When More Reading Isn’t the Answer

The "Silent" Crisis: Why Thousands in China are Looking for Answers to "Man-Made" Dyslexia

 

 

Since 2004, I have been teaching children labelled "dyslexic" to read English by stripping away the "noise." I have seen time and again that when you remove extraneous sounds—like teaching 'b' as "buh"—the "dyslexia" often vanishes within weeks.

Now, we are seeing the exact same disaster unfold with Pinyin.

The Death of Clean Pinyin

Challenging the Phonological Awareness Deficit Theory of Dyslexia: Lessons from Teaching 80 Struggling Readers

 

In 2004, I began teaching a bright young child to read. Like many educators at the time, I turned to the internet for guidance and encountered countless articles claiming that the primary cause of dyslexia was a phonological awareness deficit. This idea—that children with dyslexia struggle mainly because they can't properly perceive or manipulate the sounds in spoken language—dominated the conversation. 

Part 7: R-Controlled Vowels, Syllable Division & Fading the Supports

 

Welcome to Part 7 of How to Teach Dyslexic Kids! By now your student has built strong foundations in phonics, multisensory techniques, and the finger-blocking method for spotting reliable patterns like ee, oo, and other vowel teams.  This stage focuses on two powerful unlocks:  R-controlled vowels (the “bossy r” sounds) 

Syllable division rules — the key to cracking longer, multisyllabic words.

Unlocking Reading for "Dyslexic" Kids at No Cost – The Paradox of Parents Who Won't Try It

 

For years I've taught over 80 children labeled "dyslexic"—intelligent kids who couldn't read well despite average or above-average IQs. I've seen the same patterns: confusion from mixed phonics cues, shutdown from nonsense-word drills, and frustration from methods that don't align with how the brain actually learns to read. My approach is different, targeted, and fast: Give me a child with no vision or hearing issues who's behind grade level, and I'll get them reading proficiently in 4 months or less—with only 2 hours per week via Zoom.

The best part? It's completely free upfront. Parents pay nothing until they're satisfied their child is reading at (or above) grade level—and only if they choose to contribute afterward. No contracts, no pressure.

Group Dynamics, Misdiagnosis, and Systemic Error

 

The phrase often attributed to George Carlin — "never underestimate the power of stupid people in large groups" — is catchy, but it misdiagnoses the problem. It suggests that dysfunction arises from individual stupidity, when in reality, the danger lies in systemic misdirection and the dynamics of group behavior.

Debunking the Phonics-Only Myth:

 

A Balanced Approach to Teaching Reading to Dyslexic Students

In a recent LinkedIn post, reading consultant Brian Vieira argued strongly against sight word or whole word instruction, calling it the “worst way” to teach reading. He emphasized the superiority of phonics-based methods, pointing to the vast number of English words, the finite set of speech sounds, and scientific evidence favoring sound processing over memorization.

When Minds Shut Down – Confusion, Fixed Beliefs, and the Tipping Point

 

I’ve seen it countless times in my work with ‘dyslexic’ students: the moment when a child is present in body but absent in mind. They hear the words, but they’re not really listening. They’re not processing. Their mind has quietly “switched off.”

 

And truth be told, this isn’t unique to dyslexia. It’s something all of us experience in everyday life.

The Walking Wounded: Adult Dyslexics and the Silence Around Their Struggles

                                                                       

Intro 

For years, I have written about dyslexic children who leave school unable to read, only to discover literacy later in life. Their stories raise an uncomfortable question: Why do so many fail in school, yet succeed as adults? The answer lies not in their intelligence, but in the way they were taught.

Part 3 of 4: The Hidden Flaw Shared by Whole Language and Phonics

 

 – Extraneous Sounds That Cause Shutdown

For decades, the “reading wars” have pitted Whole Language against phonics. Yet despite the swings in fashion, reading failure rates have remained stubbornly similar across eras: 20–30% of children still struggle significantly.

 

Why? Because both approaches often share a critical flaw: teaching stop consonants with an added schwa sound (/uh/).

Stop Blaming English—Fix the Teaching

 

Wrong Sounds, Not Spelling, Confuse Kids

Here is my response to a Tweet by one PeterDMayr on 23.12.2025 @PeterDMayr

I am sick and tired of countless people like Peter who speak as if they are experts in this field.

The Innate Spark — Why Many Children Can Read Before We Teach Them

Children aren’t broken. Our teaching methods are. Discover why decoding is often innate — and how confusion poisons the path to literacy.

Sections:

🔍 What We’re Missing

• Most children who read do so by figuring it out — even when phonics is taught incorrectly.

• Decoding ≠ comprehension. Let’s stop conflating the two.

🧠 The Brain’s Highway System

• Harvard research shows reading relies on smooth neural pathways.

• Wrong phonics = stoplights. Correct input = free flow.

🚨 Instructional Casualties

• Many “dyslexic” children are victims of confusion, not disorder.

• Early exposure to wrong sounds (TV, kindergarten) blocks natural decoding.

🧒 Real Stories, Real Insight

• My first student learned to read without phonics — just Peter and Jane books.

• I’ve seen children “unlock” reading overnight when confusion is removed.

Call to Action: Let’s stop blaming children. Let’s start fixing instruction. 

