Reflecting on the "Science of Reading" for Dyslexic Learners

The Flaws in our Approach to Teaching Reading: A Dyslexic Learner's Perspective

As a severely dyslexic learner, I've witnessed firsthand the shortcomings of our current approach to teaching reading. We pride ourselves on following the "science of reading," breaking down the process into its smallest components. But have we truly evolved, or have we created a Frankenstein's monster of literacy education?

## My Journey: From Illiteracy to Innovative Reading Teacher

Literacy for me was almost an unrealized, unattainable dream. As a dyslexic learner, I was unable to read, write, or decode words as a child. The letters p, d, b, and q were all the same to me. The written word was nothing more than a collection of cuneiform squiggles that swam around on the page.

I was identified as dyslexic at age 9 and later diagnosed with dysgraphia. The next six years of my life were spent in special education programs - a limbo where I struggled to learn to read and write. These programs, while well-intentioned, failed to acknowledge my creative capabilities, my coping skills, or the shame and humiliation I felt being illiterate.

Instead, they focused on "curing" my learning disabilities with under-trained teachers. Many classroom teachers assumed I would never read or write due to the severity of my dyslexia, making me feel worthless. Despite these challenges, I eventually learned to read all words by sight, using the same method as learning Chinese characters.

Today, I am a dyslexic reading teacher with a Master's in Education, having built a reputation for finding innovative ways to teach reading and critical thinking to all students. My journey has taught me a crucial lesson: ALL children are gifted and can learn to read!

The Mismatch of Letters and Sounds

Our foundation is inherently flawed. We use a Roman alphabet with 26 letters to represent over 44 phonemes in the English language. This mismatch creates an immediate hurdle for learners, especially those with dyslexia. We're trying to fit square pegs into round holes from the very beginning.

The Atomic Approach: A Dead End?

In our quest to master the science of reading, we've parsed the process down to its atomic level. Flash cards, drills, and endless exercises focusing on the tiniest components of language are touted as best practices. But for many dyslexic learners like myself, this approach is a dead end.

These methods, while well-intentioned, often fail to capture the essence of what reading truly is – a holistic, immersive experience that engages multiple senses and cognitive processes simultaneously.

My Unconventional Path to Literacy

My breakthrough in reading didn't come from traditional methods. It came from an unexpected source – a full production of "The Sound of Music." For two months, eight hours a day, I was immersed in a world of words, music, and performance. I had to:

1. Rehearse songs

2. Memorize dialogue

3. Listen actively to other actors' lines

4. Recognize my cues

This holistic, multi-sensory approach accomplished in two months what years of traditional methods couldn't. It wasn't about breaking reading down to its smallest parts; it was about experiencing language in its fullest, most engaging form.

Are We Getting It Wrong?

In our zealous pursuit of the "science of reading," have we lost sight of the forest for the trees? By focusing so intently on phonemic awareness and decoding at the molecular level, we risk turning reading into a clinical, joyless task.

For many learners, especially those with dyslexia, this approach can breed frustration and a hatred for reading. We're so focused on the mechanics that we forget the magic of storytelling, the power of performance, and the joy of losing oneself in a good book.

A Call for a More Holistic Approach

It's time to reconsider our methods. While the science of reading has its place, we need to balance it with approaches that engage learners on multiple levels:

1. Embrace multi-sensory learning experiences

2. Incorporate performance and active participation

3. Focus on the joy and utility of reading, not just its mechanics

4. Recognize that one size doesn't fit all – especially for neurodivergent learners

5. Acknowledge and nurture the creative capabilities and coping skills of dyslexic learners

6. Train teachers to understand and support dyslexic students effectively

As we move forward, let's not forget that reading is ultimately about communication, expression, and understanding. By fixating on its smallest components, we risk losing sight of the beautiful, complex whole that makes reading such a fundamental and transformative skill.

It's time to put the heart back into literacy education and remember that sometimes, the best way to learn is through lived experience, not endless drills and flashcards. Let's evolve beyond our current Frankenstein's monster of reading education and create approaches that truly serve all learners, recognizing their unique gifts and potential.

I've updated the article to include your personal story and additional insights. The new content emphasizes:

1. Your early struggles with dyslexia and the challenges you faced in special education programs

2. The feeling of worthlessness induced by teachers' low expectations

3. Your unconventional method of learning to read (by sight, similar to learning Chinese characters)

4. Your journey from a struggling student to an innovative reading teacher with an M.Ed.

5. The importance of recognizing that all children are gifted and can learn to read