In Response to Dr. Sam Bommarito's recent post. Link.
This post is in response to a recent post by Dr. Sam. I agree with his observation about how scientists often enter arguments. Years ago, he interviewed me. It was not a debate — he asked questions, and I answered them. Yet the interview was never aired. Was it because he could not accept my discovery?
The pattern is unmistakable. Multiple outreach attempts to Chinese official channels—embassies, consulates, education ministries, and even higher offices—have met with consistent non-responses or automated acknowledgments followed by silence. Emails sent in late June and early July 2024 to addresses like those in Kota Kinabalu, Penang, the Ministry of Education in Beijing, and others detailing concerns over inconsistent Pinyin instruction received no substantive replies. Staff interactions, such as calls to consulates, yielded promises of follow-up that never materialized.
The core issue isn't just phonics or romanisation—it's a deep cultural and political reluctance to admit that a system introduced decades ago might need refinement, especially when outsiders (or even internal reformers) point it out. China created Hanyu Pinyin in the 1950s by adapting Western systems like Yale romanization. It deliberately moved away from Bopomofo (Zhuyin) for mainland use because pure alphabetic initials (b, d, etc., without added vowel sounds) were cleaner and more consistent.
I have been learning Mandarin and have attained survival Mandarin and continuing my journey. Along the way, I have also spent considerable time researching dyslexia, reading difficulties, and effective language teaching methods. What started as a personal learning experience has opened my eyes to a deeper cultural and educational issue that I call The Chinese Dilemma.
The Hidden Damage of Extraneous Sounds
For years, I've argued that one of the main reasons many intelligent children shut down or disengage from learning to read is the widespread practice of teaching letter sounds with extraneous sounds (e.g., "buh" for /b/, "duh" for /d/, "fuh" for /f/). These kids aren't "dyslexic" in the neurological sense—they're victims of confusing early input that their logical brains reject. A majority of such children get wrongly labeled as dyslexic.
Lena Loganathan, a dedicated teacher, started her reading program with a 5½-year-old boy. Inspired by his excellent progress in Lessons 1 and 2, she expanded her research to include a 4½-year-old girl.
Below is her Lesson 3 session with the 5½-year-old boy, building on the success of the previous lessons.
Each chapter in my book, Teach your Child to Read, has a QR Code as shown above.
Click on the QR Code and the lessons will be read for any child to follow without any assistance from an adult.
Get a copy of Teach Your Child to Read at only $16/-. LINK.
Here is a sample from lesson 1.
Note that the last page is without pictures. Orthographic mapping would have occurred by the time the child comes to the last page.
