■ It turns out that dyslexia is acquired, and what causes it is being forced into speed-reading before learning to read. Such speed-reading causes learners to see letters and words in a crisscross manner and eventually spelling them in that same crisscross manner. Dyslexia is acquired but only by logical or analytic learners that require logical explanations before they can memorize; memorizers do not acquire dyslexia.
■ Dyslexics hurry so much that they may spell "the" as "hte" and they may spell "farmer" as "famrer." Dyslexics do that because they are forced to hurry in order to keep up with the rest of their classmates, not because they are born seeing things in a crisscross manner.
■ Dyslexics are analytic or logical learners; they need logical explanations as to why a single English sound should be spelled one-way and not the other. Analytic learners question and need logical explanations as to why "My cat is cute." is not spelled "Mi kat iz qut."
■ Dyslexics can focus highly on one thing at a time and thus can become highly creative at it. This explains finding dyslexics in positions that require high creativity.
■ Dyslexics are so highly focused on one thing at a time that they cannot focus on both aspects when reading; they cannot focus on the way words are spelled while reading for comprehension.
■ Traditional teaching continues to force dyslexics into speed-reading and into reading more interesting stories, hoping that in the process, they will learn to spell.
■ We undo such problems created by traditional teaching. We go back to step one, place all 180 spelling patterns of sounds that we call phonics in a queue, and then we introduce each phonic logically before presenting it.
■ For example, we warn learners that the "s" can sound like a "z" at the end of certain small words before asking them to read any words like is, was, has, bags, etc. If not informed beforehand, logical learners expect to see, "is, was, has, and bags" to be, "iz, waz, haz, and bagz."
■ We introduce and logically justify each change in the different spelling patterns of a sound before asking learners to read it in words or spell it. In this way, we eliminate the possibility of acquiring dyslexia. In addition, we begin to end dyslexia among those who already have acquired it.
