It is interesting, perhaps even a little odd, to try to define who I am, what I have developed, and why it is so different from what most reading programs offer.
Perhaps it all stems from the fact that I began my teaching career working with adults in the private sector rather than children.
Most reading programs are designed for children, and primarily for native English speakers. This makes sense: we typically learn to read first in our L1.
But then there are those for whom reading is not natural, those whose brains are not wired for reading in the expected way.
These are the learners who need explicit training, what is often referred to as “rewiring” the brain, in order to read.
And they are not only children. Many adults have never overcome this challenge. They were never trained for fluent, effortless reading or for accurate spelling. Alongside them, we also have EFL learners, individuals who do not speak English. For them, reading is not just a skill; it is a primary tool for learning the language itself.
So we are dealing with different populations, but surprisingly, they are often taught in very similar ways.
When we teach children to read, we tend to adopt a childish approach. I have never regarded children in a childish way, and I have never believed in a childish approach. Learners, of any age, deserve respect as thinking individuals. And not only that, we are here to train and develop their brains, to educate for independent learning and thinking.

In addition, I see no value in spending time on trivial and childish sentences. My goal is to move through the reading phase as efficiently as possible in order to open the door to unlimited meaningful, sophisticated language. Why delay access to real content? My standpoint is intelligent efficiency.
The same applies even more strongly to adults and older learners. They do not want to spend their energy on simplified or childish text. They want progress. They want real life context. They want to see that they are advancing toward a clear goal. They want intelligent efficiency.
Time is a critical factor, especially with frustrated learners. Time and patience are limited resources. Learners want to succeed. They want momentum. They want to feel that they are finally getting somewhere. And as quick as possible. This requires focus.
And this brings us to a key distinction.
When teaching a language, vocabulary and grammar must be structured and scaffolded. Language learning should not depend on a learner’s ability, or inability, to decode. Yet in many programs, these domains are mixed. A learner may be exposed to “the cat sits,” “the cat sat,” and “the cat is sitting,” not because of a structured linguistic progression, but simply because these sentences are easy to read. I strongly disagree with this since it might later lead to a lot of confusion.

In my opinion and based on my long experience, reading and language should be taught separately. Decoding and language must be built and trained systematically but one should not distort the other. I may introduce some new lexical items orally regardless of reading patterns, but I will avoid introducing new vocabulary in written form if the necessary decoding patterns have not yet been taught. This is why for me it is so important to finish the reading program as soon as possible.
Another extremely important consideration is the cognitive load. For learners who struggle with reading, I prefer that they focus on decoding only, rather than simultaneously learning new vocabulary. Adding multiple new elements at once increases cognitive load and reduces the likelihood of success. First, we establish decoding, this opens the pathway for the next stage of language learning.
What is decoding?
Decoding is often misunderstood or underestimated. Decoding is a technical skill and when I explain what decoding is I like to compare it to learning to play scales on the piano. At the beginning, we do not play full musical compositions. We practice reading notes and translating and converting them into precise finger movements. This is mechanical, focused, and essential.
Reading is no different.
Decoding is the ability to convert written symbols into sounds accurately and automatically. It is not guessing. It is not predicting from context. It is not relying on meaning. It is a cognitive process that must become independent and automated. We aim for automaticity, and this is why I use pseudowords (nonsense words) alongside standalone real words to practice the patterns. Pseudowords remove meaning entirely. They prevent guessing. They force the learner to rely only on pattern recognition. If a learner can decode a pseudoword accurately, we know that the mechanism is working. We know that student will be able to decode any word. With real words, especially familiar ones, it is often impossible to determine whether the learner is truly decoding or simply guessing. Accurate decoding will guarantee correct spelling.
Many reading programs do include phonics or decoding elements. However, in most cases, decoding practice is quickly reduced in favor of meaningful text reading. Too quickly. Learners are encouraged to use context and prior knowledge. While this may support comprehension, it often masks weak decoding.

The focus is precise, structured, and purposeful: to complete the decoding phase as quickly and as solidly as possible so that learners can move forward. Because ultimately, the goal is not to read “the cat on the mat.” The goal is to access an unlimited world of language, ideas, and meaning, with fluency, accuracy, and independence.

As it is usually said, languages are like bridges that help connect people and cultures. It brings us all a bit closer to each other. But before we start building the language bridge, we need to make sure we have all the right elements: content, learning resources, methodology and practice. But what happens when the construction field does not match our blueprints and, suddenly, we find a massive wall standing right where the language bridge should be?
This is precisely how students with learning difficulties feel. Those who are blocked from learning a new language due to their learning differences and not due to lack of intelligence. They feel as if a high wall stands between them and the language, blocking their way to succeed in language acquisition.
So, what about this wall? do we ignore it? bypass it? climb over it? tackle it? learn to live with it? can we lessen its negative impact on the learning process?
Before anything, we must admit that there is, in fact, a wall. A wall which is made up of bricks of difficulties that we need to acknowledge. This recognition process will show us that we need something different to assess the situation. We need a different approach, a different type of learning strategy, and a different method.

Let me illustrate this with an example. Once, I was explaining an assignment to a small group of students in a summer school I was running. They were all staring at me. No one understood what I wanted them to do. So, I implemented my own strategy. I resorted to a more practical approach. I went from one student to another and explained, showed and demonstrated in their own notebooks what I expected them to do. Within 10 minutes, all 15 students finished their assignment. No usage of board. No frontal teaching.

That very day, I realized how students with ADD behave when presented with a new task. They look and stare at you, but your words do not “sink in”. They don’t hear you, not because they don’t want to, but because they need a different teaching strategy that would better apply to them. If you move around and show them individually what you want them to do, they will do it willingly and easily!
Hence, it became very clear to me that one key feature of my methodology should be practical and active work. Even explanations should be short, practical and active!
The second key feature that I incorporated was small steps of explanations and very small steps of implementation. This is of vital importance. The less abstract, the better. The smaller the assignments, the better. Very small steps will lead to better and more meaningful understanding thus to long-term memory development.
Small steps also guarantee success which leads to confidence building which is a vital component in successful learning. We need to instill confidence. We need the student to become confident. Confidence is built thanks to success, and this is why we need to guarantee success. How will this be done? By assigning small steps where we know for sure the student will not fail.

