I experienced dyslexia temporarily in 7th and 8th grade. It went away on it's own, for the most part.
When I was reading, the words would start spinning around, and often "slide" off the page. I thought I was going nuts, and back in those days you didn't talk about stuff like that. I still occasionally transpose numbers and letters, but over time have figured out ways to check myself.
I thought about joining a support group, DAM (Men Against Dyslexia). :-)
I’d like to mention how much I enjoy reading your articles. You have a great variety of topics and the content is always interesting and a pleasure to read!
I learned to read before starting kindergarten. My Mom would read to me, and I would sit so I could see the words as she read them. I was excited to learn to read on my own.
Finnish has a nearly 100% correspondence between phonograms and phonemes. That's not comparable to English, which is an amalgamation of languages, and therefore has one of the most opague orthographies of any alphabetic language. Languages with transparent orthographies are much easier to learn.
Thanks for this, I'm looking forward to reading it, I was diagnosed with dyslexia, and I have long believed I don't have it. Instead I think a combination of diet, a big car crash at a young age (so big head trauma) and falling off the climbing frame on to concrete fracturing my skull (1980s playground) go a long way to explaining some of my educational problems back then. Then the school system compounds them because you're seen as someone who can't pay attention (trouble) and now I'm thinking even the vaccines were probably an add on back then too. Any way I'm on a long journey to try and heal my brain as much as possible 🧠🙂 thanks for the articles 🙏
I may have to take a break from reading your essays because they are breaking my heart. Both my grand niece 2.5 and grand nephew 7 seem to have neuro issues from their shots. Momma is ADD. I can't say too much for fear of alienating them. Thank you for Plato's cave. Great read.
When my son was in elementary school, 1980’s I would meet with his new teacher after 3-4 weeks. This gave the teacher time to observe him and make usually an inaccurate assessment. “He’s hyperactive and not up to reading, writing and arithmetic standards.” I made a simple recommendation. When you give instructions to the class write it on the blackboard or handouts. Not everyone learns from oral communications. I also shared, typically another third of the class would benefit.
Simply put, the teachers were made aware my son wasn’t a problem or slow but a student with a different learning style.
The only person with diagnose dyslexia was an English penfriend. She wanted to become a doctor but was first refused because of it, studied to be an nurse but did not like it, and re-applied and was admitted in doctor studies. Then we lost contact. If she made it, I hope she knows about this.
As a parent, I read constantly to my children - they were early literate, did well in school etc, But as adults, they realised they were dyslexic and spoke with me about how they had always thought letters were "backwards" and other issues. So it obviously has nothing to do with not being read to, exposed to books, talked with, educated etc. Its not a 'made-up' diagnosis at all.
The glaring irony: Supranational institutions (WHO; UNICEF) normalize adverse psychometric neuro-developmental consequences of neonatal and childhood vaccines (and potentially, adverse environmental influences, EMR for example).
Abstract
An international psychometric instrument “approved” by UNICEF and the WHO, Ages and Stages Questionnaire® (ASQ®)-3 2014, 2017, claims to assess the neuro-developmental (ND) characteristics of neonates and young children, namely, gross motor, fine motor, communication, personal social, and problem solving abilities.
Concealed by an apparent absence of controlled studies that establish the reliability, sensitivity and specificity of this psychometric instrument to detect ND consequences in vaccinated neonates and children compared against unvaccinated neonatal and childhood populations, the Ages and Stages Questionnaire® (ASQ®)-3 appears blind to the ND consequences of vaccination with the arguable exception of catastrophic outliers, and notably, in the face of an established escalation in the incidence of autism.
Furthermore, the apparent absence of a gold standard (unvaccinated neonates and children) serves not only to conceal but to ‘bake-in’ the potentially detrimental ND consequences of scheduled vaccinations, while it also confounds the utility of a scientifically and ethically impoverished instrument in its evaluation of these cognitive variables in other areas, such as investigating electromagnetic radiation (EMR).
Dumbing down is, as dumbing down does?
The Camouflaged Tools of War? The Great BigPharma 'Bake-Off'
There is a category of a 'high functioning ADHD', which is a chronic underperformer' in intellectual pursuits like structured education, but are cognitive enough to perform prescriptive work in the workplace, thus avoiding psych meds and although not performing to their capacity performing well enough to avoid public assistance.
These people have a very good connection to their right brains and are extremely good pattern matchers. One profession that has a high percentage of people who are this way are traders in the stock market and are very successful at it. This suggests that people who receive mental dysfunction labels may very well be right brained thinkers. Reading and language are left brained activities, so it makes sense to me that they would have trouble reading.
