Confusion Is Not Dyslexia: The Untold Story of Emmanuel

 

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For years, I’ve taught children labeled as “dyslexic” who couldn’t read a single sentence in English—yet could read fluently in Malay and pinyin. That contradiction sparked my journey. What I discovered was simple, powerful, and deeply misunderstood: these children weren’t dyslexic. They were confused.

The Case of Emmanuel

Emmanuel was 9 years old when his father brought him to me. He had failed most subjects in school, couldn’t read in English, and was being considered for a disability card to attend a special school for dyslexic children. His psychological assessment painted a bleak picture: “strongly at risk” for dyslexia, with weak phonological skills and literacy scores in the lowest 5%. 

 

But here’s what the report also said:

 

Emmanuel had a Nonverbal IQ of 130—a superior score.

 

He excelled in spatial reasoning, pattern recognition, and symbolic logic.

 

He spoke fluent English and had strong memory skills.

 

So why couldn’t he read?

You may read the details here. LINK LINK LINK LINK 

 

The Real Problem: Confusion from Poor Phonics Instruction

When I screened Emmanuel, I asked him to say the sounds of letters. Like many children I’ve taught, he added extraneous sounds—“kuh” for /k/, “tuh” for /t/. This made blending impossible. You can’t form “cat” from “kuh-ah-tuh.” You get confusion, not reading.

 

This isn’t a phonological deficit. If it were, Emmanuel wouldn’t be able to read in Malay or pinyin—both of which rely on phonological decoding. The issue is instructional, not neurological.

 

My Method: Screening for Confusion

I don’t use scientific assessments. I use observation:

 

Ask for letter names—children pass.

 

Ask for letter sounds—children fail due to added sounds.

 

Teach clean phonics—children read within months.

 

That’s it. Emmanuel learned to read in under four months with just three hours of tuition per week. Today, he’s a class leader in form 2.

 

Why “Dyslexia” Misses the Mark

The term “dyslexia” is vague, overused, and often misleading. It offers no actionable insight for parents. It pathologizes what is often just confusion. And it distracts from the real issue: poor phonics instruction.

 

A Call to Parents and Educators

If your child struggles to read in English but can read in another language, don’t panic. Don’t accept labels without questioning them. Screen for confusion. Teach clean phonics. And trust that intelligence is not the problem.