When talking about language disorders, we need to bring order to the process. It is extremely important to remember that a student with learning differences has no cognitive deficiency, which is why it is highly recommended to use logic in the process. We need to put more emphasis on logic than on memory. We need to use the student’s logic to understand first the math of reading. Then, the principles and the behaviour of the language. This is how our students will overcome their reluctance to the process of learning and, by intensive practice, will remember what they have learned.
Disorder is tackled by implementing logic and order. Disorder is solved by order.
Throughout the years I have identified that one of the crucial problems that students face when learning a new language is the word order. This constitutes a crucial brick in the impairing wall. Right next to this brick we can find other two which render the whole structure even more difficult to tear apart: vocabulary and grammar. These three intertwined factors must be tackled by us if we want to succeed in the language learning process.
This is when the third key feature of my methodology is put into practice. The grammatical approach of the language is taught through patterns of grammar in addition to lots of varied repetitive practice. By not separating the grammar from the vocabulary, we make the student produce a whole sentence from the very beginning, achieving the integration of all the factors of the language in order to make one complete sentence. Through our exercises the student is encouraged to build, construct the whole sentence based on the introduced patterns and the new vocabulary provided within the context of the exercise, as if he was putting everything together with Lego bricks. All the required information is presented to the student in a simple, structured way so that he can resort to it and assemble the words into a coherent string of thought.
Instead of tearing the wall apart or climbing it we are reconceptualizing every brick that constitutes the wall so that the student can approach it as a tool rather than as an obstacle. This strategy fosters independent learning and helps the student grow his or her confidence and self-esteem regarding the learning process. The methodology is intended to develop, through employing logics, the student’s intelligence in order for him to construct sentences.
As we mentioned before, the language learning process requires that the student acknowledges the obstacles that he or she might have to face along the way. And it is our duty as language facilitators to introduce the students with new learning strategies, different from the ones they know, and to encourage them to address those obstacles in the best possible way they can. We must show them that a different approach to language learning is possible and that if they incorporate this new tool into their set of skills for building the language bride, there is no wall tall enough or thick enough that could stand in their way of succeeding and mastering a second language.

A slightly different perspective on electric aids and applications.

I truly appreciate any tools that support learners who need them.
They can be very useful in certain situations.
At the same time, I also value training the brain to develop reading fluency.

My approach focuses on strengthening weaknesses by building on strengths: dyslexic learners are intelligent and logical individuals, and I have found that with a structured, logical method combined with extensive practice, their brains can be trained to read fluently.

In my view, electronic aids are best used as a backup in stressful situations or emergencies, rather than as a primary strategy. Here’s why:

1. Learning to read rewires the brain, creating new pathways and strengthening cognitive functions.
2. Developing reading skills independently makes other challenges linked to dyslexia easier to manage.
3. Building independence is key—learners benefit from mastering skills without reliance on aids.
4. Children may feel self-conscious or embarrassed using these tools.

I fully recognize the value of technology and support for learners, but I believe that fostering true reading fluency provides long-term benefits that go beyond what any aid can achieve.

La mayoría de las veces, cuando comienzo alguna de mis conferencias con la pregunta ¿qué es la dislexia? lo primero que ocurre es que la audiencia enmudece casi al instante. Luego, poco a poco, se ven algunas manos tímidas que asoman de entre la multitud y arrojan frases del estilo “¿son aquellos que ven las letras al revés?” “son los que se confunden de dirección?” “son los que tardan mucho en copiar de la pizarra” “son a lo que les cuesta leer en voz alta”, entre otros tantos comentarios. Lo cierto es que, si bien estas afirmaciones no son del todo erróneas, parecería ser que tienden a simplificar el concepto de dislexia y pueden llevarnos a caer en falsos estigmas.

La dislexia, por definición, es una condición neurobiológica, es decir que su origen es de tipo neurológico y tiene un componente genético, que se estima en 60%, lo que significa que se pasa de padres a hijos (Silva, 2011). Conforme a esta definición es pertinente afirmar que la dislexia no es una enfermedad, por ende, no puede curarse.  Lo que sí podemos hacer es prevenir las consecuencias negativas que esta condición tiene en el desarrollo de la conciencia fonológica y posterior habilidad lectora de los niños.

Pero, ¿qué es la conciencia fonológica? La conciencia fonológica es una habilidad que permite a los niños reconocer y usar los sonidos del lenguaje hablado (Bravo, 2002). En otras palabras, es lo que nos permite identificar palabras que comienzan con el mismo sonido, palabras que riman, palabras que tiene la misma cantidad de sílabas o que repiten ciertos sonidos. Posteriormente, la habilidad para asociar e identificar esos sonidos con sus representaciones gráficas (decodificar) será lo que le permitirá al niño leer (Abilia Ruiz Miravalles, 2014). Es decir, pasar de sonidos a grafemas y viceversa. Los niños y niñas con dislexia presentan grandes dificultades en el desarrollo de su habilidad fonológica lo cual deriva en dificultades para leer con precisión y fluidez.

¿Qué pasa, entonces, cundo la correlación entre lo que escuchamos (fonemas) y su representación gráfica (grafemas) no es del todo “transparente”? Pongamos un ejemplo. Qué ocurre cuando escucho “eit” y en verdad debo escribir “eight”. La reacción lógica de TODO niño que está aprendiendo inglés es “¿de dónde apareció esa gh? Y ¿por qué no la escuchamos?” Esto nos muestra mediante un ejemplo claro, la opacidad del idioma inglés, el cual, comparado con el español, es 40 veces más opaco, menos transparente. Esta discordancia entre lo que se escucha y lo que se escribe o entre lo que se lee y cómo se pronuncia representa una dificultad para todos los niños, no solo para aquellos con dislexia. ¿qué podemos hacer, entonces, para ayudar a todos los niños a aprender inglés y sortear la dificultad de la opacidad del idioma?

