The Recipe

INTRODUCTION…

Before you tackle this section, The Recipe…                                         You have read all other parts of this site, particularly The Big Picture and its sections…   You have read and digested The Dyslexic Advantage, by F and D Eide (MD’s).   You understand that no one can “teach” anyone to read.   You understand that you must become a Mind Bender par excellence–a “psychologist” who digs a trench by flying a balloon…  You know that the general procedure outlined in The Recipe has been used to get third graders (“F’s” in reading) as well as middle school certified dyslexics (reading failures) to grade level in one month; that this procedure

has gotten classes of both XCAT multiple-time-failures (12th graders “reading” 3 – 4 years below grade level) as well as classes of 12th grade failures (two times minimum) of the NY Regents Exam (English) to passers (80% + passing rate for all).  You know that putting your URL on the email list (see Contact) will apprise you of the latest update of the RByS app —an app that will help anyone, anywhere with a simple knowledge of the English alphabet to become both an adept reader and speaker of American English.                                             To the task at hand…

  1          So you’ve got a class (or maybe just someone?) to work on.  Here’s how…

         Approach as a cook following a recipe.  Here’s what’s needed (If a class, multiply as needed):

                           One Manila folder                                                                    One 8 X 11 sheet of typing paper                                                        One single hole paper puncher                                                                  One paper clip                                                                     One at-the-ready gripping short story

Do the following:

         Cut the Manila folder into 3-4” strips, horizontally across the fold.  About ¼ “ to the lower right of the folder strip’s center fold, slightly below half way, punch one hole with the hole puncher.

         In your computer, on a blank screen, type a “sentence” exactly as shown below  (This is a sample.  Depending on the age and variables of the child/class use a sentence of your own device.  14 pt Arial or Verdana is good).

             G   e   n   t   l   e     J   o   h   n     g   a   v   e    

            p   r   e   t   z   e   l   s      t   o      m   u   n   c   h    

                      w   h  i   l   e     h   i   k   i n   g . 

         Notice the spacing—three spaces between letters, four spaces between words.

         Print out the sentence (copy and paste for multiples) then cut the paper into 3” strips, or thinner.

         Put a paper strip with the “sentence” on it below the now-folded Manila folder strip.  Fasten both together with the paper clip, folder strip on top.  (Make sure that the folder strip, when unfolded flat to the left, covers the entire exercise sentence on the paper even when the hole in the folder strip is moved to the far right over the bottom of the two lines.)  Now, ready to go…?  (If you are working a class, adapt everything, but not until you have top level rapport and your class trusts you completely.)

         Say the following to the child (modify if a class):  “Now let’s try something, and maybe have a little fun,  OK?  Do exactly as I say.  Can you do that?” (“OK!”).  “Remember…when we’re done, no one says anything. Promise?”  (“OK!)

 

  2        Now put the clipped folder-strip/paper flat down on desk/table in front of the child/student.  (If a class, and the folder/papers have been passed out by one person in each row, give directions to this effect: “Put the paper/s flat down and don’t pick anything up or do anything until I say to. OK?” [You might mark the folder strip with an X to indicate which is the top.]  If a class, you will locate an appropriate volunteer, the rest of the class to remain absolutely silent during the procedure.)

            (To everyone) “Don’t lift anything up, OK?  Now slip the paper clip off.  Now lift up the top of the folder strip and bend it back to the left.  Always keep the bottom of the folder strip over the piece of paper underneath. OK?  Now, find the hole.  See the little pencil mark on the strip?  Right about where that pencil mark is on the paper underneath, you will find the letter G. Move the hole around until you find the G.  Don’t lift anything up. Just slide the hole until you get it over the G. Find it?  OK.  Now (to the volunteer, if a class), tell me what sound you think that letter G stands for.  OK?”

         The student makes a “representative” sound.

         “Good good. Now move the hole to the right until you find the next letter (e) and make the sound that you think that letter stands for. OK?  [Student does so and repeats letter after letter, left to right, getting approval each time no matter the sound made.]

         “When you get to the end of the line, go back, drop the hole down a bit and find the t (The folder strip must be wide enough to cover both lines of letters when moved down).  Tell me what sound you think the t stands for. (student does so.) OK, next letter.”  And so on.  The student now knows what to do.

          Now…depending on the age, capacity, maturity in this instance, repeat the exercise maybe once to make it two attempts.  Don’t try for three, which could easily initiate frustration…the student not understanding what’s going on (we hope!), and don’t even try for a second attempt if you feel that even a few have “caught on.”

           When finished, say,  “Bend the folder strip back into place over the paper the way you found it and put the paper clip back on and give it (pass them) back to me.”  Good.

           Then, ask the child (or volunteer),  “Did any of that make any sense to you?”  “No,” will come back the answer if you, the exercise, and the student were each compatible with the goal at hand.

           “OK!  Great!  Now…story time!”  (No explanations!!  If necessary, put a vertical finger over lips to further indicate silence, particularly if a class.)

 3         After you now have in hand the exercise material, grab a book and immediately start reading a very short but captivating story.  Make the transition away from the exercise smooth and quick. (I use The Rest of the Story by Paul Harvey.  Particularly interesting is the 2-3 minute story about Gen. George Patton. Get the book.)

                 Why must you stop, explain nothing, and immediately go for the short story?  Cogitate.  You cannot “teach” a child (or anyone else) to read!  The student must find the answer himself.  So, understand the brain.  Please.  The brain is a processing unit par excellence.  It can’t stand un-solved problems.  The student will go to sleep that night…but the brain will not.

         In a week or two (no sooner) repeat the exercise with a new sentence.  Give no explanations to anyone.  Proceed then as above and hope for the same results.

         Understand that the student will “read” letters/words many, many times between sessions.  Of course.  And in the meantime you might sneak an ear and listen to the student attempt to read this…or that….  After the folder strip/paper exercise is repeated a couple of times (no more) let time pass further until you feel the time is right (Don’t hurry this!). Then ask the volunteer student to read something orally.  The difference between then and now?  Do you see a smile?

 4        You have not, in any instance, “taught” the C to read!  What you have done is to institute a “cognitive bind,” a problem which only the brain could solve!  The problem?  How lifeless, arbitrary, man-made glyphs can transition to meaningful thoughts in a four dimensional brain by the child who must voluntarily secede such power to non-dimensional print through autonomous discovery.  If successful (and you will be!), the child will have achieved autonomy… and won!

 NOTE 1:  This approach totally demolishes the Whole Word system by “forcefully” inducing the child’s mind to realize the artificiality of “words.”  Rather, “words” (tags) are seen to consist of grouped representations of individual sounds (phonemes) whether stuck together as “words” or taken individually.

NOTE 2:  When working with individual children (or adults) or with small groups—not a class (with a class, follow “The Recipe”), always begin with this:  “Forget everything you thought you knew about what reading is.  Unlearn everything that your elementary teacher “taught” you or what anyone else ever said about reading.  We’re starting new, and none of that stuff holds here.  OK?”  Wait for a response. The child must respond with an “OK” (saying, in effect, “Understood. The door is open.”  [acquiescence needed]).  Then begin.  Also…

         Please remember: Your priority, your Number One, is the “sanctity” of your student’s minds.  You are after the most natural balance possible between truth, justice, and the American Way—and not that a child can recognize an arbitrarily curved line (C) as a “C.”                                     Suerte!