Why does READ dodge issues like “processing deficiencies,” “dyslexia” and so on?
A. Because these matters are not “issues” when using READ. The READ orientation is entirely different. The instruction accepts each child “as is.” It then uses whatever reading instructional assets the child brings to the instructional table to place the child in an optimal level of Code complexity. READ takes it from there to increase the child’s reading expertise. That’s the sum and substance.