Aquí le dejamos algunos tips y recomendaciones que hemos desarrollado a lo largo de más de 40 años de experiencia y que son el eje fundamental de nuestro método de enseñanza.

• Automatizar la decodificación
• No llamar a las letras por su nombre, sino por el sonido que producen.
• Utilizar imágenes de objetos conocidos por el niño para reforzar la memoria y ayudarlos a recordar el sonido de la letra.
• Trabajas con pseudopalabras o “palabras sin sentido” para asegurar que el niño realmente esté decodificando y no asociando de manera incorrecta con palabras que ya conoce.
• Recurrir a ayuda visual mediante el uso de colores para reforzar la discriminación visual de grafemas (letras) similares que pueden prestarse a confusión.
• Mucha práctica para estimular al cerebro a recordar y fijar los conceptos adquiridos e identificar ese conocimiento cómo útil.

Los niños y niñas con dislexia tienen todas las condiciones para aprender un segundo idioma, lo que necesitan es de un enfoque y un método adecuado, empático, sistemático y multisensorial que los ayude a desarrollar y entrenar su conciencia fonológica como base para conseguir una lectura fluida y correcta que sirva de base sólida para la construcción y el desarrollo del inglés.

Florencia N. Fojgiel

COO y Directora del área de capacitación de SoftEnglish Ltd.

Daniella De Winter

CEO SoftEnglish

Referencias:

Abilia Ruiz Miravalles, R. (2014). La enseñanza del inglés en la educación infantil: el desarrollo de la conciencia fonológica aplicando la fonética sintética y el método Jolly Phonics. Univesidad Internacional de la Rioja. Barcelona. https://reunir.unir.net/bitstream/handle/123456789/2313/Ruiz-Miravalles.pdf?sequence=1&isAllowed=y

Bravo, L. (2002). La conciencia fonológica como una zona de desarrollo próximo para el aprendizaje inicial de la lectura. Estudios Pedagógicos, 28: 165-177. Valdivia.

Silva, C. (2011). Causas de la dislexia. https://www.ladislexia.net/causas-etiologia/

Could dyslexic Reading Be Prevented?
This article is based on 40 years of experience teaching English as a second language (ESL) and almost 20 years of experience teaching English as ESL to students with LBLD (language-based learning difficulties). In addition to this, it is also based on long-standing experience in teaching reading and correct spelling to native English speakers.
All this experience has been translated into special methodologies and techniques to teach reading, in the first place, and then spelling, reading comprehension and the English language as a whole. In this article, we will share our out-of-the-box method, which turns non-readers and dyslexic readers into readers. Further, we will also offer our out-of-the-box ideas regarding how to introduce reading to very young children.
In every learning process, reading plays a major role. The ability to read will determine the student´s academic achievements and success. a student who is unable to read, his learning ability might be limited. For this reason, the formal education system should prioritize making all necessary efforts to have as few non-readers as possible. The key is to teach reading and to improve students’ reading proficiency, which, as a result, will lead to better reading comprehension and writing; better learning and higher academic achievements.
When it comes to language acquisition, reading is crucial. It is a tool to be introduced to, practice, memorize and improve the learning process efficiency to obtain better results. Non-readers develop a negative approach to the language acquisition process. They feel discouraged and, and experience a loss of faith both in general and, particularly, in learning a new language. We say, based on our experience, that people who can´t read feel as if they are blind to the language and the process of acquisition. They may be able to hear it, but they often cannot “see” it.
Moreover, whenever we think about improving the learning process, we think about multi-sensory activities and techniques. We all know that the learning process should appeal to the five basic senses to achieve a more comprehensive and integrative learning experience. Sight is, indeed, one of the basic senses. Taking it away from the learner lessens the effectiveness and makes language acquisition even harder for the student.
Reading should be developed as an automatic skill in order to free the brain to achieve better understanding. Reading should become as automated as driving or riding a bike. We don’t remind ourselves constantly to look at the side mirrors while we drive, or to shift the manual gear or to slow down before red light. These activities are done automatically, without thinking. So should reading be. The more effort is put into the decoding process, the less the brain is free to understand the content. Understanding is an abstract process, while reading is technical and, therefore, concrete. Every technical process is easier than an abstract one since abstract is more intellect-dependent. Therefore, in order to free the brain, we need the highest possible automaticity of this technical activity, namely, “decoding.”
Question: What comes first, knowing the word or reading it? This will depend on whether we are talking about L1 or L2. In the case of L1, students first know the word and are familiar with it. In the case of L2, students should first be able to read the word (the technical skill) in order to familiarize themselves with it (abstract process), as well as to later practice to remember it.
When dealing with L2, it is very important not to introduce a new word together with its visual representation if there are unfamiliar letters or reading patterns. What do we mean by reading patterns? By reading patterns, we mean all the letter combinations and effects the letters have on their neighboring letters; for example, pronunciation of the G’s, the C’s and the letter combination “ture” (as in picture). We have assembled the most popular patterns, turned them into rules, and built a comprehensive practice program to train the reader to identify and attach sounds to each of them. (link)

