We elimate the confusion...


...provide the missing piece to the puzzle...


...and release the gift of reading.



June 2016 - The Pholly of Phonics by Mem fox.  See article

May 2016  

Research suggests the phonetic system to be blamed in dyslexia.  See article

September 2014

A Different Way of Seeing Things. article link

August 2014

Professor Bob Burden, former BDA trustee, argues that dyslexics may be more in need of therapy or counselling than specific teaching interventions. … It may even be that the person with dyslexia is suffering from a surfeit (excess) of phonics...article link

March 2014

UK Dyslexic Pupils not helped by Synthetic Phonics Click here

September 2013

New Research - Children with disorders, such as dyslexia, are not likely to benefit from working memory training...click here for full article.

Challenging Dyslexia Research - There is disturbingly little discussion and reflection around basic concepts in dyslexia research...read more

June 2013

A Dyslexic's Success Story: How my Son Got into UC Berkeley...click here

August 2012

Recent article from the UK: "Every school uses phonics in one form or another, but it is certainly not true to say that it is the best way of teaching every child to read." Click here for the full article

NEW STUDY - letter-position dyslexia may be common and has simply gone undetected ...to see article click here. Further proof that a non-phonics based solution is the key.

Magic or Silent "e"

The rules of current English spelling were first set forth by Richard Mulcaster in his 1582 publication Elementarie. Mulcaster called silent e "qualifying e", and wrote of it:

It altereth the sound of all the vowells, euen quite thorough one or mo consonants as, máde, stéme, éche, kínde, strípe, óre, cúre, tóste sound sharp with the qualifying E in their end: whereas, màd, stèm, èch, frind, strip, or, cut, tost, contract of tossed sound flat without the same E, And therefor the same loud and sharp sound in the word, calleth still for the qualifying e, in the end, as the flat and short nedeth it not. It qualifyeth no ending vowell, bycause it followeth none in the end, sauing i. as in daie, maie, saie, trewlie, safetie, where it maketh i, either not to be heard, or verie gentlie to be heard, which otherwise wold sound loud and sharp, and must be expressed by y. as, deny, aby, ally. Which kinde of writing shalbe noted hereafter. It altereth also the force of, c, g, s, tho it sound not after them, as in hence, for that, which might sound henk, if anie word ended in c. in swinge differing from swing, in vse differing from vs.



The Child Left Behind

From Left to Write - What is Dyslexia?"...by failing to nurture the young dyslexics...and help them to develop in the way they are meant to develop rather than trying to turn them into something else, we are missing out on a huge opportunity for developing some of the most creative minds in our society...

Dyslexia - this is who I am


How to spell

Raising Small Souls presents "Animal School"

Championing Dyslexia - click here for video link

Therapy Soup - Is it a Gift? Click here to see video.

EXCELLENT VIDEOS BY F.A.T. City - RIchard Lavoie

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