Read the full post below

For years, I’ve argued that many children possess an innate ability to decode written language — an ability that’s often overlooked, dismissed, or actively suppressed by flawed teaching methods. This claim has sparked heated debates, especially on Twitter, where educators like Pamela Snow have blocked me rather than engage with the evidence. But the truth remains: many children figure out how to read despite — not because of — formal instruction.

 

🚸 Decoding vs. Comprehension: Let’s Be Precise

When I say “reading,” I’m talking about decoding — the ability to recognize and sound out words. Comprehension is a separate skill, and I leave that to experts in that field. The confusion between these two has led to widespread misunderstanding about what it means to “learn to read.”

The Silencing of Dissent: Why the Dyslexia Establishment Keeps Blocking Me (Part 1 of 3)

 

Why I am writing This Series

Since 2010, I’ve blogged about reading instruction, dyslexia, and phonics—always grounded in facts and student outcomes. I’ve taught over 80 children labeled as dyslexic, and I’ve shared what works, freely and openly.

This new three-part series marks a shift. It’s not just about methods—it’s about why those methods get blocked.

I’ve been silenced, ignored, and blocked by educators, researchers, and influencers—not because my results are flawed, but because they challenge the consensus. These posts explore the motives behind that resistance: profit, herd mentality, and gatekeeping.

I’m not here to attack individuals. I’m here to ask:

“Why block a question? What does that say about openness to debate?”

If we want to solve illiteracy, we must be willing to confront uncomfortable truths. This series is my invitation to do just that.

It's been years since I first noticed the pattern: educators, researchers, and self-proclaimed literacy experts on Twitter (now X), LinkedIn, and beyond, blocking me not for harassment or threats, but for daring to question their sacred cows. As the founder of free online lessons that have helped dozens of children—many mislabelled as "dyslexic"—read fluently in under four months, I've become a thorn in their side. My crime? Pointing out that phonological awareness deficit isn't the root cause of reading struggles; it's the confusion from teaching consonants with extraneous vowel sounds like "buh" instead of pure /b/. Kids shut down, disengage, and get funneled into expensive interventions. But why block the messenger?

Confusion Is Not Dyslexia: The Untold Story of Emmanuel

 

Please share my book 'with parents who have kids who can't read. https://payhip.com/b/ZV01D

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.

Why Educators Like Dr. Sam Bommarito Hesitate to Embrace Grassroots Innovations: A Centrist’s Polite Pivot

In 2021, I had a cordial Zoom call with Dr. Sam Bommarito—a self-described centrist who believes teachers matter more than programs. I shared my methods for reigniting reading in “shut-down” kids—those labeled dyslexic or unreachable—using sound-pure techniques that correct the muddled phonics often taught in English. He listened attentively, asked thoughtful questions, but the interview never aired. A year later, he called my work “a great gift to literacy” in an email. Still, no deeper engagement followed.

 

A polite Twitter discussion on 8.10.2025

 

Here is a Twitter discussion with a mother of an intelligent kid. She did not block me as she is not promoting any ‘wares’ unlike most of those who blocked me for no reason. We would have reduced if not eradicated the number of kids who leave school as illiterates if discussions are as civil as the following discussion. I read the following tweet and commented:

It doesn’t cost much to teach kids more effectively. It costs basically nothing to enforce standards, use proven teaching methods, group students by ability

Instead, we waste money searching for ways to help struggling students without also helping smart kids (“close the gap”).

Why Dyslexia Isn't Always About "Sound Problems" – And Why Experts Sometimes Ignore That

 

Hello everyone—welcome to Dyslexiafriend.com. If you're new here, pull up a chair. I'm Luqman Michel, a guy who's spent 20+ years tutoring kids labeled "dyslexic." No fancy degrees in education—just real talk from fixing reading roadblocks one kid at a time. Today? Let's unpack why the big brains in dyslexia research often shut down good questions... and how everyday wins from my students are changing the game.

Dyslexics and phonological processing

 

In my post about why many schools in China are teaching Pinyin using Bopomofo initial sounds, DrJulie Safri made a comment and this is a short extract that I decided to reply to separately from the rest of her comment.

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:

“Tailored, evidence-based instruction that accommodates their unique learning needs” is something I’ve frequently heard from many teachers providing intervention for dyslexic kids.

I don't know how the brain processes languages and would be grateful if DrJulie Safri can educate me and whoever else is interested. 

Asking for my credentials.

 

I made a comment on Facebook stating that I have worked in the accounting and auditing field for most of my adult life. Following that, I received a comment from Suri Charles, who is aware of my previous experience teaching dyslexic children before transitioning to teaching their parents.

David (Dyslexic) Chalk (Part 2)

                                                  Listen to the YouTube of David. LINK

The following is extracted from this website with my thoughts.

By 62, David Chalk had seen it all. While David conquered the world, he never managed to achieve the only thing he always had truly wanted, To Read Fluently.

He was a popular media personality, had built his business empire, made millions, was awarded a doctorate in technology by the University of the Fraser Valley for holding the world's only true patent in cyber security and was described as having a brilliantly gifted mind.

 

My thoughts:

I have repeatedly said that my so-called dyslexic students are smart kids. They have done exceptionally well in schools and Universities.