Ensuring accurate reading is critical, and we can achieve it by starting early with the right training. Every parent knows that reading stories to their young child can have a significant positive impact on the richness of their vocabulary. Bedtime storytelling is a cherished part of every day, but it can also have its disadvantages. How? Reading stories is repetitive, which may hinder global reading. However, we have a practical solution to this problem.
When stories are read to toddlers, they familiarize themselves with the illustrations in the story and later with the test, i.e. with the written words. But both the illustrations and the words are captured as a whole, as a picture which does not constitute reading. Let’s pose the following question: If toddlers can identify the word “cow” in the story, would they also be able to recognize the same word in a different place, out of this story? In a different story and different context? Moreover, would it be possible for them to read new words which are composed of the same letters but in a different order? For example, if children can read “ten”, will they also be able to read “net”? They can probably just visually recognize what they have captured but not new combinations made of the same components.
The truth is, they cannot actually decode. These toddlers have not identified the different letters, and haven’t analyzed nor synthesized the letters to form new words. The young children have identified the word as a whole as if it were a single visual representation, not different from the picture itself. This is what is called global reading. Global readers do not see the letters that compose the words. They are not aware of the word components or their patterns. This naturally results later on in poor spelling skills and difficulties in reading long, complicated words. Whenever a global reader encounters a new, unfamiliar, long word, they immediately start an inner negative dialogue, which builds up frustration and desperation: “Why is it so difficult?” “Why does ‘g’ have so many varied pronunciations? Why is the ‘g’ once heard and once it is silent?” “Why are there so many variants?” and “Are there any rules?” Endless questions are posed, which leads to further frustration and demotivated students.
We strongly believe that fluent decoding means better reading comprehension. It helps retain the meaning of what is read, which is then connected to one or more previously read ideas. Poor and slow decoding causes interrupted and disconnected understanding.
So, how do we train young toddlers to avoid global reading? Because we will not stop reading stories to them, are we? Along with the storytelling, we will train their ears and brains and develop their phonological awareness and skills. Here are some tips:

1. Say a word and train the child to move, jump or clap per the rhythm of the word.
2. Say a word and ask the child to articulate only the opening sound.
3. Say a word and ask the child to articulate only the ending sound.
4. Say a sound and ask the child to make a word with this opening sound.
5. Say a sound and ask the child to make a word with this ending sound.
6. Choose some words from the stories you read and apply all the above.

These fun exercises can be done everywhere, in and out, on the bus and in the car. The more we play these games, the better they are ready for reading. The readiness for reading is crucial.
This is the flow: Auditory distinction training, visual distinction training, working on the correspondence between sounds and letters and finally, blending everything into decoding. After achieving basic decoding, we will move on to getting acquainted with the reading/spelling patterns learning and practicing the math of reading and spelling.
For more information, see our products on the website.

Hope and confidence enhance learning.
If you ask an educator what the most essential value they can share and transmit to their students in the process of learning would be, they would probably say encouragement and motivation. But how can you encourage and motivate a student with language-based learning difficulties (LBLD)? How can you empower a frustrated student in the learning process after they have been failing again and again for years? How would you make them gain the necessary confidence to try again? According to my experience and perspective, the answer is by providing them with hope. Hope is not a dream. Hope is not a wish. Hope is the notion that you can achieve a goal based on factual information and learned experience.
In the words of Vaclav Havel, “Hope is definitely not the same thing as optimism. It is not the conviction that something will turn out well, but the certainty that something makes sense, regardless of how it turns out.” Furthermore, as Brad Henry expressed so accurately, “A good teacher can inspire hope, ignite the imagination, and instil the love of learning.”
Funnily, if you check on Google what the meaning of “instil” is, the first example you get is: It is part of a teacher’s job to instil confidence in/into their students. I will add that confidence is built on success and the teacher should make sure he breaks up the process into small steps and stages to guarantee success.
How many times in life have we had to face struggles and difficulties, both as teachers and as learners? Probably many more than we can actually recall. How can we incorporate hope into the learning equation to achieve successful outcomes?
According to my experience, there is no other feeling related to learning than hope. Whenever I meet a student with LBLD who has been facing frustration and struggles for a long time, my number one priority is to show them that there is hope because, most of the time, that is precisely what the student – and their parents – has lost. I must help them regain their lost hope throughout the whole learning process. For an underachieving, discouraged, and frustrated student, learning English has become an obstacle that seems too challenging to overcome. Therefore, by not dwelling on their past experiences but moving forward into the new learning mechanism, we can begin reversing their perception of learning English. We shift English acquisition from an unachievable to an achievable goal. This is what the first minutes of every meeting with a new student are about.
To bring the students on board with this “Highway to Hope,” it is essential that I show them that such hope is realistic. How can this be done? Show them that this is a dream and a doable and achievable goal based on personal experience. It is not an abstract, ungraspable concept. Neither is it a promise or a dream. It is something real that the students need to experience by themselves to begin the process of changing their attitude towards learning English. How do I facilitate this experience? By making the student learn and retain something new quickly, and not necessarily something highly complex. On the contrary, it only takes a simple but significant change in the student´s knowledge of the English language to help lay a solid ground for factual hope. So, the “shifting paradigm” process begins in the student’s mind, thus opening the gates of hope for language learning.
During the first half of my standard initial meetings, the student introduced themselves and expressed their language difficulties and concerns. I, therefore, have little time left to make my point and show the student that he can enhance his language knowledge. As time is of the essence, I focus on introducing the students to the different methods I offer for language learning, methods they have likely never used before. Here lies the key to regaining hope. We must introduce change and not “more of the same.” We must show the students different methods, approaches, and mechanisms of practice and exercises.
This is an innovative, unique way of reaching an understanding of the English language. Despite its apparent complexity, the presentation of variety and the reclamation of hope are achieved in a very short period, realistically no more than 10 minutes. This is another very appealing aspect of the methodology, which helps the student feel motivated and experience positive results that reinforce their confidence and faith in the process.
In only a short trial of these different methods, the student gets to experience how the learning process is going to be different from anything s/he has been taught before. Hope, therefore, shifts from a mere promise to reality. With the new information, we won our first battle. Yet, how do we make sure this is achieved? Again, the key is understanding the difficulty and then adapting the procedure to the student’s personality, capabilities and needs.
At the end of this short trial, I always ask the student, “Have you been taught like this before? Is this way a new way for you? Are these methods, games or books new to you? If so, I can give you hope.” In my opinion, hope, as I mentioned before, should be based on facts. Suppose the student realises we are about to start a different process with different methods than s/he has previously experienced. In that case, s/he can renew their sense of hope based, this time, on self-experience and reality. This is how I provide hope to every new student I meet. It is crucial that the student leaves the lesson with a smile. This sign of confidence is clear proof that the student has regained hope and will be able to overcome his difficulties.
Obstacles and learning difficulties always arise when mastering a second language. As a developer of this new teaching and learning methodology, I aim to help the student find his inner strength based on their everyday learning achievements. I aim to provide them with hope, which will enable them to face any difficulty with the belief that there is no such thing as an unachievable goal, provided they feel confident and keep their hopes high.

