Dyslexia and School Performance

The Impact of the System in School Performance and Estimated Learning Periods

Based on a novel and renewed methodology of ancestral use of phonics and appropriate phonetics and in other techniques related to environmental factors that have been standard practices for the last three decades, "Light" presents achievements and fulfilled goals and remains unsurpassed by any system or similar model in the Spanish speaking world.

The fundamentals of the system and their postulates, relating to the capable child's potential intellectual maturity for reading, the detail of its simple layout that is easy to teach and the student's learning speed that has been historically constant explains why children obtain results in a very short time, causing reactions of incredulity, among those who don't know their details and application, because, children taught individually, learn how to read in two weeks and to write in one month. In addition, classes with more than forty students, all learn how to read and to write in about two to three months.

The above-mentioned outlines a total revision on the form of teaching the reading and writing skills, based on percentage of achievements and effective times of learning, a fact that will surely stir up controversy.

The Value and Use of Sounds in "Light" System and Traditional Reading and Writing Systems

In the last few years, in Chile, people are beginning to use sounds as part of teaching methodologies in reading. They base these methodologies on the well known argument that a child learns by association and conclusion, which allows him or her to acquire and learn random words, phrases or sentences, as part of the reading process, during a school year or more. These are principles on which certain techniques of early stimulation are also based.

For the methodologies above, previously prepared posters are used, with allusive figures related to words or associative scenarios to phrases or sentences, where the integral and repetitive sound is used from each isolated word linked and/or to sentences, achieving by means of this associative path, the figure-sound relationship, with relative results, in one or more school periods. This methodology has caused children without learning dysfunctions to read earlier than expected. Learning, is achieved through images related to complete words, phrases or sentences that imply a concept or meaning, within a modified overall context, where the child starts from the complex or of an all contextual one, and arrives at the simple. In this associative approach, people argue, at least in Chile, that within the general influence of the multimedia environment that indeed surrounds us, as television images for example, we have existing images with inserted letters and words "that make sense". These are impacts that the child identifies and recognizes visually without difficulty, especially, copyright logos or shopping centers, supported by his or her "iconic" memory, even when he or she doesn't know how to read, much less what a logo or symbol is.

This makes one wonder, if that association, also used in the teaching of pictographic systems, can contribute significantly to all children in a classroom learning reading and writing efficiently.

From the perspective of "Light", the recent treatment of those sounds, in the relationship word-figure, although it represents an advance comes closer to the relationships outlined for "Light", 70 years ago, it is still not very efficient, since it doesn't entirely solve the learning problems of a segment of students in the classroom that present difficulties. For example, dyslexics and partly, the above-mentioned continues explaining the complexity that the reading process shows in the traditional systems and the time that it takes.

That teaching methodology in validity that starts of using the sound of a word associated to an allusive figure, is very widespread in Chile and in the world, but the author of "Light" doesn't recommend its use to the beginning of the reading process, but rather, once the child already masters the mechanism of the reading and with the practice, begin him to automate. The convenient thing for him or her, is to go - like science suggests the - from simple things (the letter or sign) to complex things (words) and to begin to isolate an experienced sound related to each letter of the alphabet and objectified for a figure that serves as visual impact for a quick association and later memory of each sign, relationship that the author of "Light", it has proven that it is much more efficient.

According to what has already been exposed, it is natural that in general, in Chile, be underrated that a child can learn how to read, with alone that recognizes each one of the letters of the alphabet, as a previous step to unite them, to form words, within what is given called, "synthetic march", where the students can read coding and decoding empty sounds that it takes them to not knowing what you/they read. But that diagnosis although it is guessed right, it is incomplete, because, there is been due to the inability in the time of researchers, of discovering how "it sounds" most of the letters of the Spanish alphabet; and regrettably, with the tendencies and current models to teach to read, especially in the corporate public schools, with an emphasis on talkative aspects and "understanding". After a reformist and supposedly innovative decade, the irrefutable recent internal and external evaluations are not only poor, they are pathetic. Many Chileans, teachers/educators or no, but with criteria to question and to evaluate, in front of any aspiration of sustained development that she/he has a country like Chile. More than 50% of Chileans are functionally illiterate, because we simply don't understand what we read regarding elementary instructions. This is in Spanish, not English, the most widely used foreign language.