Stuttering is another type of speech function that fits into this category. The conventional explanation is that this is a motor difficulty in that the brain processes faster than the mouth can move. I am not sure this explanation holds water. Speaking is also a left brained function and I bet stutterers are also right brained thinkers in which linear processing is more difficult and they lose their train of thought.
I beg to differ. Im a dyslexia specialist/Orton-Gillingham practitioner. Dyslexia is absolutely a real condition. It's undeniable that some children struggle with written language acquisition. It’s a spectrum and for some it's very difficult to learn to read. I watched your video and your system makes sense but I find it implausible that every child is going to learn to read the 70 phonograms needed to read fluently in 6 hours. Also, in your example of phonenemic awareness with the word frog, you incorrectly identify the second sound as the r-controlled vowel /er/. It's not/er/. It's the consonant /r/ which blends with the initial /f/.
Your beliefs do not affect in any real way the reality of how English evolved, the variation/overlap problem as the main driver of 'Dyslexia' and the fact that American education was deliberately sabotaged. Here is a more comprehensive breakdown of my 100% Dyslexia cure. Read it and weep if you dare. I doubt your ego will allow it, as you are clearly too invested in the status quo. PS, you're splitting phonemes with 'r' and 'er.' Both are more than close enough for government work (public school). The gold standard for reading is pseudoword reading; in fact it's the definition of reading. All of my non-readers can read pseudowords effortlessly and fluently after 6 hours, just like a text to speech engine. When I presented video proof of these before and after pseudoword reading tests to the two top researchers at Oxford University, they accused be of cheating and threw me out of our meeting. Literally threw me out. https://timothywiney.substack.com/p/from-ancient-greece-to-dumb-americans
No one is arguing that the American school system wasn't sabotaged. What I am saying is that it's highly implausible that with 6 hours of instruction every single child is going to learn 70 phonograms and be able to read them in context. They threw you out of the meeting because what you're claiming is absurd. First of all, unless you've taught hundreds of kids with severe orthographic mapping, phonological processing and RAN impairments, you cant extrapolate to "every single child."
Well, all the 'experts' say that pseudoword reading is the gold standard, and it is. All of my students read real words fluently and with comprehension after they fluently read pseudowords. Read my patent application.
If you can teach every child to read in 6 hours, you are literally the best reading teacher to ever walk this earth. Anna Gillingham, Diana King and all the other legends of reading instruction, who devoted their lives to teaching reading to kids with language impairments, pale in comparison to you. My suggestion is that you get off your grandiose high horse and make your claim plausible. "I can teach almost any kid to read" is still impressive.
Reading, writing and spelling are all aspects of the same process. Reading is effortlessly decoding English by assigning phomemes to their spellings (coded speech). Accurate and fluent reading is the same process as a text to speech engine. Writing is the reverse, encoding. Representing the sounds we make on paper. Spelling, is taught by learning the spelling patterns based on probability and position in words. You need to watch my video which explains everything.
We are revealed not by what others say about us, but by what we ourselves have to say. Your response is a logical fallacy, an attempt to mock and bully, which reveals everything I need to know about you, and your claims.
You revealed your cult membership by demanding I define reading before even watching my video. Respect is earned. It is you sir who wasted my time and hurled the first insult.
You telegraphed your belief system by admitting you were in the 'Goodman cult.' I am not a deprogrammer. I cannot help cult members. Whole language is as oxymoronic as learning styles. These fads have nothing whatsoever to do with science or the acquisition of language.
I experienced dyslexia temporarily in 7th and 8th grade. It went away on it's own, for the most part.
When I was reading, the words would start spinning around, and often "slide" off the page. I thought I was going nuts, and back in those days you didn't talk about stuff like that. I still occasionally transpose numbers and letters, but over time have figured out ways to check myself.
I thought about joining a support group, DAM (Men Against Dyslexia). :-)
Dyslexics Untie!
;)
😁
😆 🤣
I’d like to mention how much I enjoy reading your articles. You have a great variety of topics and the content is always interesting and a pleasure to read!
I really don't know how you can possibly do it.
Surely there must be a team of you involved!
My husband and son both have signs of dyslexia. No formal diagnosis.
My daughter and I read with ease. My daughter has the MTHFR mutation.
Both of my children are unvaccinated. They were raised on whole foods, no flouride, minor medical interventions, etc.
I don’t disagree that toxic exposures cause neurological damage. We live in a toxic world that is difficult to deal with.
Thank you for this information.
No such disease.
Countries like Finland have the highest reading levels because they withhold
reading and writing until age 7 when the child is prepared.
I was Professor in Literacy Studies.
Until then children should be read to.
Also learning in groups is important.
Literacy is a social activity.
Early education is a disaster.
The publishers control education for profit.
I learned to read before starting kindergarten. My Mom would read to me, and I would sit so I could see the words as she read them. I was excited to learn to read on my own.
