LEARNING YOUR ALPHABET SOUNDS

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1. Alphabet sounds (top of web page).

2. Alphabet blends (eg spl). A dyslexic can recognise the same blend in different words but only if they have learnt it as a blend first.

3. Soft c and hard c (for example certain and crunch) and soft g and hard g (for example gasp and gym).

4. Sentences that include the 300 most common words eg There are a few more things to point out that Tom goes about doing

5. Test yourself on the 300 common words as learnt in the sentences, above.

6. Letter patterns for the same sound eg words that sound like “O” are note; boat; tow; toe; grow; though; soul; bowl.

The carers and teachers of dyslexic children, I have noticed, spend a great deal of the time simply reading with their dyslexic child. Unfortunately, this becomes an increasingly disappointing and stressful experience for both because the dyslexic child does not “pick up” reading as they go along. There can still be story-reading sessions but, if the dyslexic is to learn from them, selecting two or three words they want to learn and actually learning to read them according to the instructions below is a good compromise.

This programme gives the dyslexic the foundations they need to advance independently while also enjoying shared reading sessions. If you listen to what Felix and his mother have to say in the Home Page video you will find that, following the grounding I gave him on sounds, blends and common words, he was searching out books and reading them on his own. You will also hear that, at the age of ten, he had begun producing longer writing assignments than children three years older. What enabled him to blossom so spectacularly, apart from the love of literature he had gained from his parents, was that he had completed the ground-work on words and sounds as detailed in this programme. 

This is a complete reading programme which can be completed in less than a week if the learner is enthusiastic enough. It teaches the dyslexic how to learn and shows what needs to be learnt.

Once the learner knows their sounds, and common words, when they come across a new word, they will be able to employ the “crocodile voice scanning” technique. 

“Crocodile voice scanning” technique

Imagine you are dyslexic and don’t know what “crocodile” says. Staring at a word and thinking about the sounds in it is not the answer. At such times, the following voice technique will enable you to read the word: 

Croc (spoken aloud)

Croca

Crocad

Crocadile

Any word can be successfully tackled in this way if it is divided up and read as above. Even some irregular words, although they will not sound precisely as they are spoken, will still sound similar enough for the learner to be able to hear their similarity to the word in question. To give you an example, a teenager who did not know his vowel sounds read the word “detective” to me as follows:

Det

Detoc

Detoctive

The learner said “detoctive” to himself two or three times, aloud at which point he could hear its similarity to “detective.”  Watching him was like watching someone try and understand a foreign word: suddenly he “got it”.

Dictionary.com will sound out any word you type in accurately and give you a meaning.

First, learn the alphabet sounds available as a recording at the top of this web page Abcdefghijklmnopqrstuvwxyz

Then learning to recognise the words and sounds that follow (blends, soft c and g words and hard c and g words, common words and, lastly, words that include variations on spelling patterns for the same sounds). 

SIGNIFICANT LEARNING FACT

It was found, by Paulesu et al (1996), that what sets the dyslexics apart from the non-dyslexics is the circuitry in the language area. All of them have a processor for sound (Broca’s area) and a processor for meaning (Wernicke’s area) but those processors only process words at the same time as each other (all words, all the time) in the case of the non-dyslexics. This is because the area between the two processors conducts activation but not for the dyslexics. When it comes to the dyslexics, there is never a single moment when the two processors are being activated at the same time as each other and yet, when the dyslexic is speaking naturally, both processors are active (not activated) at the same time as each other so they do work at the same time as each other. 

What is, in fact, happening to the dyslexic’s processors when the dyslexic is speaking naturally is that the speed of alternation between the two processors has doubled, which means neither processor deactivates before being reactivated. Just as one processor has begun to deactivate, the speed of alternation is such that it becomes reactivated. This is how the two processors, one for sound, one for meaning, both steadily process sound and meaning with no break in activation for as long at the dyslexic is speaking. 