An Introduction to My Method for Teaching Reading, Particularly to Dyslexic Readers
Language development, especially in a second language, depends mostly on the ability to read. Reading is a goal in itself, but more importantly, it is a tool which helps achieve language fluency. The inability to read immeasurably complicates and delays language acquisition, resulting in frustration and lack of confidence in both the process and overall.
I firmly believe that every person should be able to read. When we don’t read, we give up one of our most important senses, sight, and in turn, rely only on our hearing, making things more difficult for us to understand, learn and retain.
Reading should be developed as an automatic skill, freeing the mind to achieve a more holistic understanding of what is being read. The more effort invested in the “decoding” process, the more the mind struggles to process the information. Additionally, the immediacy of automatic decoding improves the students’ memory, allowing them to retain the meaning of new words more easily and for longer periods of time. It is within these parameters and with the profound belief that everyone can learn to read that I have developed the SoftRead method.
SoftRead is a combination of phonetic and pattern-based approaches. It involves intensive, repetitive pre-reading exercises to train the eye and engage visual comprehension, then it links between the visual and the auditory output of the letters. Because it is not designed in the style traditionally used with younger students, it is suitable for all ages.
From 1975 I have worked to convey and develop new methods to teach the English language. I started by teaching adults, where the pedagogical approach to the English teaching necessarily had to be both highly practical and time-efficient. Some of my students had language-based learning difficulties, which meant that the traditional language teaching approach did not work for them. I needed to develop a new, down-to-earth method that would suit both native and non-native speakers. It was clear, from the very beginning, that the easiest and fastest way to master a language was through the ability to read. One of the most distinctive features of the SoftRead method, therefore, is that it can teach even students with dyslexia how to read in a very short period of time and, perhaps more significantly, can help prevent dyslexia before it even develops in the students.
For dyslexic students, one of the main barriers to successful reading is their inability to break down sounds into smaller units, or syllables. In other words, they are unable to analyze and synthesize these sounds as an individual unit, instead, they see new words as a whole. Reading, therefore, becomes a titanic task which they cannot accomplish and, quickly, frustration arises, the gap in comprehension widens, and the inability to retain new information hampers the learning process.
Over time, and as my own children were growing up, I developed the SoftRead method for young children, both with and without learning difficulties. As it turns out, everyone can learn to read. During my experiences with SoftRead, there has not been one person that did not succeed with my method. In fact, the only difference when using the SoftRead materials has been the length of learning time. Some people have learned in merely five lessons, while some have achieved literacy in ten or more. However, the outstanding achievement was that everyone, even people who had lost hope, could finally read!
By 2000, SoftRead was already out. In 2013, I decided to publish all the knowledge that I had gained over the years in a creative, accessible way that enabled anyone to learn English. The SoftEnglish collection of books and games is intended to promote independent learning. Teachers are considered facilitators, rather than instructors, in the learning process. The underlined purpose is that students be able to do most of the learning and practicing on their own. This will always guarantee better understanding and long term memory despite any personal difficulties, and will ultimately open the world of reading to more and more students with time.
Daniella De Winter

When you tell your students they need to learn something for the next lesson, what exactly do you expect? For instance, learning new vocabulary, a story, or a specific topic in grammar. But what do we mean when we say “learn”? Essentially, we aim for a result, which should be knowledge. So, what does it mean to “know”? As stated on https://www.vocabulary.com/dictionary/know, “knowing” refers to firmly establishing a concept or information in one’s mind. This is commonly linked to languages or subjects that a person has studied and can recall, such as “I know Latin,” “This student knows their irregular verbs,” or “Can you recite the poem from memory?” Knowing involves both memorization and retention of the relevant information.

This aligns perfectly with my understanding of the concept of “knowing” within our domains. When I consider the term “know,” I have multiple associations: it involves remembering, as well as effectively applying and utilizing knowledge at the appropriate moment, location, and time.

I am thinking about the importance of “knowing” because understanding what I expect from my students helps me teach them effectively. It is my responsibility as a teacher to ensure that my teaching methods positively impact their learning outcomes. The efficiency of their learning process is greatly influenced by my methodology, which affects their results. Ultimately, our goal is for students to acquire knowledge and understanding.

Remembering a word is insufficient; one must also be able to use it correctly in the appropriate context. Therefore, it is crucial to teach within the context. Introducing new vocabulary or grammar should be done within a relevant context. As a recommendation, it is recommended to always introduce and practice within context.
This is a general recommendation, but it is essential for learners with learning differences and challenges to have contextual clues. This will help them better remember and implement.

In a previous discussion, I highlighted how our learning approach prioritizes efficiency. Furthermore, I firmly believe that the actual value of knowledge lies in its practical application and timing. Utilizing one’s knowledge wisely is crucial, which requires a deep understanding of the subject matter. Logic plays a significant role in this understanding, as it helps us connect and retain information for extended periods. By enhancing our long-term memory, logic reinforces our ability to remember important details. This is particularly beneficial for learners who may face challenges or differences in their learning process.

