Frecuently Asked Questions

Because "Light" starts from the simple and progresses to the complex, isolating each individual letter for the student, by means of natural and experienced sounds that are in each human being within his or her ancestral memory. When applying the relationship sound-figure, according the one of likeness, it is continued by analogy sequence, with the relationship sound-figure-letter, so that an abstract sign, becomes concrete in a short time in child or student's child or student. With this unforgettable base, the student learns quickly and effortlessly and never forgets what was learned. And this it is the basis for learning syllables, words and later sentences with meaning. It is also prominent that in the onomatopoeic pack of cards showed with the system, first there are vowels and then, consonants are presented to the student. Due to their teaching simplicity, children learn them in a short time and are also etched in their long term memory.

How effectively does dyslexia represent for the afflicted an "invisible blindness", of irreversible character that will accompany him or her for life?

That exposed, is absolutely certain, within current relationship diagnosis-treatment and bound this statement, to the cases of dyslexia that more commonly are presented in the environment of the school-formal teaching. The current treatments, help in certain dexterity's in front of the reading-writing abilities, but they don't solve the main problem which would be that the dyslexia didn't show up during the process reader again and later to the end of the same one. Unfortunately, the present effective treatments, for their partial results that any system could be able to demonstrate, they cannot solve the described problem and they only make that it persists in the time, affecting in general, the quality of life of those who suffer that dysfunction.

On the other hand, based on the experience of countless cases, the author of "Light" it has verified that, in front of the treatment of the small or dyslexic adolescent, in general most of the teachers doesn't "lower themselves" to the child's level and they are no thoroughly analyzed the causes of their learning dysfunction. Countless testimonies of children and their Parents, reported that some teachers (in Chile), set them aside, instead of trying to make them advances, because, in their time of learning, they send them mostly to play or they teach them manual tasks, activities that don't deal with specific learning of reading and writing skills. It has also been detected that, in some cases associated with hyperactivity, in connection with children, some doctors prescribe them drugs so that those children settle down. These drugs and teachers' attitudes slow down their brain processes. Teachers should instead give the boys different work or simply ask them what they would like to do.

On the contrary, inside the perspective of "Light", after treating their author at hundred of cases -all successful ones - so much in the environment of the formal education, as no-formal, the dyslexia is not an irreversible dysfunction of the development of the brain, but perfectly recoverable brain dysfunction, in the short and medium term. For Alicia Gonzalez O., the detected dyslexic as such, inside the effective reading-writing education systems, simply, remain in that condition, because the current systems are not able to isolate the sound and the image associated to each letter. For her, that combination is enough and nothing else. That simple and effective it is the solution that outline for the dyslexia, corroborated in hundred of cases, for almost seven decades!

Why is it sustained that the dyslexia is not manifested or does it disappear with the "Light" system?

Because to the dyslexic students the letters of the alphabet are isolated, by means of natural and experienced sounds, through those which, the potential dyslexic, can listen to them for more time, that which allows them to see and to hear better. Letters, as well as their natural sounds, just as we pronounce them. Also, if the child can understand the sounds and their isolated letters, when seeing the sign alone -not blended with others - he or she identifies it. He or she recognizes it more easily and in much less time. Thus the letter in their eyes, doesn't "dance around" anymore. The opposite occurs when the same sign is included or is inserted inside a word or sentence.

Why do traditional reading systems of reading teaching favor the appearance of dyslexia and do they also increase temporary disability?

Because those systems don't isolate the sound of each letter, but rather they obtain a word from it. Being a group of letters, for the potential dyslexic, he or she only sees a group of signs that he or she cannot identify or make out. Then, seeing a "blob (or melange) of letters", it confuses him or her; so "they dance" in his or her mind, and he or she is not able to make them out, and at that moment dyslexia appears, which is increased, in as someone insists on teaching him or her to read with general exercises or with those that obtain the letter of a word, phrase or sentence.

Is it possible to adapt the system, besides its application to children, to adolescents and adults?

Over decades, the system has had the same effectiveness and efficiency, so much different children, as well as adolescents and adults. Logically, it has been applied more with children in the Chilean school system, but it works equally as well with adult students, regardless of age, be they dyslexic or not.

Even, the creator of the system, has two successful cases, in two children with clinical mental retardation, who were patients of Dr. Sánchez, in the Arriarán Hospital, Santiago, Chile. In the late 60's, the children learned to read and write after a complete school year with Mrs. Alicia González O., as their teacher.

Is it true that absolutely, all the students or participants taught individually or in groups of more than 40 members in school classroom, have learned in days or in few months, that is to say, there is no any registered school failure from 1933, applying "Light?

Since the early 30s, "Light" as a system, has never shown a school failure, either individually or in groups, with extremely crowded classrooms of up to more than 100 students per class, in amazingly short times, of 2 to 3 months. Even diagnosed and potential dyslexics being taught by with the system never whether or not they were. The system also adapts to adolescents and adults.

Why is it that very few people like to read in Chile in school? And why are reading habits not very ingrained?

Among other factors, because the process of learning of the reading, with the current traditional systems, is slow, tedious and tortuous for the child. It is not in fact a pleasant process for the student and it requires a lot of effort on his part. Also, during the process, several dyslexics' dysfunction is brought on by this type of reading model. These systems in general, draw out and complicate the process reader with hundreds of complicating exercises. Thus, the students to which those systems are applied receive diverse methodological alternatives that make reading tedious. This implies a significant amount of time consumed. Especially in the reading mechanism acquisition stage. This implies the application of an educational system that taxes the student. At the end of this process, the student will have made a great effort and will have lost interest which will definitely affect his or her future reading habits because the child will focus on decoding words or sentences instead of grasping the main idea. On the other hand, the sounds just as they are pronounced are not taught properly to the Chilean student, affecting with time the way they speak and enunciate, which is notoriously poor.

In short: what advantages does the "Light" system have as compared to other established systems?

Proven successfully with children's thousands, during 70 years, "Light" assures 100% learning in reading and writing skills, without and extra effort, in a very short time. The information is not forgotten. This is the first system that has quickly overcome dyslexia allowing dyslexics to learn along with their peers. "Light's" anti-dyslexia properties, and as a system is a one of a kind worldwide.

Light v/s Traditional Systems

The Book