In trying to get a handle on what these skills are, it's useful to consider some pairs of words such as pots-stop, evil-live, ear-era, teas-seat,time-item. As with many sets, these words are instantly perceived as totally different--even though the letters in each pair are identical. The only difference is the sequences of the letters but that makes all the difference.

There is an old saying that "familiarity breeds contempt. In this case, it would be right to say that "familiarity breeds neglect." We are so used to this component of reading that we are blind to its significance. It is only by removing the blinders of familiarity that we can begin to see the situation in the light that it merits.

That is where phone pads come in. They are a useful tool in helping us take off the blinders blocking our perception. The first step in the process involves a relatively straightforward request; namely, leaving your phone in your pocket and relying solely on memory, make an accurate drawing of all the key elements on your phone pad.

Someone somewhere must exist who can meet this challenge. But I have yet to find that person. Everyone to date ends up nonplussed as he or she puts pen to paper. Almost instantly they realize that they do not know the precise arrangement of the components and they start grappling with questions such as "which letters go on which numbers?" and "are there letters on all the keys?"

At first glance, the response might seem amazing. After all, each of us has seen phone pads on a daily basis for decades and we have all pressed the keys more times than we can count. How is it possible that we do not have a clear representation of this ever-present instrument?

But if viewed within th context of meeting life's demands, this should not in any way be seen as a "deficiency" Indeed, it is a sensible behavior. Why on earth should anyone waste valuable brain space memorizing things that do not have to be memorized? When needed, the phone pad is always right there and all the relevant details can be spotted immediately--simply by looking at them. There is no reason to remember the ordering or sequencing of the elements.

What is remarkable is the extent to which reading differs from this and almost any other common visual experience. Life constantly calls upon us to deal with complex visual information (e.g., seeing a crowd of people, locating a car in a parking lot, etc.). Many features play a role in our handling this information --but sequencing is not one of them. For example, you will still see a "crowd" as the same "crowd" even if the various people move about and change places.

That, of course, is not the situation in reading. From very early on, tiny differences in the sequencing of minute units matter enormously. Even a first grader is expected to know that tap is not pat, that pan is not nap and on and on.

Further, recognition of the sequence is not enough. in direct contrast to our treatment of the phone pad, the sequences of letters must be put in memory. If this does not happen, a child is condemned to "sounding out" every word--regardless of how often the word has been seen and sounded out before.

The repetitive, draining and ultimately counterproductive path of repeatedly sounding out words is, unfortunately, the fate of vast numbers of children. In fact, this behavior is so common that it is often accepted as the norm--as the "thing" children are expected to do. In reality, it is a clear sign that the visual memory skills required for reading have not been put in place.

So in contrast to the situation with the phone pad, visual memory failures in reading do represent a serious deficit. But with teaching guided by systems that are blind to the importance of visual skills, the situation is rarely seen for what it is. The end result is that little, if anything, is done to foster this vital skill.

As is always the case, some fortunate children develop the necessary skills on their own. Their native abilities, however, in no way justify the teaching systems which leave so many children in the dust.

The good news is that it is not difficult to foster the necessary skills. What is needed is (1) the recognition of the role this area plays in reading and (2) the development of well-designed programs of instruction. The Sequences in Sight component in Dr. Blank's Phonics Plus Five is an example of what can be done. When used with young children prior to the teaching of actual reading, the skill can generally be developed within 4-6 weeks. For older children who, in an effort to cope, have developed inappropriate patterns, the time is a bit longer--but still the skill can be attained usually within a 2-3 month period. If you would prefer to design your own material, it is easy to do. Simply follow the guidelines provided in The Reading Remedy.