As someone who values logic, I incorporate it into my teaching methodology when introducing new topics or concepts. I aim to avoid simply presenting new words to my students, instead encouraging them to derive meaning from the context. This approach is especially emphasized in my Reading Comprehension series, where I provide guidance and hints to support students in understanding words independently. In doing so, I engage their thinking skills and memory more effectively than if they were asked to memorize definitions. It’s important to note that memory deficiencies are often a result of a “lazy brain,” as Barbara Arow Smith has pointed out. I prioritize elicitation-based teaching methods that challenge the brain and encourage active learning to combat this. I discourage using dictionaries during learning, as I believe that relying on memory and critical thinking leads to more effective learning outcomes. I believe a logic-based approach is vital to successful teaching and learning, and I prioritize this approach in my teaching methodology. For example, rather than asking students to memorize vocabulary lists, I help them learn new words in context, which enables them to understand better and remember the material.

When it comes to learning grammar, many adult students only remember that there are times when we double a consonant, but they often forget when necessary. This is likely because the rule has been overemphasized and practiced out of context. However, the question remains: why do we even need this rule? In my opinion, it is not as important because it is not pronounced. We cannot hear if there is a double consonant, and most devices now automatically correct spelling mistakes involving doubling. Instead, emphasis should be placed on pronunciation and sentence structure. It is also important to note that students often remember the doubling rule during assessments but forget to use “am-is-are” in the present progressive. This shows that the doubling rule received more attention than necessary and that there wasn’t enough practice done in context. They even forget to use the am-is-are in a simple sentence like “the pen is on the table”. Therefore, choosing which battles to focus on is essential, and I believe that the “am-is-are” battle is more important. Additionally, learning within context is crucial because using the verb “to be” is not evident in all languages. A student unfamiliar with the function of “to be” in their native language will find it extremely challenging to remember to use it.
English grammar and its various tenses can be a challenging topic to learn. It’s not sufficient to only understand the structure; one must also understand the usage. While many grammar exercises focus on the structure, it’s critical to introduce, explain, and practice it within the context to ensure a thorough understanding and proper implementation of the usage. Knowing the correct forms is essential, but it’s pointless if you don’t know when to use them.

My approach to language learning is based on comparative learning. This means we compare a sentence expressed in the native language (L1) to the English translation. To ensure a structured and scaffolded approach, we start with basic sentences such as “the pen is blue” or “the chair is red”. We explore how these sentences are expressed in L1 and compare them to English, including the number of words used to convey the same idea. We begin with the basics, working from the bottom up. For example, the phrase “I am hot” can be expressed in different ways in different languages, such as “I have hot” or “Me hot”. I believe that learning grammar should also be based on context and structure.

To effectively teach languages, logic should be at the center of instruction, not just for mathematics or related subjects. Logic is an essential building block, even for language learning. By connecting topics to situations and context, memory retention is enhanced, ensuring proper and accurate application of the information. Ultimately, our goal as educators is for students to recall and effectively use what they have learned in appropriate situations, and context plays a crucial role in achieving this.

The role of a teacher in the learning process and the significance of encouraging.

In the relationship between a teacher and their students, encouragement plays a crucial role. As we all know, a teacher plays an important part in the learning process. So, where should I start? At the e beginning, of course! 😊

When meeting a potential student for the first time, it’s essential to create a comfortable and welcoming environment. Many students may feel frustrated with their academic challenges and poor levels, but it’s reassuring to know they are not alone. I often compare this to a specialist’s clinic, where patients may share similar issues but may not openly discuss them. As educators, our role is to make our students feel at ease and encourage them to share their struggles, so we can better assist them.

It’s crucial to make time for listening to our students’ feelings and self-evaluations, both positive and negative. Understanding how they perceive themselves is essential to me. Then, we should objectively assess their level, evaluate difficulties and needs, and identify frustration levels. At the end of the meeting, we should provide a roadmap for the way forward. Just like patients, students want to know where they’re headed. Create a map of available options and provide insights and recommendations. Tag each option with a price and duration. It’s important to communicate how long it will take to reach milestones and how much time the student needs to invest. Time is valuable, and students must feel confident and engaged in the process. Let’s discuss all openly and transparently.

If you have read our article on Logic-Based Learning, you’ll understand the importance of clear and sensible processes to engage students. A logical approach should be implemented from the start. All this leads to trust.

As an educator, I often encourage students to fully engage in the learning process by letting go of any defense mechanisms and being open to their teacher’s guidance. However, I have noticed that individuals with learning differences may exhibit stubbornness and argumentativeness. While I don’t have academic evidence to support this observation, it is a common trend in my experience. As teachers, we aim to reduce these tendencies in students to create a more conducive learning environment. By defusing any desire to argue and fight, students can become more receptive to new information and to the learning process. Our job is to provide a safe and confident learning space, clarify our teaching plan, and approach students with sincerity, modesty, and kindness.

During our first encounter, I strive to provide a brief and concise piece of information that the individual may not have been aware of before. This approach helps me establish trust and credibility quickly by showing that this interaction is unique and valuable. This time, the methodology will be different and will offer the right solutions for the problem and need.

The process we are embarking on together belongs to both of us. To move forward successfully, I need to earn the student’s trust and confidence. I strive to involve the student in the process to the point where they feel a personal investment in its outcome. This creates a sense of accountability, making failure uncomfortable for the student.

Encouragement is extremely important throughout the learning process for several reasons. To begin with, if a student lacks self-confidence, they may struggle to even begin the journey. If they do start, they may feel like they are doing the work solely for someone else’s benefit and not their own.

Furthermore, students may sometimes feel like they are failing, regardless of the approach they take. Encouragement can have a Pavlovian effect, where positive feedback from the teacher can inspire continued progress.

As the student progresses, encouragement becomes essential in building their confidence and increasing their chances of success.

We know that positivity breeds more positivity, while negativity breeds negativity. Therefore, it is crucial to ensure that the learning experience is positive so that it can lead to other positive experiences.

