The following comment is an example of what Charlie Munger said, ‘The human mind is like the human egg.’ Once a sperm has entered an ovum, a membrane will be formed and no further sperm can enter.
Here is a comment on my post on 'Why many schools in China are teaching Pinyin using bopomofo initial sounds?' LINK
I have replied to this comment on Facebook and this is for posterity.
DrJulie Safri
Good morning Luqman, let me clarify my statement.....Dyslexia is a neurodevelopmental condition, meaning it originates from differences in how the brain processes language, particularly phonological information. However, it is important to note that these neurological differences don’t mean a person with dyslexia cannot learn to read, they just require tailored, evidence-based instruction that accommodates their unique learning needs.
My thoughts:
This is the most important part which I have addressed separately in my post found here. LINK
DrJulie Safri:
First, let's address your examples:
The cases of David Chalk, John Corcoran, and Tom Cruise are inspiring, but they do not contradict the fact that dyslexia stems from brain-based differences. Instead, their experiences highlight the following key points:
1. The Role of Intervention and Motivation:
These individuals succeeded in learning to read later in life because they had access to the right instruction or developed strategies that worked for them. Dyslexia doesn’t mean a person cannot read; it means they require specific teaching methods, often involving structured literacy and intensive support.
My thoughts:
David Chalk himself noted that he learned to read at 62 in just 11 hours—one hour a day for 11 days. What enabled this rapid progress? What specific instruction or strategy worked for him? What hindered his reading development in school?
DrJulie Safri:
Many individuals with dyslexia, especially those born in earlier decades, were not diagnosed as children or provided with appropriate interventions. It’s common for such individuals to learn to read later in life once they receive targeted support.
My thoughts:
What exactly is this targeted support? My approach for all children struggling to read is to help them unlearn incorrect letter sounds and teach them the correct sounds. Once their confusion is cleared, they can start reading. Take any child in grades 2 to 4 without acuity issues, and I bet they will mispronounce letters with extraneous sounds.
DrJulie Safri:
The fact that someone can learn to read later in life doesn’t negate the neurological basis of dyslexia. It simply demonstrates that the brain retains neuroplasticity, the ability to change and adapt with the right interventions, even in adulthood.
My thoughts:
This is a common claim among dyslexia advocates. I’ve emphasized that about 20% of children worldwide disengage from learning to read due to confusion caused by incorrect teaching of letter sounds. I’ve also recently discovered that this issue is affecting children learning Pinyin, who are similarly taught the wrong sounds. My proposal is for all schools to teach letter sounds correctly, reducing the need for interventions. However, this shift could threaten the income of intervention teachers reliant on testing and therapy fees. I provide free testing and often face scrutiny regarding my credentials.
DrJulie Safri:
You mentioned teaching over 80 children labelled as dyslexic and seeing improvement with your methods. It’s worth considering that some of those children may not have had dyslexia but rather reading difficulties caused by inadequate instruction, lack of literacy exposure, or other factors unrelated to dyslexia.
My thoughts:
Many of my students came to me after being certified as dyslexic, while others without such certification also struggled to read. There seems to be no clear differentiation between dyslexics and those who simply can't read. Nonetheless, my treatment remains consistent: unlearn incorrect letter sounds and learn the correct ones.
DrJulie Safri:
Research shows that some children labelled as dyslexic are actually "instructionally disabled," meaning they struggle due to poor teaching methods. This is why accurate diagnosis by qualified professionals is critical to distinguish dyslexia from other causes of reading challenges.
My thoughts:
I’ve cited several researchers who support this view. Most so-called dyslexic children are casualties of inadequate instruction. However, I’m the only one who has specifically identified the errors in teaching that disengage kids from learning to decode and blend. I’ve detailed these reasons in my book Shut Down Kids and elaborated on them in my blog and YouTube videos.
DrJulie Safri:
Tom Cruise’s story is an example of compensatory strategies often seen in individuals with dyslexia. He reportedly relied on others to help him with scripts and dialogue memorization until he developed his own methods for learning to read. His success in overcoming reading challenges is inspiring, but it doesn’t disprove the neurological basis of dyslexia. Instead, it shows that even adults with dyslexia can improve with the right support and determination.
My thoughts:
This is inaccurate. Tom Cruise did not develop unique methods for learning to read; he learned through a study method called 'Study Technology,' created by Ron Hubbard—one of many approaches used by intervention teachers globally.
DrJulie Safri:
Dyslexia affects around 10-15% of the population to varying degrees. It is not limited to 1% of individuals. While teaching methods can exacerbate reading difficulties, they do not cause dyslexia. Research consistently shows that dyslexia is associated with differences in brain regions responsible for language processing, including the left hemisphere’s temporoparietal and occipitotemporal areas. Let's dig in a little bit more about Tom Cruise....
My thoughts:
According to the late Siegfried Engelmann, he could not teach a fraction of 1% of the children sent to him, which may represent the true percentage of those originally labelled dyslexic. Dyslexia advocates have inflated this figure to about 15-20%, encompassing any child who struggles to read.
DrJulie Safri:
Tom Cruise has openly discussed his struggles with dyslexia and how he overcame them. Diagnosed at age seven, he described himself as a "functional illiterate" during his school years, often feeling anxious and frustrated when trying to read. Determined to pursue acting, Cruise developed strategies to manage his dyslexia. He trained himself to focus his attention and became highly visual, creating mental images to comprehend written material. This approach enabled him to memorize scripts and deliver performances effectively.
My thoughts:
As I've mentioned repeatedly in my blog, these ‘dyslexic’ children often have excellent memories. Tom memorized his lines by having others read them to him. When he forgot, he improvised, often impressing directors with his creativity.
Tom Cruise stated, “When I became a Scientologist, I applied a study technology developed by Ron Hubbard and realized that dyslexia is just a label—there’s no science behind it.” You can hear it directly from him in the interview. [LINK]
DrJulie Safri:
Let me ask you this: If Tom Cruise did not have dyslexia, and if dyslexia is not based on neurological differences, why did he need to train himself to read? With his fame and wealth, he had access to the best teachers and resources, yet his struggles persisted until he developed unique strategies tailored to his brain’s way of processing language. This only reinforces that dyslexia is not about inadequate teaching methods or effort; it’s rooted in neurological differences that require specific approaches. If dyslexia weren’t a brain-based condition, these challenges wouldn’t exist, regardless of wealth, resources, or fame.
My thoughts:
This is misleading. Tom Cruise grew up in near poverty. He did not employ unique strategies; instead, he memorized lines by listening to others read to him. There were no tailored strategies for his brain’s processing.
DrJulie Safri:
Again, you mentioned helping 80 students with your methods. While that is commendable, I would ask how you confirmed that these students were truly dyslexic. How do you know that these students aren’t still struggling today? True success is measured not just by immediate outcomes, but by whether those skills endure over time.
My thoughts:
No one seems to know how to distinguish a ‘truly dyslexic’ child from one who struggles with reading. My blog serves as a resource for teachers and parents who wish to learn how to help children who can’t read. As far as reading is concerned, none of my students are currently struggling.
I thank DrJulie Safri for her eye opening questions. With these Q&A more will understand a little better. May God continue his Blessings upon her.
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