However, the "Light." System that is based on identification of letters first, then forming syllables and words. It is different from the discredited "synthetic march", in the way sounds are treated which is just as they are pronounced and the way they are isolated with the letters of the alphabet. These are sounds that are familiar and easy to remember for the student, since many of them are stored in their "ancestral" memory as they are recalled and remembered in "Light" in the long term. The historical errors made in the past, are conceptual, because in the "synthetic march", the letter isn't objectified to any figure, nor is the sound of the isolated sign in a desirable form.

On the contrary, in "Light's", author considers that the letters have sounds and names. When humans speak, we only pronounce with sounds and not with the name of the letters and the reader does the same as in "Light.", you memorize the sound first of each one of them, emphasizing what or who takes place such or which sound, associated with each letter.

Since the form of the letters, made the human genius and they are abstract, humans have related them to sounds that the man obtained from nature which are universal. If those objectified sounds associated to each letter, match a related figure, the signs of the alphabet become concrete in a child's mind. Thus, the key of "Light" System it is the object that represents the sound linked to each sign, or in other words, the key is in the shape of isolating each letter, in order to isolate universal sounds. The student receives an attractive visual impact which is easy to remember, because of the mental sound experienced - motivating figure and related letter of the alphabet association. First, the sounds are heard, then the letters that they produce it are observed, and at once, the differences and equalities are compared of each one of them, as a base for the later formation of words and sentences.

Only thus, has "Light" been able to produce quick and unforgettable unstressed learning, as part of their reading process, with a consistent gradual understanding of reading, in words and selected texts, with an end result of reading of newspapers and magazines.

Reference to this topic can be found in the book in Chapter IV, Foundation of the system and Chapter V, Analysis of bibliographical review, in pages 230 to 235.

The Intellectual Maturity and The "Light" System

In general, it is considered that just as the body is made for the exercise, the mind is meant for learning.

Using early stimulation techniques, for example, there have been successful experiences with infants, at Philadelphia Neurological Hospital, USA (1961). Some of them learned how to read at two years and eight months, in ludic environment, with musical sounds of soft harmonies in the classroom, and with the use of signs, associating words and drawings. In addition, at least in Chile, the current tendency that suggests the feasibility that the children can learn how to read starting at age four. However, that tendency contrasts with the almost widespread politics of most of the corporate public schools for whose educational directives, to teach to read to that age, simply "one is not able to", "it is an aberration" or "it is forbidden", where they mix feelings of incredulity, opposition to progressive approaches, almost dogmatic focuses and a determinism close to conceptual fundamentalism, which means for the author of "Light.", a combination of little question and a lack of an update on the topic.

For Alicia González O., the intellectual maturity to learn how to read, which is equivalent to six years, should at least be questioned..

In spite of what she says, various authors already recognize that the average age for teaching reading, is six, depending on the environment -at the home and School - and the children's individual capacities. In "Light.", it is emphasized that this age will also depend, on the system and teaching methodology that is applied the student and on the results obtained with this system. Its author is convinced that the age six year, is not in agreement with the child's true potential. Those are developed before that parameter that today is restrictive and only compatible with the traditional models that in general, are currently applied in Chile.

The author of "Light.", based on their wide classroom experience, has postulated for decades that for the systematic and gradual study of words it is very important and necessary to begin teaching from Kindergarten, because their verbal development will thus stimulate their intellect. According to her, and coinciding with current trends, They should first be shown, the letters and their related sounds, on posters, then drawings and boards, with words and their respective scenes, so that the content of new words can be recorded in the child's mind.

Further details on the topic can be obtained in their author's book, in the Chapter V, Analysis of bibliographical review, pages 199 at 208.

The inauguration of the Project "Reading in Kindergarten" is expected, in the second semester of the year 2001 ,at "Heinrich School", Comuna of Ñuñoa, Santiago, Chile, since for more than 10 years, the "Light." System has been applied there. All their students began to read in the month of May (third month after the start of the school year). No dyslexic children were observed during this period.

By way of promotion and popularization of the system, it is necessary to mention that for this 2001, it was attempted without success, to share this project, with respective authorities of the Comuna a sign, in hopes of demonstrating that the author of "Light.", it postulates for decades: that the children possess intellectual potential and enough maturity, to begin to learn how to read and to write, with their system, starting from the four years.

The Impact of "Light" in Total Solution of Dyslexia

The field of the learning dysfunctions identified with dyslexia is where "Light." System achieves its largest and most significant impact, because when the system is applied, the dysfunction is entirely unnoticeable. When proven cases of dyslexia are treated, in individual and/or group settings, the dyslexia simply disappears. Current and future adolescents will be benefit from this achievement so significant for education and for many children, as a dysfunction does not appear but rather, it is "triggered" and increased by the current reading-writing systems, of a widespread nature.

