Phonics, Spelling and Dyslexia are Linked
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Phonics Inconsistency → Poor Spelling → Dyslexia

1. Phonics vs. Plain Letters

Not All Languages have Dyslexia: Most known languages have a consistent same letter or same symbol to represent a single sound, every time that sound is written in words. Such languages might have only a single letter like the “k” to represent this sound every time the sound of “k” is written, as in kite, cat, character, frequently, and maximum. Such languages do not have dyslexia in spelling and do not have the need for remedial reading programs or special education departments in their schools or community colleges.

Memorizing without Logic: There are over 90 English sounds we call phonics, which are spelled in over 180 different ways we call spelling patterns. Before the discovery of the 100 spelling rules, students had to memorize, without logic, the spelling of every English sound in every English word. We had to memorize which spelling pattern of a sound to choose when spelling it in every single word that contains that sound, like choosing a “ph” and not an “f” to spell “sophisticated.”

2. How Phonics, Spelling and Dyslexia are Linked

Lack of Logic → Poor Spelling among Logical Learners: The inconsistency in the way we spell phonics in words causes spelling difficulties among logical learners. The learning style of logical learners is a logical learning style; they need logic to decide whether to spell a same sound, one-way and not the other. Without logic, they cannot memorize whether to spell a “w” sound as in “suite” with a “u” or a “u.” Lack of logic causes logical learners to have spelling difficulties, and eventually they end up falling behind in class.

Poor Spelling + Forced Speed-reading → Dyslexia: After they fall behind in class, kids who cannot spell feel pressured to read in a hurry to catch up with their classmates. They are forced to speed-read before learning to read or spell words. In their haste, they see letters in reverse and then spell letters in reverse, in that same manner that they saw them and read them.

Dyslexia in Spelling before the 4th Grade: Kids with reading and /or spelling difficulties are usually diagnosed with dyslexia in the 4th grade. Logical learners are the ones who become poor spellers and then acquire dyslexia in spelling before the 4th grade. Read how.

3. Logical Learning Style vs. Memorizing without Logic

Logical Learning Style: Those who have a logical learning style cannot memorize anything that does not make sense; they can only memorize after seeing the logic behind what they are about to memorize. Hence, they can memorize the spelling of English words only after seeing logical explanations or spelling rules.

High Illiteracy Rate among Logical Learner: According to reliable statistics, most of us have a severe or mild case of illiteracy in English. Some of us can read and comprehend, but cannot spell most of the words that we read; others cannot read at all, or read below their grade level. Typically, logical learners can get by and pass in schools because their teachers can understand what the words mean when spelled with plain letters. Logical learners may spell like this and be understood, “We uzed to meat hear every weak.”

Analyzers: English words were not written for those who have a logical learning style (analyzers). In English one must memorize, without logic, which spelling pattern of a sound to choose when spelling every single sound in every English word, as in choosing “choir” or “chwir.” Logical learners are born too analytic and too intelligent to memorize, without logic, the spelling of thousands of English words. Logical learners are analyzers and they can be great memorizers too, but only after seeing the logic behind the subject they are about to memorize.

Memorizers: English words were written for those who were born with a different wiring in their brains, which I call memorizers. Memorizers are those who can look at words and memorize their spelling, without questioning the logic in the way sounds are spelled in words.

Typically, memorizers think everyone learns as they do, and they have no clue how analyzers learn; some of them say, “Why do you need logical spelling rules to memorize the spelling of words? Just look at words and learn to spell them.” Unfortunately, we end up having memorizers in higher positions, deciding how our kids should learn.

