A MALVERN-based dyslexia specialist has released a new book on the learning disorder which calls into question the Government’s emphasis on synthetic phonics in primary school reading teaching.
Richard Whitehead’s ‘Why Tyrannosaurus But Not If’ cites research evidence that phonic-based interventions have repeatedly failed to improve the reading of a segment of the dyslexic population.
He also argues that over-emphasis on phonic-based reading teaching strategies have deflected teachers from the essential task of injecting meaning into the words that children are learning to read.
“Phonic-based instruction is an essential component of reading teaching,” said Mr Whitehead.
“However, it does not help all young learners in equal measure and should be used with discrimination.
“Phonics is a strategy for decoding words, not for recognising them in the first place, nor for assimilating their meaning.”
He added: “The title of the book is based on the countless occasions on which parents of dyslexic children have said to me things like, ‘I don’t understand it, he can read long words like tyrannosaurus but he gets stuck on little words like if’.
“The reasons for this curious phenomenon are analysed in my book as they throw a great deal of light on how dyslexics think and learn.”
The book also contains a wide range of strategies for teachers and parents of secondary school children who struggle with reading, learning, and factual retention.
Mr Whitehead has also authored a free 15-part dyslexia awareness course for teachers and parents of struggling learners.
He has also recently launched a one-day practical workshop at which parents and teachers can try out some of the strategies taught in the book.
The course, workshop and book all bear the name ‘Why Tyrannosaurus But Not If?’ and are described in more detail at www.whytyrannosaurusbutnotif.com.