It is necessary to remember that dyslexia, as restrictive problem that hinders or prevents many children from reading, has been studied closely, especially in the XX century. Research has been focused, until the present, on the search of the origin and their causes, with the purpose of detecting it, before the children learn how to read. One thus affirms that it is "hereditary" that "it is caused by a slower operation of the cerebellum that is not able to repeat assimilated matters." Other investigators, emphasize their analysis in "the relationships among certain characteristics of the intellect, their genetic influence and the relationships between functions of normal learning and certain dyslexia incapacities. Lately, American scientists have discovered that "it could have biological causes", since "a part of the brain that processes the visual movement, is also responsible for the reading", they assure.

This coincides with research done England, where it is sustained that "dyslexics have problems perceiving quick changes in the environment, particularly, in what they see and what they hear, due to an alteration in the neurons that transmit the impulses from the retina to the brain, a flaw that would hinder reading, impeding the brain, to decipher a text."

The above-mentioned, would be explained according to that British scientist, "because the process of reading implies quick ocular movements and small pauses, so that the retina puts together a sequence of images that go to the brain which composes them as a complete text", being affirmed that "dyslexics cannot maintain their eyes firm among ocular movements and they send images in constant movement, as if the letters were dancing at them." Some scientists have even proposed covering a dyslexic child's eye of with a patch.

All these studies, point to the fact that detection will be made easier and that dyslexia can be improved, but not a lot has been contributed in terms of a global or integral solution in the short term, since there is no indication on how to improve it or how to eradicate it as a problem for that matter.

In opposition to the above-mentioned, the author of "Light.", she/he simply discovered, to beginnings of the 30 ' that when applying their system, this dysfunction did not manifest itself.

Taking into account what was researched in England being (1999) that the process of reading "implies movements and ocular pauses, in sequence of images that go to the brain, so that this composes a rational text", it is necessary to wonder: how a text is presented at the moment to a dyslexic child?: simply by means of words, phrases, and sentences that naturally "dance to him or her".

In response to the above-mentioned, first of all, "Light" outlines that the diagnosed dyslexic, learn how to isolate, to recognize and to discriminate against experienced sounds, related to each sign of the alphabet.. In other words, the dyslexic not only is able to "to see", but also "to hear" (the passive perception of the sound) and "to listen" (to differentiate a sound of other) in related form, the isolated signs, before "to see" and "to hear" a text loaded with letters inside, words or sentences that its mind is not able to recognize or to discriminate against, since what is presented this way, is a "blob" or melange of letters. This way that dysfunction "triggers", it is manifested and it is increased, if to the dyslexic they are presented letters agglutinated in complete words, signs that previously, the child she/he should learn how to discriminate them in an isolated form.

As well as to the dyslexic "they dance to him" the letters, presented in words or sentences, it also presents auditory deficiencies with respect "hearing" and "listening to" their sounds and it doesn't have time to make out the real sounds of the letters, because the pronunciation of each word, said once and for all, masks the real sound of the auditory letters, that which, in turn, gets lost. If she/he is taught to the student with the name of the letter, when it is sought that it discriminates against it of a word.

Therefore, it is the form of teaching the child or mature dyslexic, what makes his or her dysfunction appear, increase or not be manifested.

The Light" System "it allows that the diagnosed dyslexic can "see" and easily make out each sign of the alphabet , in a short time of instruction, through isolating them and to relate each one of them with experienced sounds, objectified for related figures. This way, the child also can "hear", "listen" and feel how "it sounds" almost the whole alphabet, as a starting point for the "union" of real sounds of each letter (vowels and consonants), for the early, easy, quick, and unstressed formation of syllables, words and sentences. It is as well how the dyslexic stops being dyslexic, when she/he learns how to read with "Light"; fact corroborated with hundred of cases to the long of seven decades and had demonstrated for more than for 10 years at "Heinrich High School", Comuna of Ñuñoa, Santiago, Chile, where dyslexic children is not only observed in the First year of elementary education, but rather no student is left without learning how to read, in a process that lasts between two to three months.