I have observed an interesting trend among students – their confidence levels can skyrocket to the point where they believe they know more than they do. As a result, they may not adequately prepare for their school tests, which is a mistake. I have learned to caution them that what we cover in our lessons may not align with what is required for their tests, and it is their responsibility to prepare accordingly. While confidence is important, being overconfident is not always beneficial. 😊

During my time as a teacher, my main goal was to guide my students in their learning process while also shaping their attitudes towards it. One student in particular left a lasting impression on me. This student was around 50 years old and had dyslexia, making it difficult for him to write in his first language, which was not a Roman language. During our first Zoom meeting, he expressed that he had a limited understanding of the subject and struggled with reading comprehension. After assessing his level, it became evident that he lacked basic knowledge of the subject. It took some time for him to accept this, but eventually, we decided to take a hybrid approach to his learning. While he worked on a digital reading course, we had virtual Zoom sessions 3-4 times a week. Although he often claimed to have completed a section and was ready to move on, I insisted on hearing him read aloud to assess his progress. Unfortunately, his reading skills were quite poor. He struggled with recognizing letters, often mistaking them for one another and having difficulty blending sounds. As a result, he became impatient with himself and the learning process. I had to work hard to keep him on track and prevent him from sabotaging his progress.

It has become a routine: during each lesson, he would try to rush through things, while I would insist on taking our time to do them correctly. Eventually, he learned that hurrying wouldn’t work. He believed that learning meant just going over things and understanding them, without realizing the importance of practicing, reading aloud, and hearing himself. He didn’t know how to learn effectively, but he was content with his achievements and unaware of his mistakes. He felt confident and happy, able to read signs and car labels, but he didn’t realize that it wasn’t enough. For instance, he once sent me a recording of a fish restaurant sign, reading the owner’s name correctly as Ibrahim, but misreading the word “fish” as “pish.” Despite his difficulties, he was a cheerful student who appreciated my efforts, even though I had to raise my voice at times to make him listen. After almost six months, he realized that he needed to start the digital course again, this time paying more attention to details. It was a challenge to change his attitude and teach him how to learn effectively, but he sent me a thank you note after each lesson, acknowledging my hard work and his difficulties.

As a teacher, it is your responsibility to do what is right for your students, to prioritize what is best for your students otherwise they might fail again.

As a teacher, you must  Do not compromise on this because they may not perform well again.

Let’s focus on providing positive reinforcement for success instead of encouraging failures by saying “Next time will be better.” To ensure success, we should create a secure environment for students by giving them small assignments with clear instructions and providing reasons for positive feedback. It is our responsibility to assign feasible tasks that match the student’s level of ability and ensure they are doable.

In any relationship, mutual respect is essential. As I see it, the role of a teacher is that of a trainer and coach, requiring not only teaching skills but also psychology, kindness, and a great deal of respect.

There should be no condescending behavior between teachers and students. Both parties are equally intelligent and capable, with the only difference being the teacher’s greater knowledge of English. The teacher should build a relationship with the student over time, fostering a receptive attitude towards learning and an appreciation for the process. This will result in a positive change in the student’s attitude and academic achievement.

In my article, “Logic Based Learning,” I emphasize the significance of logical-based procedures in teaching and learning, even for young children. A fundamental aspect of this process is deciphering, which is valuable in the early stages of reading acquisition.

In the realm of reading, deciphering refers to the essential skill of converting written symbols, i.e., letters or combinations of letters, into their corresponding sounds or phonemes. It is analogous to cracking a code, enabling readers to unlock the secrets hidden within written words.

To illuminate this concept, imagine deciphering as solving a secret code. When we read, our eyes scan the letters on the page, and our minds swiftly recognize the sounds associated with each letter or letter combination. For instance, we know that “m” makes the sound “mmm,” “a” sounds like “ahh and “t” makes the sound of “ttt”.” By blending these sounds together, we form “mat”, which represents a word or part of it.

Deciphering involves piecing together these sounds, much like assembling puzzle pieces, until we can pronounce the entire word accurately. This skill eventually facilitates smooth reading and enhances our comprehension of the text’s meaning.

This straightforward analogy serves as a helpful tool for young learners, parents, and educators alike, helping them grasp the concept of deciphering and appreciate its pivotal role in the journey of learning to read. It underscores the idea that reading is similar to unveiling a concealed message and highlights how understanding the sounds of letters enables us to unlock the language’s written code.

Furthermore, my approach extends the concept of deciphering beyond letters to encompass illustrations corresponding to these letters. Each letter sound is associated with 2-3 different illustrations, enhancing the decoding process. This innovative method empowers the brain to decipher and blend these sounds into what I term “sound units,” which need not necessarily form real words. In fact, I find that using nonsense and meaningless words in this context is more efficient, as it challenges the decoder’s skills more effectively.

In conclusion, deciphering is a fundamental stage of reading acquisition, particularly for young learners. It equips them with the ability to decode written symbols, recognize sounds, and ultimately decode and recognize the written word.

Children’s acquisition of essential reading and language skills can be ensured by employing logical-based procedures such as deciphering in the learning process. These techniques foster reading acquisition, enhance comprehension, and promise a lifelong love for reading.

Our “Young SoftRead” series is designed to help readers interpret illustrations BEFORE relying on written letters or words, adding another layer to reading practice.

Many people know that playing games can significantly help them learn a new language. While language learning can be complex, incorporating fun and interactive elements can make it more enjoyable and effective. Games are a great way to approach language learning, as they encourage active participation, communication, and vocabulary growth. When games are incorporated into language learning, learners acquire new vocabulary and develop a positive attitude towards studying the language. As learners see their progress, they become more confident and motivated to continue learning the language. Therefore, using games is essential to effective language acquisition, making the process enjoyable and fruitful.
Numerous students feel frustrated with the learning process, especially those who have experienced past failures. This can lead to a reluctance to learn and even attempt to try again. However, playing memory games can help to engage these students and encourage their participation. In some cases, students may not remember the exact words, but they can still recall the placement of cards and successfully win the game. This kind of experience can be very encouraging and motivating and can convince students to take an active role in the game and, thus, in the learning process.