While in the case of the non-dyslexic, the two processors remain activated, in the case of the dyslexic where only one can be activated at a time, whichever processor is not being activated remains activated as it cools down, only to be reactivated before it has time to cool down. The dyslexic, then, is moving so rapidly from processor to processor that neither processor has time to switch off.

Parallel processing of word sounds and meanings only takes place when the dyslexic speaks and yet it takes place under all conditions in the brain of the non-dyslexic, including: reading, writing, listening and reciting.

SOLUTION

Teach the dyslexic to use his one processing strength (his natural voice) to support and replace his processing weaknesses in reading, writing, listening and reciting. All of this knowledge is available on this website and begins here.

A picture cartoon metaphor for understanding parallel and non-parallel processing

Imagine the non-dyslexic has, in his two hands, a blue bat for when he has to process a blue ball (sound) and a pink bat for when he has to process a pink ball (meaning). These two bats are always in position, both held up to bat back two balls at a time. As a result, he is able to process whole words all the time by batting the pink and blue balls (meaning and sound) back at the same time as each other. When he batted back the blue ball for sound and the pink ball for meaning, the two balls combined with each other into a word. Because the word consisted of both sound and meaning it became something the long term memory could process.

The dyslexic, however, is only quick enough to bat back sound and meaning at the same time as each other by speaking in his natural voice. The rest of the time he is listening, writing or reading and only uses one bat at a time. Alternating in this way means the words he processes can not be processed in his long term memory as they consist of sound without meaning or meaning without sound. 

Conditions under which the dyslexic is notprocessing the word’s sound at the same time as its meaning:

Reading (he bats back first the blue (or pink) then the pink then the blue)

Writing Ditto

Listening Ditto

Reciting Ditto

Under what conditions does the dyslexic long term memory process words?

Answer: Only when the word contains both sound and meaning, so only words the dyslexic has spoken naturally (naturally means they chose the words). Reciting can not be processed by long term memory because it has no semantic element (it was a repetition of pre-existing sounds). Recited words are almost pure sound.

Why everyday reciting does not work for the dyslexic 

The dyslexic can say the same thing, aloud, nine times (which is all that is needed for permanent learning) but only if they reinvent that word each time. Below are the strategies the dyslexic needs to be able to do this. 

I have heard true anecdotes from fellow teachers of dyslexic students who suddenly became successful when they began using dramatic or operatic voices for learning. In fact, if you go to the revision section you will read that, since most learning is information that can be written in paragraphs, such learning only needs to be spoken back in the dyslexic’s natural voice. It is only when learning blends and some common words that different voices help.

The more you explore the techniques written out for you here, the more the dyslexic will realise that they don’t have to try that much harder than the non-dyslexic to do as well. The only thing I do warn dyslexics about is that you will never be as fast as the non-dyslexic. At the same time, I refer you to the fable of the tortoise and the hare. I have seen many dyslexic tortoises graduate with first class honours.

HOW TO LEARN WHEN YOU ARE DYSLEXIC

1.Firstly, each word or sound should be tackled between 6 and  9 times. No more. You can give yourself a big test once in a while but 6 – 9 should be enough. Never worry about spelling: the important thing is to learn to read everything in this reading programme.

2. Always have your eyes on the word you are learning, then say it in different dramatic tones or sing each one, giving it a different note. Change tack each of the nine times.

3. Or, while looking at the word, hum it, a different note each time. Change tack each of the nine times.

4. Or say the word 6 – 9 times in accents that you change for each word. Change tack each of the nine times.

5. Or say the word 6-9 times at different intervals and rhythms. 

6.  Or, while constantly fixing your eyes on the word, whisper it a different way each time. Change tack each of the nine times.

7.  Turn away from the screen, put the recording on and write the word or sound(s) out from dictation (don't look until you've finished).

8. Test yourself again one hour later; one day later; one week later. If you still know it a week later, you can tick it off as permanently learnt.

