Blog Post 1 of 4: A Response to PeterDMayr

 

Why English Spelling Isn’t the Main Villain in Reading Struggles

Recently, Peter (@PeterDMayr) shared a passionate X thread arguing that English’s irregular and unpredictable spelling is the primary reason so many children struggle with reading. He highlighted the landmark 2003 study by Philip Seymour and colleagues, which found that children learning consistent orthographies (such as Finnish or Italian) often achieve near-perfect decoding by the end of Grade 1, while English-speaking children typically trail two to three years behind. Peter contends that this orthographic complexity inflates dyslexia diagnoses, widens inequality, and imposes heavy societal costs—a perspective echoed by many spelling-reform advocates. It’s an argument that’s easy to sympathize with.

 

I don’t dispute that English orthography is deep, complex, and inconsistent. It is objectively more challenging than many other writing systems. Yet after working with more than 80 children labelled “dyslexic”—many of whom arrived believing they were simply incapable of reading—I’ve reached a different conclusion.

The biggest barrier is not the spelling system itself. It’s how we teach the sounds.

When children are taught the pure, clipped consonant sounds—without the extra “uh” (schwa) vowel that adults often add unconsciously (e.g., saying a clean /b/ instead of “buh,” /c/ instead of “kuh,” and /t/ instead of “tuh”)—blending those sounds into words becomes effortless. Pronounce “buh-ah-tuh” and the child cannot possibly hear “bat.” Pronounce /b/ – /a/ – /t/ and the word snaps together instantly. With clear, logical, and confusion-free instruction, even children who have struggled severely begin decoding unfamiliar words quickly and confidently, linking print to the spoken words they already know—without the frustration and shutdown that once dominated reading time.

English spelling is undeniably challenging. But the human brain is remarkably adaptable when given clean, consistent tools. In my experience, the far greater obstacle lies in teaching methods that unintentionally create confusion—whether from older Whole Language approaches that sidelined phonics, or from some modern phonics programs that still attach those unnecessary “uh” sounds to consonants.

In the next three posts, I’ll explore what precise sound instruction really looks like, why that extra schwa is so damaging, and how removing this one common habit can dramatically improve outcomes for struggling readers—no spelling reform required.

What’s your view? Do you think English spelling is the main culprit, or are we overlooking flaws in how we teach? I’d love to hear your thoughts and experiences in the comments.