To beginnings of 1997, from that establishment, by means of a Chilean radio, already missing ("The Key"), from Santiago of Chile, a course about the "Light System was promoted during the morning program, consisting in the offer of 30 scholarships to teach reading, more than 60 parents arrived with many difficult cases of dyslexics. They had been assured that their children would never learn how to read. After a smaller period to 25 days, with one an a half hour classes, three times per week, taught by head teacher Annette A. González, a specialist on the topic, all the children began to read understandingly without problems. All of that was documented. During the instructional process, warning was given and the school call to most of the local television channels, but nobody responded to the call, to exception of the "state" channel whose press director, finally favored other kind of news.

For that exposed, "Light" postulates, in general, for years, that the dyslexia, as "invisible blindness that will accompany the child for all his or her life", it is overcome as a problem and resolved, in terms in the way the dyslexic child is taught to read. It is relative to how you isolate the true sound of the letters to him or her, previous to the formation of the first words.

This was and it has been the author's discovery of "Light.", and their contribution to solve the dyslexia. More information of the topic, are in their author's book, in the Chapter VI, "The incredulity in front of the "Light." System and Chapter VII, "The dyslexia finally defeated".

It has been attempted for years, to no avail, to share, via demonstrations, this successful experience, in public/corporate schools of Chile. The excuses for not participating, can be summarized in factors of incredulity and a hazy desire of innovating. The last intent, was made in recent date (2001), with authorities of Educational Corporation of the Comuna of Ñuñoa, in Santiago Chile.

In spite of the above-mentioned and in the spirit of demonstrating the comparative advantages of "Light.", in terms of effectiveness and efficiency and to disclose this new system, the " Heinrich School", it will put into operation, between the months of April and May of the 2001, the first Center of Reading and writing, to receive those children that present certain retard learning related to reading and writing capabilities. The above-mentioned embraces, so much to children that, in general, they don't present learning problems, as those that for diagnosis, they exhibit identified dysfunctions associated to dyslexia, which, according "Light" fundamentals it is, by definition, of temporary. Thus we hope to demonstrate to the international scientific community, the kindness of the system and especially: that dyslexia is a curable dysfunction in the short term reading process identified with the "Light." System.

Spelling Rules and The "Light" System

For a simple design factor, when the reading process of teaching starts off poorly, the writing and spelling worsen, which complicates the matter. This way, one can make slow and tedious the learning of reading-writing, just as they confirm it the results in the time of the main traditional systems, effective in most of the Spanish American countries.

To approach spelling rules, from the perspective of "Light", everything begins indirectly to dominate the mechanics of the reading well, with their automatism, and with a help of a strong phonetic base, by way of requiring of later processes of understanding reading and oral practice that take to a correct pronunciation and enunciation of the language. Together with the acquisition of these mechanisms, it should be begun with basic writing, the one which, it will be facilitated, when the student has already graphed in his or her mind, how each letter of the alphabet and its graph "sounds". This way, teaching spelling, with its rules, should not begin systematically in First Grade, but rather the following one year, when the child begins to master reading skills. Contrary to the current tendency in that most of the teachers (in Chile) start from the "reality" of the student's writing that implies test-error and re-writing, the spelling rules, the "Light" System, recommends beginning training students gradually Second Grade, from simple words, on to more complex linguistic forms, so that at the end of the year of that grade, the child already has a solid knowledge of the main grammatical rules, which are strengthened during the year. In other words, the above rules are well understood and memorized (in that order), because the child already possesses a strong automatism in the mechanics of reading, associated to consistent phonetics of letters as a base for the forming words and the sequential process of learning writing whose spelling and rules begin to gel in Second Grade.

In the context of the previous paragraph, it doesn't make sense to set a child back by teaching him or her spelling starting in Third Grade (as in Chile) and the only fact of thinking of eliminating the teaching of their rules from the cognitive curriculum in the first to grades (the Chilean case), it is not more than the reflection of the methodological inability of the effective traditional reading and writing systems, endorsed by the ministerial authorities that call only to the confusion in that topic, because most Chilean students aren't taught the reading mechanism well. This hampers future automatism, in which, the student more than reading in order to understand, he or she decodes and the writing continues to be a group of abstract signs that do not "sound" well to him as they are truly pronounced. Consequently, spelling rules seem to be more complicated for the child because, they are imposed on something that he or she doesn't yet understand well.

There is no subsequent confusion when "Light" is applied, because first of all, the student learns how to identify the signs of the alphabet, the abstract, which becomes concrete in the his or her mind. Then, they join the sounds of each letter, by means of the first syllabic combinations, to form the first words whose spelling rules are explained to the child and he or she comes away knowing them. Thus, the cold and unconscious memorization of rules, before understanding them is eliminated.

Introduction

Problems & Solutions in Education