Dyslexia

It is through intensive work that students develop their own learning ‘tools.’ They,
through my work with them, learn how to study on an independent level. Simply, like
Piaget, I meet students at their level of development, and create situations that serve
as optimal learning environments. Students have ongoing opportunities to discover
the skills needed for effective reading, writing, and math.

Reading, Spelling and Speech need Phonemic Awareness:

There are varying models of how language development occurs with sound words
(phonemes) and printed words (graphemes). My technique reflects a synergy by
guiding learners’ prior auditory experiences to text and supporting construction of
meaning without prior experience to script.

Each individual has varying needs as they address phonemic awareness issues.
Distortions in hearing or auditory processing can contribute to behavioral or learning
disorders.

Some gaps in phonemic awareness stem from hearing that is disorganized, erratic,
asymmetrical, hypersensitive, or otherwise abnormal. If students need my skills in
enhancing phonemic awareness, I may combine such services with licensed speech
pathologists.

Visual art is used as a tool to allow people to turn 2 dimensional, ‘lifeless’ words into
movie like mental images. Gestalt imagery is used to enhance comprehension, while
making reading an empowering experience that is fun.

Relaxation techniques and coaching help undo a history of shame that is often
associated with learning. Students are taught to see relaxation and focus as a
synergistic process.

Computers and learning software are used on an individual basis.

In short, my individualized tutoring methods allow the term learning disability to simply
mean learn differently.

ADD/ADHD symptoms as with Dyslexia, Autism, and Asperger's Disorder are
addressed in a team fashion. Such team may include parents or guardians,
teachers, optometrists, psychiatrists, and other professional treatment providers.

Autism is the most common condition in a group of developmental disorders known
as the autism spectrum disorders (ASDs). PDD-NOS pervasive developmental
disorder not otherwise specified is on the ASD spectrum.

ASDs symptoms reflects a need to integrate often exceptional non-interpersonal
skills with social development. I work with people to complete reading, writing and
math in a way that promotes awareness of social context and value.

Clients are sometimes referred to optometrists who specialize in how learning
interrelates with decoding words. We work as a team to complement each other’s
visual learning services. Students are able to overcome, through individualized
occipital exercises, visual learning deficits. Students learn visual exercises that help
them coordinate the use of their left and right brains. Bright people have gaps in how
they process left and right brain thoughts and, in so, are perceived as permanently
slow learners. I have effectively worked with students who are able to, through such
process, improve their grades and discover the joy of reading. Too many people are
unable to hold words, in an organized fashion, in their minds. They may see letters in
reverse, parts of words, or their eyes may inadvertently skip to a different sentence.
Such visual skills are interrelated with verbal processing. Such techniques allow
students to develop a more robust or complete visual learning process. Specific
visual processing methods, which allow students to read in a way that is fluent and
with good comprehension, are integral components of my services.