4. Teaching Phonics First vs. Whole Language

Highly Focused on One Thing at a Time: Know that kids who are analyzers are highly logical and highly focused on one thing at a time; thus, they cannot focus both on spelling and on the main idea in a story. Reading stories right after learning the ABC’s is a whole language approach, which works only for memorizers who can perform more than one task at a time. Parents of preschool or kindergarten kids need to find out as early as possible whether their children are analyzers or memorizers. To learn whether you or your child are analyzers or memorizers, see → Dyslexia Test Online.
If they are analyzers, kids need to be taught the spelling of words logically. Otherwise, they will NOT learn; instead, they will continue to question all the inconsistent spelling patterns of phonics that are suddenly thrown at them randomly right after learning their ABC’s. If children are passed the 3rd grade, there is still help. Dyslexia is reversed after they start over by learning to read and spell phonics in words logically and after slowing down to write words slowly.

5. Spelling Difficulties and Dyslexia

The vast majority of native-English speakers were NOT born dyslexic; they were born logical, and only logical minds can become poor spellers in English, and only poor spellers can acquire dyslexia in spelling. If they were born into a consistent first language, they would not have acquired dyslexia.
Dyslexics were NOT born spelling letters in reverse either. They acquire dyslexia because they were forced to speed-read before they could read or spell words. Such hurrying causes them causes them to see letters in reverse and then spell letters in reverse, in that same reversed manner that they saw them and read them.
Dyslexics do NOT have learning disabilities and do NOT have neurological deficiencies, perhaps those who don’t understand them do. Naturally, a brain of a very logical person will be wired differently from that of a memorizer who does not question or analyze as much. However, this does entail a deficiency in anyone’s brain. There is a difference between having a different wiring system in the brain and having a brain deficiency. One can claim that memorizers have brain deficiencies, because their brains are wired differently and because they memorize without questioning the logic behind what they are about to memorize.
Dyslexia in English is given to children in before the 3rd grade. Adults who learn English as a second language can also acquire dyslexia in English, but not in their native language, and that is so if their language happens to have only one letter to spell a sound, every time that sound is written.

6. Remedial Reading Programs

Millions of dollars are being spent for obsolete remedial reading programs to help the growing number of individuals who have dyslexia; but there is a very little mention of the word “spelling.” Persons with spelling difficulties or dyslexia are constantly asking for spelling books but they are told, “You need to read books with more interesting stories.” Traditional educators still cannot tell the difference between reading for comprehension and reading to learn to read and spell phonics in words.
Finally, most persons with spelling difficulties give up and live life with illiteracy; they see no hope because they are repeatedly let down by traditional educators. Even when approached by an educator who has good news for them, they may say no thanks I’ve had enough. Traditional educators, unknowingly, veer people away from learning and they participate in creating illiteracy.

7. Phonics Approach

There are only two solutions to the phonics problem. We need to either use letters with very little use of phonics, or provide logical spelling rules for logical learners (analyzers) to help them memorize the spelling of English words.
I am the author of this article. Because I am an analyzer, spelling used to be my nightmare, and no program or teacher could help me memorize the spelling of the words I read. As a result, I majored in linguistics to enable me to dissect English. After that, I spent over 15 years intensely dissecting English, grouping words together, discovering 100 logical spelling rules and various phonics rules, writing 600 logical phonics lessons, class-testing my discoveries, and preparing a comprehensive phonics and spelling program for all types of learners to memorize the spelling over 32,000 essential words within weeks or months. I sacrificed 15 years of my life in order to learn to spell. I did all the needed work and no one else should have to become a linguist, and then spend 15 years intensely dissecting English, simply to learn to spell.

8. Lee Learned to Read in a Week!

Because Lee learned to read and spell in a week, Lee proved that dyslexic persons do NOT have neurological learning deficiencies, and that they do NOT have learning disabilities, but perhaps those who don’t understand them do. Perhaps analyzers like Lee can help memorizers learn to analyze and question things that they believe in. As it turns out, Lee’s ADD was a result of boredom from sitting in class for six years, unable to read or participate in learning. Parents beware of medicating your kids who have ADD, because ADD that is caused by spelling difficulties or dyslexia will naturally end after learning to read and spell logically. See Lee Learned to Read in a Week!

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