Timothy, your assertion that dyslexia doesn’t exist and that you can teach any child (who is not deaf) to "read, write and spell beautifully”, is very interesting.
Are you able to expand on your method to achieve this? This method can’t be too complicated or difficult to understand, since these remarkable results can be achieved in only six hours.
The gold standard for assessing whether or not children can read, write and spell accurately and fluently is measured by their speed and accuracy reading pseudo-words (words that conform to English spelling conventions but that are not in the dictionary i.e., flibe, Glopf, plif, etc. Anyone who can read pseudo-words accurately is, by definition, a fluent reader, writer and speller. https://www.researchgate.net/publication/325550040_Dyslexia_is_a_Fiction
Thanks for your reply Timothy. I’ll be interested to read your citation as will my relative who is a teacher, who deals with ‘challenging’ students on a daily basis.
Timothy, your assertion that dyslexia doesn’t exist and that you can teach any child (who is not deaf) to "read, write and spell beautifully”, is very interesting.
Are you able to expand on your method to achieve this? This method can’t be too complicated or difficult to understand, since these remarkable results can be achieved in only six hours.
The gold standard for assessing whether or not children can read, write and spell accurately and fluently is measured by their speed and accuracy reading pseudo-words (words that conform to English spelling conventions but that are not in the dictionary i.e., flibe, Glopf, plif, etc. Anyone who can read pseudo-words accurately is, by definition, a fluent reader, writer and speller. https://www.researchgate.net/publication/325550040_Dyslexia_is_a_Fiction
Thanks for your reply Timothy. I’ll be interested to read your citation as will my relative who is a teacher, who deals with ‘challenging’ students on a daily basis.