down and it’s okay to read slowly to see the way words are spelled. Once we offer them comprehensive logical phonics lessons and once we convince them that it’s okay to slow down, dyslexia will be ended for them. So many are in disbelief when told they are reading too fast; their self-esteems rise and they react, “Really me, am I really reading too fast?”