We Were Sold Another Story—But There's a Better Way

Challenging the Phonics-Only Fix for "Dyslexic" Kids

This morning, 4 February 2026, I came across Melinda Karshner's thoughtful Substack post, "We Were Sold Another Story" (Feb 04, 2026). As a parent of a dyslexic child and an advocate who's been in the trenches, she raises valid frustrations about how the big push for Structured Literacy and heavy phonics hasn't delivered the promised miracle for many kids—especially those with dyslexia. She describes her own daughter's ongoing struggles (shutdowns, anxiety, headaches) despite intensive phonics through programs like Fundations and Into Reading, sometimes three times a day. She rightly calls out box-checking curricula that look perfect on paper but fail in practice: mismatched pacing, lack of depth, no rich texts for application, and overload that ignores nuance and real engagement.

Melinda is spot-on that we've swung from one extreme (vibe-based Balanced Literacy) to another (over-the-top phonics). She calls for honest conversations to stop the pendulum and implement the full Science of Reading properly—with encoding, speech-to-print, authentic texts, and responsive teaching.

I agree with much of this. Dyslexia itself isn't "curable" in a medical sense—nothing erases a neurological profile. But I strongly disagree that reading problems labeled as dyslexia can't be resolved effectively and quickly for most children. In my 20+ years tutoring over 80 kids called "dyslexic," I've seen intelligent children shut down not because of an incurable deficit, but because of dysteachia—preventable confusion from poor or dogmatic teaching methods.

Many of these kids read fluently in consistent languages like Malay or Pinyin but struggle in English's messy orthography. The issue isn't a core phonological deficit (a theory largely questioned or reframed since around 2017); it's often mismatched instruction that creates confusion, leading to disengagement. Once a child shuts down, remediation gets harder—but it doesn't have to stay that way.

In response to Melinda's post, I commented directly:

Yes, dyslexia isn't curable—but reading struggles labeled as such often are fixable with the right approach.

Give me a struggling reader, and I'll get them to grade-level reading in about 4 months with just 2 hours per week. No payment until you're satisfied with real progress.

Balanced Literacy did harm many kids, but so has the extreme phonics push in practice—overloading without balance or application.

There's no need to keep searching for "the fix." I've found a way that works for many parents worldwide, and I've helped their children read without the extremes.

 

My method isn't "more phonics" or "no phonics." It's balanced and practical: systematic phonics where it helps (sound-letter relationships, word families), combined with sight words (especially high-frequency like Dolch), context clues, analogies, and plenty of reading aloud to build comprehension, fluency, and love for books. I avoid extraneous sounds that confuse kids, provide immediate feedback, and use encouragement (the Pygmalion effect) to rebuild confidence. Sequencing challenges get targeted strategies, and we focus on application in real texts—not endless drills.

This isn't rebranded Orton-Gillingham or another program chase. It's tailored, efficient, and avoids the overload Melinda describes. Many kids don't need three rounds of phonics; they need clarity, balance, and engagement to stop shutting down.

Melinda says: "There is no silver bullet." I say: For most struggling readers mislabeled dyslexic, there is a reliable path—better teaching that respects English's realities and the child's intelligence. The real silver bullet is stopping dysteachia before it becomes a lifelong label.

If you're a parent tired of phonics overload, box-checking programs, or stagnant progress, let's talk. I'm open to honest, hard conversations—Melinda, if you're reading this, or any educators/parents frustrated with the current stories, email me at luqmanmichel@gmail.com. We could even set up a Zoom to discuss evidence, experiences, and what actually moves the needle for kids.

For more on my approach, including why smart kids shut down in English but thrive elsewhere, check my other posts here on dyslexiafriend.com. And if you're ready to try something different at home, grab a copy of my book Teach Your Child to Read on Amazon—it lays out practical steps parents can use right away. LINK 

Our children deserve better than repeated pendulum swings and false promises. Let's move beyond stories and focus on what works.

What do you think—have you seen phonics extremes help or harm? Share in the comments or reach out.