9. Suggested learning approach for sentences: the learner recites the sentences on to a Dictaphone (try Voice Memos on an iPhone), they listen while quietly humming or whispering along to the sentence a few times, then write it out from dictation. When your learner is ready, they can hide the text from themselves and write out the sentence from dictation. They can then mark themselves and either put any mis-spelt words into new sentences to learn as before or perform the spelling exercise known as the Look Say Cover Say Write Check method.

All the above makes it seem unreasonably difficult for the dyslexic to learn while the non-dyslexic can get away with reciting. However, this kind of learning is fast and fun.

Why best results come from showing the learner the routine then leaving them to get on with it

Best results come from showing the child the routine and then letting them get on with it alone, so at their own pace including the self-testing.  If this seems odd to you, remember: dyslexic children feel like failures however much you have protected them from this label. They have failed to meet adult expectations for literacy so many times that they will already be cringing and making excuses not to do this work. If, however, you can encourage them and then let them work at their own pace, they will begin the work and, from there, work with increasing enthusiasm. There are always exceptions and, in any case, alternating paying close attention to your learner with paying zero attention to what they are doing will soon enable you to find the balance you  need. One thing to remember: the younger a child is, the more adapted they are to learning new words and sounds.

A 6-year-old child generally learns 6-7 new words per day, according to Wikipedia. This learning continues, with rapid vocabulary growth, as children begin to understand words. By age 6, a child typically knows about 2,600 active words and 20,000-24,000 passive words. If they can learn their own language this quickly, I can assure you they can also learn to read as quickly.

It’s worth explaining to your learner that there are no limits to what they can store in the long-term memory. When I was a child, reading after lights’ out with a torch, I learnt the first verse of Kubla Khan off by heart one evening. If someone had explained to me that learning the second verse the next night was possible without forgetting the first verse, I would have learnt all the verses. 

Why is it so important to learn sound blends before words? 

And why are there sound blends for every letter in the alphabet?

Many dyslexics do not think in words, although some do. What this means is that, for many, if you pointed to the word “many” and asked them to pronounce it without the “m”, they would have no idea. They recognise whole words not by their sounds but by their appearance, just as they recognise a face by its appearance. The only way “any” is deduced by the dyslexic is if it has first been learnt separately. Accordingly, you will find, below, many parts of words which will then be recognisable to the learner whatever word they are embedded in. I introduced this section when I found myself teaching drama students to sight read as quickly as the students they had to compete with for parts. They needed to be able to decode at top speed and for this they needed to know their word blends.

aby as in baby  abbyabbey ate fate ain rain ar are ay may au autumn 

b br branch c ch chain ca cab cl clear cr crow cu cup ci circle cious delicious cient ancient cial special  cian magician cy cycle ce once cue cue  co company ci circle

d dge edge dw dwarf  e ea tea ee free er taller ew few f fl flew fr frog 

g gy gyrate gu gull ga gave gi give go going gh rough ghost gl glow gr grow h i ie tie ion notion j k l m mp lump nce once nch inch nt won’t nk think ng young 

o oa boat ote note oe toe ow tow  n nd end  oy boy oi point ou out oise noise  or for p pr pray pl please ph phantasy q r 

s sc scene scr scratch st stay str straw sw swat spl splash sh she sion procession shr shred sl slip sm smash sn snatch sp spill squ square st stay str straw 

tr tree tw twig th the thr three tient patient ough tough tion edition tial partial tious cautious ture capture 

u us fuss ue value ute mute uate evaluate une June udge nudge utch clutch  ury jury v w wh what x y z 

C & G words: 

These need to be learnt along with the common words in order to enable the reader to differentiate instantly between SOFT C and HARD C and, after that, soft g and hard g

All of these words can be decoded using the “Crocodile technique” and the learner should try out the two initial sounds: since there are only two they will soon realise that this is not as daunting a task as it first looks.