Bingo.
Listening is the first step,
seeing the full word reinforces whole language.
Listening reinforces how the language works.
Finnish has a nearly 100% correspondence between phonograms and phonemes. That's not comparable to English, which is an amalgamation of languages, and therefore has one of the most opague orthographies of any alphabetic language. Languages with transparent orthographies are much easier to learn.
The key is the timing of introducing instruction.
Language like this is BS.
"with early, explicit, systematic reading instruction"
Follow the science?
Thanks for this, I'm looking forward to reading it, I was diagnosed with dyslexia, and I have long believed I don't have it. Instead I think a combination of diet, a big car crash at a young age (so big head trauma) and falling off the climbing frame on to concrete fracturing my skull (1980s playground) go a long way to explaining some of my educational problems back then. Then the school system compounds them because you're seen as someone who can't pay attention (trouble) and now I'm thinking even the vaccines were probably an add on back then too. Any way I'm on a long journey to try and heal my brain as much as possible 🧠🙂 thanks for the articles 🙏
I may have to take a break from reading your essays because they are breaking my heart. Both my grand niece 2.5 and grand nephew 7 seem to have neuro issues from their shots. Momma is ADD. I can't say too much for fear of alienating them. Thank you for Plato's cave. Great read.
When my son was in elementary school, 1980’s I would meet with his new teacher after 3-4 weeks. This gave the teacher time to observe him and make usually an inaccurate assessment. “He’s hyperactive and not up to reading, writing and arithmetic standards.” I made a simple recommendation. When you give instructions to the class write it on the blackboard or handouts. Not everyone learns from oral communications. I also shared, typically another third of the class would benefit.
Simply put, the teachers were made aware my son wasn’t a problem or slow but a student with a different learning style.
Keep up the "Explain to a six-year old!!!"
"...elderly NHANES participants with high serum folate and low B12 showed the worst cognitive performance.⁴¹"
I don't think you should use the word folate here. Folate means the natural form correct? I should say folic acid?
The only person with diagnose dyslexia was an English penfriend. She wanted to become a doctor but was first refused because of it, studied to be an nurse but did not like it, and re-applied and was admitted in doctor studies. Then we lost contact. If she made it, I hope she knows about this.
As a parent, I read constantly to my children - they were early literate, did well in school etc, But as adults, they realised they were dyslexic and spoke with me about how they had always thought letters were "backwards" and other issues. So it obviously has nothing to do with not being read to, exposed to books, talked with, educated etc. Its not a 'made-up' diagnosis at all.
Lovely work . Thank you. Blessings from Aus.
The glaring irony: Supranational institutions (WHO; UNICEF) normalize adverse psychometric neuro-developmental consequences of neonatal and childhood vaccines (and potentially, adverse environmental influences, EMR for example).
Abstract
An international psychometric instrument “approved” by UNICEF and the WHO, Ages and Stages Questionnaire® (ASQ®)-3 2014, 2017, claims to assess the neuro-developmental (ND) characteristics of neonates and young children, namely, gross motor, fine motor, communication, personal social, and problem solving abilities.
Concealed by an apparent absence of controlled studies that establish the reliability, sensitivity and specificity of this psychometric instrument to detect ND consequences in vaccinated neonates and children compared against unvaccinated neonatal and childhood populations, the Ages and Stages Questionnaire® (ASQ®)-3 appears blind to the ND consequences of vaccination with the arguable exception of catastrophic outliers, and notably, in the face of an established escalation in the incidence of autism.
Furthermore, the apparent absence of a gold standard (unvaccinated neonates and children) serves not only to conceal but to ‘bake-in’ the potentially detrimental ND consequences of scheduled vaccinations, while it also confounds the utility of a scientifically and ethically impoverished instrument in its evaluation of these cognitive variables in other areas, such as investigating electromagnetic radiation (EMR).
Dumbing down is, as dumbing down does?
The Camouflaged Tools of War? The Great BigPharma 'Bake-Off'
https://drlatusdextro.substack.com/p/the-camouflaged-tools-of-war
There is a category of a 'high functioning ADHD', which is a chronic underperformer' in intellectual pursuits like structured education, but are cognitive enough to perform prescriptive work in the workplace, thus avoiding psych meds and although not performing to their capacity performing well enough to avoid public assistance.
These people have a very good connection to their right brains and are extremely good pattern matchers. One profession that has a high percentage of people who are this way are traders in the stock market and are very successful at it. This suggests that people who receive mental dysfunction labels may very well be right brained thinkers. Reading and language are left brained activities, so it makes sense to me that they would have trouble reading.
