You Can Teach Your Dyslexic Child at Home!
Using The Learning to Read Program

Are These Your Child's Learning Dynamics?

When your child reads, writes and does math, does he become confused, frustrated, or disoriented?

The Perceptual Confusion of Dyslexia is Age Old

Dyslexia and its characteristic of perceptual confusion have existed as long as man has existed. However, man did not become aware of the phenomenon until the late nineteenth century. The reason for this is that we, as a society, did not become dependent on the written (reading) language until this time.

 

Dyslexia has become more and more of a problem for western society as society has become more and more dependent on the written word.

A Dyslexic's Creative and Multi-Sensory Style of Thinking

The style of thinking of the dyslexic makes him a symbol/written word-blind individual. His problem is that he has a perceptual mismatch with the style of education he is being giving. As a result of his low ability to work with abstract written symbols and words, by the methods he is taught in school, he falls behind the learning curve of his classmates even though he is obviously bright and possesses a high I.Q. His learning dimensions are restricted in school. 

 

The Learning to Read Program enables parents to help their children overcome the challenges associated with dyslexia. 

 

The patent-pending all-sensory approach of The Learning to Read Program engages the child's senses of sight, sound and touch while providing the 3 components of each stumble word:  how it looks, how it sounds, and an experience of what it means.

The Dyslexic Learner Characteristics:

A dyslexic learner may have many of these characteristics, and some of them may seem contradictory. There is no one description of a dyslexic, not even when you look all the down to the level of the particular stressed processing pathways that block their learning in school.

• Is a multi-sensory (Gestalt) thinker.
• Is a whole word, big picture learner.
• Has trouble learning to read using Phonics.
• Often is gifted athletically, in strategizing, inventing, figuring things out and fixing things, creating business systems, in the arts and creative expression.
• Tends to be an original thinker who easily “thinks outside of the box.”
• Complains about how hard reading is; and refuses to read.
• Has trouble completing homework or tests on time.
• Has a deep fear of reading aloud.
• Spells terribly and has messy handwriting.
• Fails to recognize common irregularly-spelled words
  • (e.g., “said; where; two”).
• Speaks haltingly, and over-uses vague words
  • (e.g., “stuff; things”).
• Has trouble reading small function words
  • (e.g., “that; an; in”).
• Tends to be very creative in play, projects, activities
• Verbally fluent and skilled
• Stumbles when speaks, slow to verbally express
• Skilled at sports
• Lacks physical coordination
  
  

Dyslexia Labels are Varied

A lot of viewpoints and at least 86 labels exist to describe dyslexia and the child having learning problems as a result of his dyslexia.

 

The Learning to Read Program calls all of these children, regardless of their learning style labels, dyslexic. 

Dyslexics: 

We see these children as having a perceptual condition (not a pathological condition of the brain) which limits their ability to learn, and influences their repertoire of behaviors and performance.

 

In fact, every person goes through "dyslexic moments" in any day when he undergoes sufficient stress.

Under stress, this person's brain cannot function with sufficient integration to optimally direct his thinking and actions. For example, he finds that he is suddenly unable to remember a name or word that is so familiar to him; he is clumsy doing something that is usually easy to do (trips walking up stairs); he is confused and unable to think and perform something that is done easily most of the time (stumbles while answering questions, making a presentation, speaking in public).