1.cynic   cygnet   crisp  

clam citizen   circle   cinema   

2.certain   cereal   centre   

cell   cedar   cup   crunch   

3.cot   coffee   coat   clip   

clap   civil   city   circus   

4.cider   cent   cement   

cellar   cape   cat   cake   

can   cease   cut

__________________

Final Big Sounds: SOFT G/HARD G

1. gasp  gin  gyrate  gypsy  

gymnastics  gym  guy  guide 

2.guest  guess  grub  green  

grass  grape  grand  goat  

3.glove  glass  giraffe  

ginger  giant  German  

germ  

4. geography  gentleman  

gentle  genius  general  

5.gender  gem  gate  gash  gas  gang  game

 THE COMMON WORDS WHICH COMPRISE 65% OF ALL READING MATTER

Edward Fry, Rutgers University Reading Centre

"The New Instant Word List" from the December issue of 

The Reading Teaching.

The first 12 constitute 25% of all reading materials

100 words = 50% of all reading matter

300 words = 65% of all reading matter

Once your child knows their alphabet sounds and their alphabet blends and how to tackle a new word, if they also know their common words, reading will simply become a matter of stopping every second or third sentence to tackle a new word which will be so easy it becomes a pleasure. Once a particular word has been tackled two or three times, the dyslexic will recognise it instantly. This is why it takes less time than expected for a dyslexic person to become a fluent reader. Felix, aged 10, demonstrates this unexpected phenomenon, that reading had become a pleasure, in the video on the Home Page.

Common words repeated in nonsense sentences using 300 common words, 65% of all reading matter. Nonsense sentences are being modelled for you here so that you can make up some yourself when teaching words. Advice for quick construction of nonsense sentences: say, aloud, the words to go in it first.

He was and is our only cat. No. I mean, my cat

Tom is one or two years too old to go to nursery, maybe three or four.

He is and always was one of about four cats out of the original eight.

Tom is too old to get it right all the time

If they call Tom he won’t hear 

Tom said he could come so I know he is about to

Tom was pleased enough with the colour.

Tom likes music but likes to eat more.

There are a few more things to point out that Tom goes about doing.

Tom’s answer to how much he has eaten is, a few.

Don’t expect Tom to give you the right answer.

Tom is shy because he is little.

Tom got a house point because he was once naughty.

The answer is because there were once just a few cats around.

Tom is as glad to be with people as he said.

Your cat has said some words about Tom that each of us heard.

Many more cats know what year it is.

Tom is glad for the people who own him to use olive oil but only on their 

own food.

We stand by Tom. You are welcome to find some cats yourself.

Tom goes out and so do his friends. 

As soon as Tom is hungry, he will eat. 

********************************************************

You should already know most of these words.  Test yourself then make a note of any you still don’t

First 12 common words

a)a and he I in is it of that the to was 

Next 20 words combined with the above constitute 33% 

of all reading material

a)all as at be but are for had have him his not on one

b)said so they we with you

Next 68 words, combined with the previous 32, 

constitute approximately 50% of all reading material

a)about an back been before big by call came can 

b) come could did do down first from get go has her 

c) here if into just like little look made make me more

d) much must my no new now off only or our other out

e)over right see she some their them then there this 

f) two when up want well went were what where which

g)who will your old. ********************************************************

300 words = 65% of all reading matter

Group 1 the of and a to in is you that it he was for on are 

as with his they I at be this have from.

Group 2 or one had by word but not what all were we 

b) when your can said there use an each which she do 

c) now their if

Group 3 will up other about out many then them these 

so b) some her would make like him into time has look 

two c) more write go see

Group 4 number no way could people my than first 

water b) been call who oil now find long down day did 

get come c) made may part over.

Common suffixes: s. ing. ed.

