Below is an example of a book that might be enjoyable for children to have read to them but that most new readers would have great difficulty reading themselves. The reasons that most new readers would struggle with the text are manifold. For example, the first word ("good") has an "oo" that makes the /uuh/ sound in English instead of the /oo/ sound, so children could get hung up on that fairly consistently. Meanwhile, a few words later, the word "toucan" HAS an /oo/ sound but it's made by the phonogram "ou" instead of the more traditional "oo." "Ou" more often, but certainly not always, makes the /ow/ sound. A few lines later there's a silent "gh." Further still, the Y at the end of "Sammy" makes the long E sound and not the consonant Y sound at all; and so, as you can see, at least 4 out of 9 of the words on this fairly simple looking page of a popular children's character book are stumbling blocks for new readers.
But what if there was a way to "magically decode" the words so that that they wouldn't become stumbling blocks? What if we could fill in the missing data that children need to understand the pronunciation of each letter or combination of letters in a given word? We've already spoken of this method before. It was applied to Hebrew and Arabic 1,000 years ago and has become the foundation for teaching children to read those two ancient languages.
Let's call our magic decoder FUNetix. Let's underline two and three letter phonograms that represent a single phoneme and we'll put a symbol from the Phonibet on top to show children the sound that that combination of letters makes in a given word. Single letters that deviate from the norm, including vowels, silent consonants and consonants that change their sound when followed by "i" or "e," for example, will also be given diacritics.
When applied to the text, it would look like this:
Children who know the Phonibet and Kindercode easily make the transition to FUNetix. They require little to no adult guidance when reading, and are able to decipher complex English words completely on their own. Once children become familiar with the underlying pattern of a given word, they no longer need diacritics to properly and fluently read that word. This is because the brain requires very few impressions in order to remember a given pattern and its associated meaning. We only require COMPLETE DATA, especially the first few times that we decode letter strings and blend letters together to form new (never before seen) words.
It is a COMPLETE ABOMINATION and misinterpretation of modern science to think that a child's mind is slow, unintelligent or incapable of reading without adult assistance. We are simply asking them to do something somewhat challenging, but then denying them the tools they need to complete the mission. It would be like asking your 4 year old to go out and learn how to ride a bike without training wheels. No parent would consider placing such a handicap on their own child, so why must we handicap children when it comes to reading?
The simple answer is "We don't have to, we never had to, and we never will again!"
The systematic destruction of millions of children's minds through the denial of basic literacy is over! Today we embrace a NEW day!
Of course there are questions . . . and we have the answers.
There will always be skeptics . . . and we are designing research to gather the data that will put that skepticism to rest.
If you want to get involved in this research, email us at Research@YouthLit.org.
Over the past 13 years we've answered a lot of questions about how and why our patented reading system works, and why it works better than ANY phonics curriculum available in the marketplace today. We're tried to explain the fundamentals on this website and we're putting an FAQ list together that you'll be able to access soon to cover even more details and nuances. If you have questions not covered in the FAQ then please email us at questions@YouthLit.org. We're happy to hear from you.