Thursday, September 23, 2021

The Role of Orthographic Mapping in Learning to Read (Part 1)


The following are extracts from a blog post found here.

Every word has three forms – its sounds (phonemes), its orthography (spelling), and its meaning. Orthographic mapping is the process that all successful readers use to become fluent readers. Through orthographic mapping, students use the oral language processing part of their brain to map (connect) the sounds of words they already know (the phonemes) to the letters in a word (the spellings). They then permanently store the connected sounds and letters of words (along with their meaning) as instantly recognizable words, described as “sight vocabulary” or “sight words”. (Internet)

With orthographic mapping of a word, the letters we see with our eyes and the sounds we hear in that word get processed together as a sight word and are stored together in the brain. This is not the same as memorizing just the way a word looks. It is also important to remember that orthographic mapping is a mental process used to store and remember words. It is not a skill, teaching technique, or activity you can do with students (Kilpatrick, 2019). What can be taught are phonemic awareness and phonics skills which enable orthographic mapping.

My comment: ‘This is not the same as memorizing just the way a word looks.’

This statement is something hyped up/ exaggerated by the SoR folks who mislead parents into not teaching their kids to memorise the 220 frequently occurring – Dolch-  words.

It is a shame that those who should be helping parents with kids who are unable to read prevent them from teaching their kids to memorise a few words. What is so difficult or wrong for kids to memorise the Dolch words. All my more than 70 dyslexic students have done it and together with Phonics are able to read.

Let us not forget that thousands of people around the world memorised thousands of words when they studied using the whole language method.

Here are a few of the many examples of teachers who believe that words are to be learned by visual memory.

Erin Harrington Nov 29 2020.


I read your link—I understand that you’re not having students learn by word outline (the shape of the “boxes” around the letters) but what are students using to memorize a word as a whole if not visual memory?

Erin Harrington @eeharrington Nov 29


Right, so proficient readers haven’t visually memorized the words they know. But when Ks are given a list of words to memorize, how are they supposed to do that except by memorizing the look of the word?

Debbie Hepplewhite @debbiehepp Dec 1


It's not uncommon for people to refer to 'phonics' 'not suiting some children' which implies there really is 'something else' or 'some other method' to teach children. Like what? Learning thousands of words by global shape? No, provide better phonics content.


Scientists have long discovered that we create our sight vocabulary by word mapping and not by visual memory.

If we had memorized words by shape how are we able to read the following sentence?

I WeNt to MARKET yesterday to buy some carrOTS, potatoes, cabbage, radish and some onions.

Here are a few more examples of teachers who would do anything to promote their products.

Another lady, Pam Kastner @liv2learn joined in with the following tweet.

Apr 13Replying to @1in5advocacy @luqmanmichel and 12 others

1. English is an alphabetic orthography. It is not logographic. We cannot visually memorize every word in the English language nor should we "teach" any word in that manner. We must use grapheme-phoneme correspondences to orthographically map words storing them as mental...

There was a tweet from Sue Lloyd, a proponent of SSP as follows:

@suelloydtcrw· Apr 13 Replying to @luqmanmichel @debbiehepp and 5 others


        We know, @luqmanmichel, the damage that can be done to many children when they try and memorise words by shape. It is much easier, and far more effective, to teach all children to read words through the process of decoding. Let's teach the alphabetic code like the code it is.

Ask the teachers mentioned above which schools teach memorizing words by shape and there will be no response.

Monday, September 20, 2021

Phonological Awareness – A discussion with Dr. Michael Paff

Is Phonological Awareness Deficit the cause of kids being unable to read?

Phonological awareness is the foundation for learning to read. Read more here.

It’s the ability to recognize and work with sounds in spoken language.

Friday, September 17, 2021

Phonics and Whole Language - Tweets by Londonjohn vs. Dr. Michael Paff


The following tweets were exchanged on Twitter. I followed it without commenting as it sounded like kids fighting with one another. It reminded me of the Indian prince who caught a three legged rabbit and insisted that all rabbits are 3 legged.

Here are the tweets and my comments.

Tuesday, September 14, 2021

Discussion and comments deleted by Dyslexia Advocate Bethany Lee


What a bad habit many people from the Anglo sphere seem to possess?

Many on Social Media delete discussions and comments when they are unable to respond to questions.

All the discussion with Bethany Lee (Beth Any) on her Facebook were deleted all of a sudden.

