Our Methods
The reading program provides a method for achieving firm recognition of upper and lowercase alphabet letters and removes the mental blocks (emotional triggers) associated with some letters. It provides clear recognition of commonly confused letters (i.e. pbdq etc.).
The student learns to remember words and their meanings by way of a structured method for imprinting a mental image of the word and its definition via clay pictures. This includes words which do not readily produce a mental image (i.e. sight words or Dolch word list.) It increases proficiency in dictionary skills. The student becomes aware of and has the ability to control his/her energy levels as appropriate to the environment (i.e. classroom vs. playground).
The math program instills concepts needed to understand logic based procedures for problem solving. It develops linear thinking that provides the student with skills for sequential steps needed for problem solving. The student gains knowledge of time, sequence, consequence, order and basic mathematical functions to provide him or her with the necessary building blocks to progress in math.
Both programs increase student confidence and self esteem by providing understanding of a learning method that is conducive to a picture thinker’s method of retaining information. Typical results also include increased physical coordination, balance and creative problem solving. Many of the methods taught can be implemented into the main stream curriculum with little or no accommodation.
Scientifically based research in reading and mathematics
Research shows a large percentage of children are dyslexic, that dyslexics process information differently than word thinkers, and that most dyslexics are of above average intelligence but often ‘feel dumb’ because they have difficulty processing information in the way it is typically presented in the classroom. Dyslexia is not curable but it is treatable.
Students completing a dyslexia program through Dyslexia Unlearned average over two years growth in oral reading and comprehension, listening and comprehension and the graded word list. (Pre/Post program Ekwall/Shanker reading tests – Marlene Easley).
Excerpts from research articles:
- Dyslexia affects up to 20% of children (Learning Disabilities: Multidisciplinary Research Centers, NIH Guide, Volume 23, Number 37)
- Dyslexics or picture thinkers use different portions of their brains to process information than word based thinkers. (Functional connectivity of the angular gyrus in normal reading and dyslexia - National Institute of Mental Health)
- Dyslexic children use nearly five times the brain area as normal children while performing a simple language task. (University of Washington -Released on November 30, 2005)
- Teaching methods that may work well for a large majority of schoolchildren may be counterproductive when used with dyslexic children. Teaching methods based on intensive or systematic drill in phonemic awareness or phonetic decoding strategies may actually be harmful to dyslexic children. (Abigail Marshall - Davis Dyslexia Association International)
- 21% of prison inmates (UK) are dyslexic – (Study of 357 UK prisoners by Dr John Rach of The Dyslexia Institute - The incidence of hidden disabilities in the prison population - March, 2005)