Stuttering is another type of speech function that fits into this category. The conventional explanation is that this is a motor difficulty in that the brain processes faster than the mouth can move. I am not sure this explanation holds water. Speaking is also a left brained function and I bet stutterers are also right brained thinkers in which linear processing is more difficult and they lose their train of thought.
Dyslexia is a fiction. I can teach any non-reader with normal hearing to read in 6 contact hours. https://timothywiney.substack.com/p/dyslexia-is-largely-mythological
I beg to differ. Im a dyslexia specialist/Orton-Gillingham practitioner. Dyslexia is absolutely a real condition. It's undeniable that some children struggle with written language acquisition. It’s a spectrum and for some it's very difficult to learn to read. I watched your video and your system makes sense but I find it implausible that every child is going to learn to read the 70 phonograms needed to read fluently in 6 hours. Also, in your example of phonenemic awareness with the word frog, you incorrectly identify the second sound as the r-controlled vowel /er/. It's not/er/. It's the consonant /r/ which blends with the initial /f/.
Your beliefs do not affect in any real way the reality of how English evolved, the variation/overlap problem as the main driver of 'Dyslexia' and the fact that American education was deliberately sabotaged. Here is a more comprehensive breakdown of my 100% Dyslexia cure. Read it and weep if you dare. I doubt your ego will allow it, as you are clearly too invested in the status quo. PS, you're splitting phonemes with 'r' and 'er.' Both are more than close enough for government work (public school). The gold standard for reading is pseudoword reading; in fact it's the definition of reading. All of my non-readers can read pseudowords effortlessly and fluently after 6 hours, just like a text to speech engine. When I presented video proof of these before and after pseudoword reading tests to the two top researchers at Oxford University, they accused be of cheating and threw me out of our meeting. Literally threw me out. https://timothywiney.substack.com/p/from-ancient-greece-to-dumb-americans
No one is arguing that the American school system wasn't sabotaged. What I am saying is that it's highly implausible that with 6 hours of instruction every single child is going to learn 70 phonograms and be able to read them in context. They threw you out of the meeting because what you're claiming is absurd. First of all, unless you've taught hundreds of kids with severe orthographic mapping, phonological processing and RAN impairments, you cant extrapolate to "every single child."
Well, all the 'experts' say that pseudoword reading is the gold standard, and it is. All of my students read real words fluently and with comprehension after they fluently read pseudowords. Read my patent application.
If you can teach every child to read in 6 hours, you are literally the best reading teacher to ever walk this earth. Anna Gillingham, Diana King and all the other legends of reading instruction, who devoted their lives to teaching reading to kids with language impairments, pale in comparison to you. My suggestion is that you get off your grandiose high horse and make your claim plausible. "I can teach almost any kid to read" is still impressive.
Amateurs, one and all.
Define "read".
Reading, writing and spelling are all aspects of the same process. Reading is effortlessly decoding English by assigning phomemes to their spellings (coded speech). Accurate and fluent reading is the same process as a text to speech engine. Writing is the reverse, encoding. Representing the sounds we make on paper. Spelling, is taught by learning the spelling patterns based on probability and position in words. You need to watch my video which explains everything.
I'm a whole language guy.
When you pull up to a STOP sign, do you read it, or do you know what the word STOP looks like?
Phonics is a tool, but recognizing words comes with practice.
My bible is "On Reading" by Ken Goodman or "Reading Without Nonsense" by Frank Smith.
Kids working on interesting group projects that require reading and writing and art is key, not boring books by publishers.
Kids like to share creative stories that they write, edited by other students for their special portfolio.
https://fordhaminstitute.org/national/research/whole-language-high-jinks
Well, whole language is the flat Earth of linguistics. Are you also fully vaccinated?
We are revealed not by what others say about us, but by what we ourselves have to say. Your response is a logical fallacy, an attempt to mock and bully, which reveals everything I need to know about you, and your claims.
You revealed your cult membership by demanding I define reading before even watching my video. Respect is earned. It is you sir who wasted my time and hurled the first insult.
You telegraphed your belief system by admitting you were in the 'Goodman cult.' I am not a deprogrammer. I cannot help cult members. Whole language is as oxymoronic as learning styles. These fads have nothing whatsoever to do with science or the acquisition of language.
Whole Language folks never jabbed.
Dont follow the science (of reading)
Now we are in Cults? Seems desperate. I have to watch a video funded by a corporate foundation.
How many students have Ms. MOATS taught. I had thousands doing cooperative learning.
Whole Language was trashed because it threatened the corporate publishers, whose books had no value.
Reading scores exploded with Whole Language in Chicago and the oligarchs panicked.
Trashing people like Ken Goodman followed, who devoted his whole life from the Univ. Of Arizona. I have walked the walk as a classroom teacher in NYC.
Powers that be have no interest in childhood literacy, only control.