Memory games can be very beneficial to remember and retain new vocabulary. Using cognitive abilities, these games aid in memory retention through repetition and association. This means recalling words and phrases during real-life conversations becomes easier. Through competition and rewards, these games help motivate learners to engage consistently with the language. Specifically, these games target the main challenge of language learning – retaining and recalling many new words. Memory games tap into the brain’s associative powers and reinforce word meanings and connections through repetition and visual cues, which makes vocabulary retention more effective. Additionally, these games instil a sense of accomplishment and progress, further motivating learners to continue their language journey. By actively involving learners in the language acquisition process, these games enhance memory and build confidence and enthusiasm.

To sum up, adding games, especially memory games, to learning a language can significantly enhance the effectiveness and enjoyment of the experience. These games aid in strengthening vocabulary, reinforcing ideas, and ultimately speeding up language proficiency while making the learning journey fun and engaging.

Our offerings include pre-reading games that improve phonological awareness and help with practicing letter-sound correlations, along with a dictation panel that aids in deciphering using deciphering and sound blending principles. Additionally, we have vocabulary games that non-readers or future readers can play before they learn to read, and once they can read, they can also play those games that involve reading. All games can be played face up or face down, and we also provide vocabulary dictations to summarize the acquisition process.

Learning a new language involves understanding and applying the correct word order, essential for effective communication. It is a fundamental concept which provides structure and clarity to our communication. Languages have specific rules and patterns that dictate how words should be arranged in a sentence, and learning and following these patterns is crucial for understanding and being understood.

Language learners need to follow the patterns and structure of sentences. This involves grasping concepts like subject-verb agreement, tense, word order in different types of sentences, getting, following and implementing.
In this process, they reproduce language by following and practicing the word order to convey their thoughts effectively. Through repeated language reproduction, learners can improve their fluency and accuracy in the target language.
This process is fundamental in language learning and communication.
Language disorder, on the other hand, typically refers to conditions where individuals have difficulty with grasping and keeping order. They have difficulties reproducing the language and putting the lexical items in a sentence’s proper position and order. They have challenges keeping the rules, like walking between the lines and not on them. More creative people often have difficulty maintaining patterns and staying within the lines. They prefer to be independent thinkers and creative and, in a way, refuse to follow someone else’s rules. So here we start a particular fight: who is stronger? The teacher or the student? The language or the student’s brain? It is as if the student needs to give in, follow the language structure, and give up on his creativity or independent thinking. A negotiation is taking place to overcome the student’s resistance to following the language rules. This often happens when people find it hard to accept rules unless they really understand their importance.
So, the teacher needs to be extremely patient. S/he should explain to the student how important it is to follow the language patterns and rules… s/he needs to gently defuse the resistance and clarify that learning new rules and following them is not a battlefield.

In addition, specially dedicated methods are engaged. They will train the brain to keep within the patterns. To follow them and keep them. The brain needs to be differently trained to bring order to endorse their language skills.

Learning a new language is a complex process that involves understanding and applying the correct word order. Proper word order is essential for effective communication, providing structure and clarity to our conversations. Every language has specific rules and patterns that dictate how words should be arranged in a sentence. Learning and following these patterns is crucial for understanding and being understood.

Language learners need to follow the patterns and structure of sentences, which involves grasping concepts such as subject-verb agreement, tense, and word order in different types of sentences. Learners engage in language reproduction by following and practicing the word order to convey their thoughts effectively. Through repeated language reproduction, learners can improve their fluency and accuracy in the target language. This process is fundamental in language learning and communication.

On the other hand, language disorder typically refers to conditions where individuals have difficulty grasping and keeping order. They have difficulties reproducing the language and putting the lexical items in the correct position and order in a sentence. They have challenges keeping the rules, like walking between the lines and not on them. More creative people often have difficulty keeping patterns and staying within the lines. They prefer to be independent thinkers and creative and, in a way, refuse to follow someone else’s rules.

Therefore, an inevitable fight can arise between the teacher and the student or the language and the student’s brain. The student must give in and follow the language structure, which can conflict with their creativity or independent thinking. It is like a negotiation to overcome the student’s resistance to following the language rules. This often happens with people who find it hard to accept rules unless they really understand their importance. The teacher needs to be extraordinarily patient and explain to the student the importance of following the language patterns and rules. The teacher must gently defuse the resistance and clarify that learning and following new rules is not a battlefield.

In addition, specially dedicated methods are employed to train the brain to stay within the patterns and follow them. The brain must be trained differently to bring order and endorse language skills.

Effective learning always requires scaffolding, but we often overlook the significance of each student’s starting point. Here are two foundational principles:
1. Our goal is to elevate every student to the class level.
2. Every learning unit must be scaffolded to support gradual progress.

However, more than these steps is required. Often the initial phase of a learning unit does not align with a student’s ability to process the material. In that case, we must bridge the gap between their current level and the content’s demands. This necessitates an assessment and evaluation of whether the student is prepared for the material, as student readiness is just as crucial as scaffolding. This awareness of student readiness is a key responsibility of educators, as it ensures that students have the necessary foundation to understand, process, and retain the information, thereby improving long-term memory.

The first step should be to assess the student’s level and adapt the learning process to meet them where they are.

In many cases, reading fluency acts as a barrier to learning, leaving students unprepared for the material. To address this, we should prioritize building reading fluency through accurate decoding skills. This focused approach helps establish learning readiness, ensuring that students are equipped with the necessary tools to understand and process the material. Only then should we gradually introduce scaffolded target materials, with a clear purpose of enhancing learning outcomes.

With readiness, effective learning is possible.

My professional advice is not to hesitate and to pause current learning when necessary. Take a short break to focus on a crucial goal—improving reading fluency. With fluent reading, every future learning target will become easier to achieve and more likely to be retained.