They Love It!

Here's what some happy customers are saying about The Learning to Read Program:

 

 -Dan & Vicki Collins

Thank you for introducing me to The Learning to Read Program. I have been teaching for over 17 years in special education, and I have never been more "sold" on a program. I am a firm believer in your program and endorse it completely. It is based on sound scientific data about how the brain works and uses it to actually "heal" dyslexia!

 Your techniques have transformed reading and spelling in our home! My son was having a difficult time in school; reading and spelling were impossible. Homework time was a daily battle. Since starting your program, he scores 100's on every spelling test, his reading continues to improve, and homework is an easy routine. This simple yet remarkable program is the answer to years of frustration and prayer!

My son is in the 6th grade and has struggled for years with reading and writing. The results of testing showed good comprehension, but horrible fluency. He stumbled over simple words and phrases. He would become frustrated with writing and quit before his thoughts were completely expressed. When we used The Learning to Read Program, his fluency soared! He is a stronger, happier young man because of his improved skills, and more confident of his intelligence.

After our 7-year-old son was diagnosed as dyslexia, we discovered The Learning to Read Program. From the very start our son was engaged and interacting with the books. He grasped the techniques quickly and he even began working independently with the books. Using your MELT™ techniques, his reading and writing abilities have improved to the point where he is initiating reading "more exciting books" and writing his own comic books. Instead of avoiding anything associated with letters and words, as he did in the first months of school, he now attacks reading, word problems and spelling armed with the techniques from The Learning to Read Program. While we brought your program into our family for our oldest son, to our delight his four year old brother was eager to get involved also. Now, not only has big brother been successful with the program, it has brought our youngest into the world of reading as well. We believe that through the use of your program, our sons are equipped with the tools they need to be successful in school... and life!
-Marcie Colt

Thank you for The Learning to Read Program! My son, Lee, has had remarkable results. His spelling has improved and he made a B+ (89-92) in language arts this year at a school where there is no accommodation whatsoever for his dyslexia. He drafted his application essay for high school and I was amazed at how few misspelled words there were on his first draft. He is more confident about his learning ability. I would not hesitate to recommend this program to anyone. The Learning to Read Program is affordable, able to be understood and facilitated by a parent, and is extremely successful.
-Jane Brown

My son,Joshua has struggled with trying to learn phonics since K5. No matter how much repitition, he just couldn\'t get it. By third grade he was reading ok but still stumbled over the simplest words and flip flopping blends in words. It took much effort on his part to make it through a book. He could not spell the simplest words. When I found this program and heard Mr. Allen speak, I heard him describe my son to a tee. We have now completed the books and are still using the reading and spelling techniques that were taught with the program. I have seen my child\'s confidence grow as he has progressed. He is now at his grade level and is enjoying reading. We still have much work to do but are absolutely thrilled with the results we have gotten from this program.

My name is Julie Maibach, and my husband, Mark, and I live in Georgia.  Mark is a controller for a tire supply company, and I homeschool our four children.  Luke is my third child.  I have two daughters older than him who read early and easily.  Today, they both love to read and read a lot.  I never expected to have a child who struggled to read. 

 
Luke is in third grade this year.  He’s always been a conscientious child, doing what he’s told and wanting to please.  He is athletic and coordinated.  His baseball coach commented on how quick his wrists are.  His soccer coach boasted about his speed.  After one week of swimming lessons with a new teacher, she said if he was on the swim team, he would be breaking records.   But school was becoming more and more frustrating because he was still struggling with beginning reading, and the reading level in his assignments was beyond him.  I had to sit with him the whole time to help him do school.  It was painful to sit by and listen to him read.  He would read words backward, making “pan” become “nap.”  He would turn words inside out, making “globe” become “gobble” and “left” become “felt.”  And it wasn’t necessarily the big words he struggled with.  He would surprise me by easily reading words like “beautiful” or “vacation,” then we’d almost cry while he struggled over an abstract little word “the,” “her,” or “what.”  He ignored punctuation marks, failing to pause at the end of a sentence.  Spelling was impossible.  We would go over and over a word like “want” or “us” or “they,” and I’d think he got it. The next day, when I would ask him to spell the words, it would be like he had never seen them before.

I suspected that Luke was dealing with some sort of processing problem, because he was a good kid and wanted to do his school work well.  He was as frustrated as I was and was comparing himself with other kids his age. He thought he was just dumb. 

I knew a little about dyslexia, but I just didn’t think I could have a child dealing with it.  The word was floating around in my mind, but I didn’t really want to face it.

When Mark & I went to a homeschool conference in late summer, one of my goals was to find a spelling curriculum that would work for Luke.  I read the program and selected the workshops that I wanted to take.  Bill Allen’s Learning Dimensions workshop caught my eye and I decided to go. I didn’t intend to buy the program but I thought maybe I could get some pointers on teaching reading and spelling.  I still wasn’t ready to admit that my son might be dealing with dyslexia. 

At that workshop, Bill described my son’s difficulties exactly.  When I learned that I could do the Learning Dimensions at home on the couch as part of our school, that was huge.  I didn’t want to go to a doctor or therapist.  I didn’t need a label for my son.  I just needed a method to teach him read and spell.  Learning Dimensions was the clear solution.

From the first page of the first book, I felt like we were cracking the code of Luke’s learning style.  It was great to see him smile as he closed his eyes and identified the raised felt letters.  It was like a game—one that he could win.  Things changed quickly.  I could teach him to spell a word one day and a week later, he still knew how to spell that word.  He stopped skipping words and by the second book, he was stopping for punctuation marks.  He could write sentences with the right punctuation too.  We started having spelling tests again, and though the words were still below grade level, he aced every test and was progressing consistently.  I could leave him to do his school work for periods of time and he didn’t get upset or just space out.  Sometimes, he would come to me for help, and I would have him “check his star,” or mind’s eye, and then he would be on track again. 

One day, when we were in the middle of the third Learning Dimensions book, I walked into the living room and stopped.  Luke was laying on the couch reading a Magic Treehouse book.  It wasn’t an assignment.  I hadn’t told him to read it.  He was reading because he wanted to—just for the fun of it!  I probably shouldn’t have interrupted, but I did.  I gave him a big hug. “You’re reading!  You’re reading a book!  Is it good?  What’s happening?”  He smiled thoughtfully and told me I could leave so he could finish. 

A couple of days later, Luke told me that he understood now why his sisters liked to read so much.  He said, “Mom, it’s like you forget where you are or something.  You kinda go into the world of the book.  That’s cool.”
Luke has started to bring books along in the car to read when we run errands.  Our youngest son, Reed, is in Kindergarten and just beginning to learn to read. If Reed is bothering him in the car, we’ll hear Luke say, “Shhh! I’m reading!”

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See How the 2004 Field Study Proved The Learning to Read Program Works!
Dyslexic Learner's Unique "Multi-Sensory" Learning Style
How to Use The Learning to Read Program
The Dyslexic Learner's "Mind's Eye"