Dr. Seuss and Dyslexia

Theodor Seuss Geisel, better known as Dr. Seuss, wrote some of the most famous children’s books of all time. The Cat in the Hat and Green Eggs and Ham have more in common than just being popular. Both were written almost entirely with sight words. Most people are unaware that Dr. Seuss books were created to supplement the majority of whole word reading programs in schools. In 1957, Seuss was commissioned to write a book using only 223 sight words supplied by the publisher. The publishers believed that if kids could memorize the words in the book, they would be better prepared for reading instruction at school. Dr. Seuss books have been categorized with the ‘look say’ movement, a method of teaching beginners to read by memorizing and recognizing whole words, rather than by associating letters with sounds. It was invented in the 1830s by Thomas Gallaudet, the famous teacher of deaf students. For some strange reason he thought it could be adapted for all readers.

Because the books are so simple you would think they were easy for Dr. Seuss to write. The reality was much different:

Ted_Geisel_NYWTSThey think I did it in twenty minutes. That damned Cat in the Hat took nine months until I was satisfied. I did it for a textbook house and they sent me a word list. That was due to the Dewey revolt in the Twenties in which they threw out phonic reading and went to word recognition, as if you’re reading Chinese pictographs instead of blending sounds of different letters. I think killing phonics was one of the greatest causes of illiteracy in the country. Anyway, they had it all worked out that a healthy child at the age of four can learn so many words in a week and that’s all. So there were two hundred and twenty-three words to use in this book. I read the list three times and I almost went out of my head. I said, I’ll read it once more and if I can find two words that rhyme that’ll be the title of my book. (That’s genius at work.) I found “cat” and “hat” and I said, “The title will be The Cat in the Hat.”

By reading Dr. Seuss books children entered grade one already having mastered a sight vocabulary of several hundred words. The hope was that reading would be a breeze. However some parents started asking: how is it that my child is showing signs of dyslexia before even having had any formal reading instruction? Because they memorized Dr. Seuss books! The children developed a block against seeing words phonetically, with some developing dyslexia. They became sight readers with a holistic reflex rather than phonetic readers with a phonetic reflex. The problem is that this approach ignores the letter-sound association of reading. This sort of practice produces the symptoms of dyslexia: reading words backwards, reversing letters when writing, gross misspellings, word guessing, word skipping, leaving out words, and putting in words that aren’t there. The reason why dyslexia is so hard to cure is because the child has acquired a holistic reflex, automatically looking at words in their whole configurations.

Once the words get more complex the sight reader has no strategy to sound out the words. By third or fourth grade, where the reading demands are much greater, the sight reader’s overburdened memory cannot handle decoding. This explains much of the ‘fourth grade slump’. There is a breakdown in learning. The reading disability becomes evident. No wonder many students struggle to comprehend what they are reading when they have trouble even decoding the words. The phonetic way is a method used for thousands of years with an unparalleled track record of success. Why did educators try to reinvent the wheel with the sight method?

Dr. Seuss knew that ‘killing phonics’ was a cause of dyslexia. But somehow that insight, made by one of the most famous writers of children’s books, has escaped educators.

11 thoughts on “Dr. Seuss and Dyslexia

  1. An interesting piece, although I’m not sure how cat and hat are sight words? (By the way I learned to read using Janet and John in the 1970’s, i.e. via whole word recognition – we figured out the analytic phonics for ourselves, I guess.)


  2. Thank you for a very interesting read!

    I came across Professor Stanislas Dehaene’s research for the first time last week. His findings suggest that mirroring tendencies (such as letter reversals etc) are the brain’s default setting and can be rectified with appropriate instruction, training and practice.

    He’s made me wonder if it’s not so much that whole word teaching ‘produces’ these problems, but more that good phonics teaching is essential because it is the only way to train developing readers/ writers to efficiently address and eliminate these confusions.


  3. […] Similarly, Dr. Seuss wrote a small book with a very limited vocabulary – The Cat in the Hat – that most children could memorize.  With this RINO instruction, schools would pretend their students were learning to “read.”  The children could “read” only in the sense that the opera singer can “read” Italian.  Show the children another passage; they can’t read it.  Rearrange the words of The Cat in the Hat, and the children won’t be able to read them.  You see how it works.  It’s 100% fake.  It’s RINO. […]


  4. I have had great success teaching children to read using a combination of what are called ” sight cards ” together with cards that break down the phonetic construction – it seems to me from the comments by the gain sayers of Dr Seuss that they have shuttered minds and should certainly not be involved in teaching reading, nor any other subject, as they are clearly incapable of the flexibility required of a good teacher to explore the workings of the minds of their pupils and finding a way to teach accordingly


    • Interestingly, Sir Jim Rose–then Her Majesty’s Chief Inspector of Schools– wrote me a letter in 1990 expressing the same sentiments: “…I am firm in urging an eclectic methodology…”. By 1998, the first results of ground-breaking trials in Clackmannanshire had shown that reading failure was virtually eliminated in schools that used a synthetic phonics approach for initial reading instruction. By 2006 the evidence from Clackmannanshire–and a handful of schools in England–had confirmed an immense advantage for this approach for all pupils, not just ‘dyslexics’, and Rose conducted his famous review which established synthetic phonics in England.

      Of course, it is true that some children can decipher the spelling code with remarkably little direct teaching, but even these children learn faster when they are explicitly taught. And tailoring any kind of instruction to children’s perceived ‘learning styles’ has now been so thoroughly discredited that even ITT courses in England have largely dropped it.


  5. I agree 100% with this article. It was Mr. Edward Miller who proved that Dr. Suess’ book contributed to the development of dyslexia in many students. His test consised of two groups of 50 words each. The first fifth were simply the words in Green Eggs and Ham in ABC order. The second list were simple two and three syllable short vowel words from Rudolf Flesch’s Why Johnny Can’t Read. By comparing the number of errors and slow-down between the two lists, the tester can determine whether the student has artificially induced whole-word dyslexia. I have given close well over 500 of these assessments. Check out my website: http://www.blendphonics.org for more information on the existence, prevention, and cure for artificially induced whole word dyslexia.


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