Utter nonsense. I have been using a perceptual learning strategy with 63 non-reading Year 2 children since February which is already producing phenomenal results. A few minutes ago I received the following interim report from an N,I, primary school which although by no means the most encouraging, is very typical of all of the interim reports. "<font color="#000080">The design of the program means that children feel they are in control of their learning and reading, it creates independent learning. When the child is interacting with the teacher, they feel like they are explaining or demonstrating their new skills to you, rather than the teacher leading them through some new skill. </font>I would continue to use the package in the future as it has made a change to the reading skills of my struggling readers. Its definitely not rocket science - these children were non-readers and they are now readers. They now know a great many of the grapheme-phoneme correspondences without actually knowing that they know them. They have nothing to forget because they have nothing to remember. They have changed from being non-readers to readers without a single ritual lesson. They were learning without knowing they were learning. Or are thede 63 children in a dozen widely dispersed schools across the UK all special cases? Your head is going to remain stuck in this bucket of phonics sand as long as you keep your mind tightly closed to any ideas outside phonics. How do you think the Chinese learn to read? - their orthography has virtually no phonics content? Do you think they're different because they're Chinese? Can you really have your head buried to deeply in that bucket?