Saturday, September 11, 2021

Jerry Von Kroff - my Facebook discussion (1)


Monday, September 6, 2021

Does More Money Buy Better Public Education (1)

Here are extracts from part 1 (this should have come before part 2) and my comments.

Some of these folks are experienced educators.  But many of them derive their beliefs from the newspapers, from pundits and commentators, from business interests and various other interest groups.

My comment:

Friday, September 10, 2021

Jerry Von Korff Facebook discussion with Luqman Michel


Wednesday, September 8, 2021

Does More Money Buy Better Education--Minneapolis edition(2)

Luqman Michel

Jerry Von Korff, do you know what you mean by students with dyslexia? Would you like to discuss this matter openly right here?

Note: This post is to ensure that my comments will not be deleted like it has been on many of the FB comments I have made. Bethany Lee, a dyslexia advocate, is the latest to delete all my comments and her responses from FB.


Saturday, September 4, 2021

The Shameful practice of many Americans

Here is a post I had written on 3.8.2020 which I had not published.
One of the most shameful practices of many American Educators is the fact that they bury their heads in the ground when they are cornered by questions they cannot respond to.

Reid Lyon and David Boulton of the Children of the Code fame are just two of the many.

My comment on David Boulton's 'Children of the Code' was deleted after a few months.
 How can anyone accept the stupid statements made by David Boulton such as the following:

Children of the Code avoided advocating solutions so as not to be dismissed as having an agenda other than learning deeper into the challenge.
It has been 15 years since the project started and how much longer do they need?

Timothy Shanahan ignores comments which he cannot respond to. He wants empirical evidence to prove that consonants should not be taught with extraneous sounds.
That sounds really silly coming from a so-called educator. Read one of many posts on him here.

Thursday, September 2, 2021

My email to IDA Ontario in 2018 and my tweet to Alicia Smith on 30.8.2021


Alicia Smith @AliciaFromTiny.

She is the current President, International Dyslexia Association – Ontario.

Her twitter account says: ‘This is my personal account, thoughts and opinions posted are my own.’

Thursday, August 26, 2021



You may find the MPS academic advocacy group website here.

I read 3 of the articles on the website and wonder why the Americans keep saying the same things again and again and expect different results.

Sunday, June 13, 2021

'End the bickering on how to teach' Dr. Sam Bommarito


Dr. Sam Bommarito article here is worth reading.

Here is part of a paragraph from his article.

There is no one size fits all answer when it comes to teaching reading. What works with one child/group of children, does not always work with another. If all sides in the dialogue about how to best teach reading would be willing to admit that their favorite method(s) have limits and limitations and that they could sometimes use a little help from methods they usually don’t use, I think the current dialogue around how to teach reading could become more productive. There are a number of things we can and should do to end the bickering (as opposed to dialogue) that has all too often dominated our conversations about reading.

Saturday, June 12, 2021

Lesson 23 - Word family 'ip'


For those who are new to my YouTube channel, please read the preface and notes in this blog. 

 Here is the YouTube video link for lesson 23. 

For those who cannot access the YouTube channel here is a link to my video.


Friday, March 12, 2021

Lesson 21 - word family 'ell'


Teach your child the word family 'ell'. 

With this family word your child should be encouraged to read new words containing the word family 'ell'. Please refer to lesson 20 which describes how to teach new words.

Here is a link to my YouTube channel. 

For those unable to access YouTube here is a video link.





Tuesday, February 16, 2021

Lesson 20 - word family 'ee'.


Teach your child to learn to read new words using all the word families we have learned to-date.

Here is the link to my YouTube video for lesson 20. 


For those who cannot access YouTube here is a video link.


Tuesday, January 19, 2021

Lesson 18 - ay


Digraphs can include a combination of consonants or vowels.

The combination 'ay' is a digraph.  

Friday, January 1, 2021

Orthographic memory Dr. Kathryn Garforth and Jennifer Buckingham (part 4)

The following is from the conversation between Dr. Kathryn Garforth and Jennifer Buckingham.

Sight words or one that has been memorized based on its shape vs the word that has been orthographically mapped. Because I see in many classroom teachers sending home Dolch words and expect kids to memorise them. Let us talk about why that is not the best approach and how memorizing a word is different from mapping it orthographically in your brain (Kathryn Garforth).