When More Reading Isn’t the Answer

Why So Many Smart Kids Struggle to Read: Teaching Methods vs. "Underlying Differences" – A LinkedIn Exchange

Recently, I had a thoughtful discussion on LinkedIn with Brenda Nagberi, Founder & Lead Consultant at Bremon Educational Consult, Autism Advocate, and SENCo.

It mirrors conversations I've had with many educators and experts — productive until they block me or delete the thread.

The Key Exchange:

Why Pure Theory Falls Short: A Practical Approach to High-Frequency Words, Phonics, and Dyslexia in English

 

For decades, the reading world has been locked in debate over high-frequency words (often called “sight words” or Dolch words). Should children rote-memorize them, or is memorization “nonsense” that must be avoided in favor of pure phonics and orthographic mapping?

As someone who has worked with over 80 children labeled “dyslexic,” I’ve seen what actually works. These kids struggled to read in English but had no trouble reading in Malay (a transparent orthography) or Pinyin. My method—systematic phonics combined with deliberate memorization of all Dolch high-frequency words—produced strong results. The children learned the words without difficulty, gained confidence quickly, and progressed in reading.

The Pendulum Swing in Reading Instruction

Empowering Teachers Means Using Every Tool

 

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?

Chinese Dilemma - Part 3: Systemic Silence, Cultural Inertia, and the Cost to Future Generations

 

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.

Part 2: The Chinese Dilemma – Face Saving and the Pinyin/Bopomofo Standoff

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. 

The Chinese Dilemma – Part 1: Face-Saving Culture and the Pinyin Problem

 

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.

Why Teachers, PhDs, and Even Skilled Readers Struggle to See the Real Cause of Reading Shutdowns

 

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. 

Teaching a 5 1/2 year old boy to read

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.

 

Bersama’s Bold Education Vision: Building Thinking Citizens from the Ground Up

 

Parti Bersama’s 12 agendas are ambitious, but three stand out immediately:  

Agenda 3 (Universal Early Education), Agenda 5 (Dual‑Track Higher Education), and Agenda 7 (STEM & PISA Performance). These aren’t just policy items — they treat education as the foundation of nation‑building.

QR Code in 'Teach your Child to Read'.

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.