Group 2(1) new sound take only little work know place 

b) year live me back give most very after thing our just 

c) name good sentence man think say

Group 2(2) great where help through much before line 

b) right too mean old any same tell boy follow came 

c) want show also around form three small set

Group 2(3) put end does another well large must big 

b) even such because turn here why ask went men read 

c) need land different home us move try

Group 2(4) kind hand picture again change off play spell b) air away animal house point page letter mother 

answer 

c) found study still learn should America world 

high

Common suffixes s. ing. ed. er. ly. est.

Group 3(1) every near add food between own below 

b) country plant last school father keep tree never start 

c) city earth eye light thought head under story saw

Group 3(2) left don't few while along might close 

b) something seem next hard open example begin life 

c) always those both paper together got group often run 

important

Group 3(3) until children slide feet car mile night walk 

b) white sea began grow took river four carry state once 

c) book hear stop without second late miss

Group 3(4) idea enough eat face watch far Indian real 

b)almost let above girl sometimes mountain cut young

c) talk soon list song leave family body music colour.

Last module: WORDS WITH THE SAME SOUNDS

NB Spelling these words is not important. The important thing is to be able to read them with confidence.

1. Sounds like “a”  

Cat; mat; fat; bat

2. Sounds like “O” 

Note; boat; tow; toe; grow; though; soul; bowl

3. Sounds like “A” 

Ape; rain; say; stake; they;  eight;  paper; vein; straight

4. Sounds like “ar” 

Glass; jar; far; bar; car

5. Sounds like “aw” 

Fraud; law; walk; fork; fought; fort; taught

6. Sounds like “o” 

Pot; swat; not;  got

7. Sounds like “ee” 

Chief; meet; seat; funny;  she; petite;  variation; receive; Eve; key

8. Sounds like “I” 

Kite; pride; wild; night; fly; height

9. Sounds like “er” 

Faster; turn; girl;  work; learn; dollar; favour;  centre

10. Sounds like “u” 

Tub, touch, some, Monday

11. Sounds like “ow” 

Ow; cow; out; drought.

12. Sounds like “oy” 

Boy; soil; boil; foil

13. Sounds like ”U”

Mule;  pupil; few

14. Sounds like “e” 

Bed, bread, said, friend

15. Sounds like “i” 

In; myth; within, trim

16. Sounds like “oo” 

Boot; blue; new; super; suit; flute; soup; shoe; do; through

17. Sounds like “oo” 

Cook; would; put

18. A words: any, all, at, after

19. B words: big, rubber

20. C words: circle can cider certain could

21. Ch words:  chip, match

22. D words:  dude, rubbed, dove 

23. E words: every eat 

24. F words:  fat, stuff, phone, tough

25. G words:  rag; haggle; ghost 

26. H words:  hot, home

27. I words:  in, it, lip

28. J words: jet, jelly, gentle, barge fudge 

29. K words:  kite; cut; duck; Christmas

30. L words:  lip, full, sample, label, people, navel

31. M Words:  man; simmer; numb; autumn

32. N words: know; nut; pneumonia; sinner; gnat

33. O words: often, otter, other

34. P words: help; happy; hope

35. Qu words: Queen

36. R words:  rat, right, carry, rhino, there 

37. S words:  sip, glass, cent, voice, house, castle, science

38. Sh words:  shop, machine, sugar

39. T words:  top, tip, table 

40. Th words:  Thursday, thing, they

41. U words: us, undo, up

42. V words:  very, nerve 

43. W words: wig, when 

44. X words:  fox, exit, Xmas, kiss (the letter X sounds like the word “kiss”)

45. Y words: yes, yesterday, yipee

46. Z words:  zip, buzz, is, choose, snooze, xylophone and literature.

Congratulations. If you have come this far it is time for you to Google “What books should I read if I am X year olds uk.” Now you are in a harbour with everyone else your age. Soon, you will be swimming in the sea where the best adventures happen. The adventure I had as a result of my love of reading was my English degree. This opened many doors, one of which was the door to discovering these dyslexia techniques.