Are there children who find it more difficult to learn to read than a majority of children?
The answer should be a resounding yes as there are research reports and newspaper reports stating that all over the world about 20% of children are illiterate in the English language when they leave school.
How many of the roughly 20% of children can become good readers after intervention?
Almost 90% of these children can be taught to read with intervention as recorded by many researchers.
Did they give them some form of medication to achieve these results?
No, none whatsoever.
How many of the kids who could read after intervention were found to have phonological awareness problems?
This is what the researchers should look at. I would believe that none of the kids who could read after intervention had any phonological awareness problem. Chances are the remaining 2 or 3 % from the original group have a phonological or acuity problem. As such those kids I mentioned who read well after intervention should not be categorized under the same group as children with APD or children with acuity problems. Stanovich has clearly defined what Dyslexia is not.
When should/can we identify kids who have difficulty learning to read?
We should be able to do this within six months of reading. If approximately 80% of the kids can read well and yet these 20% cannot read as well as the 80% a teacher should be able to identify these kids simply by asking them to read. Ask them to read some new material with the same words that they have already learned.
What is the cause of this learning problem?
This is where I hope researchers will conduct studies and confirm my findings. All these children who were able to read after intervention are most probably shut-down learners as described in my blog.
They shut down when things taught to them are not logical. They shut down when things are confusing.
We should get rid of the term dyslexia as I have mentioned in my blog since 2010. The term dyslexic has too varied a meaning as described in my blog. They vary from one dyslexia association to another. The Learning Disabilities Association places dyslexia under a list of learning disabilities whereas the Dyslexia Association places all learning disabilities under the dyslexia umbrella.
If research reports are stating that intervention has reduced the number of kids who cannot read from about 30% to 3% then all kids, other than those with acuity or phonological problems should and can be taught to read.
What can/should be changed?
The 30-odd- year notion that children cannot read because of some perceived ‘phonological awareness deficit’ should be got rid of. A majority of the 20% of kids who cannot read do not have any form of phonological awareness problem. It is a case of a ‘shut-down’ problem because of being confused.
I am astonished that many researchers I had written to cannot accept that dyslexic children cannot have a phonological awareness or phonemic problem if these same children can read in many other orthographically consistent languages.