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.”
