From DyslexiaMyLife.org
I belong to a group that has a loved one who is dyslexic or has difficulties reading, learning to read. Someone was kind and put together this list of items talked about over the last year... The good the bad and the ugly teaching programs and resources... I hope it helps, we are all in this together... Sam
Note: Also check out DyslexiaMyLife.org for more stuff...
Here is the report...
Dyslexia Resource Summary
Neuro-Psych Evaluation
A formal
evidence-based evaluation is needed to discover whether a child has a learning
disability. Educational psychologists and neuropsychologists diagnose learning
disabilities by performing appropriate testing as part of an educational
assessment of the child's abilities and disabilities. A formal assessment for
learning disabilities should include evaluation of cognition, memory functions,
attention, intellectual ability, information processing, psycholinguistic
processing, expressive and receptive language function, academic skills,
social-emotional development, and adaptive behavioral functioning. These
results are used to develop an individualized education plan (IEP), which
includes evidence-based educational remediations, accommodations, and modifications.
Homeschooling
Dyslexic children require direct, systematic, and
individualized instruction in reading and spelling. Public schools cannot
always provide an adequate level of service. Indeed, some systems are woefully
ill-prepared to deal with such children and may even deny, against all
scientific evidence, that dyslexia exists. For many parents, an independent
specialized boarding or day school is not an option. Some people live in rural
areas away from learning centers, and long drives interfere with other family
activities. Many children need daily remedial lessons that cannot be provided
by learning centers or private tutors. Homeschooling can provide solid
remediation without the burden of travel and can allow the parent to see
directly the progress of the child. Some parents may choose home tutoring in
which the student attends his or her regular school but receives tutoring at
home.
What are some of the challenges of homeschooling a dyslexic child?
One challenge a parent may face is the relationship between
teacher-parent and student-child. The student is required to reveal the
disability at home, and the parent is required to maintain a supportive, yet
disciplined approach. Knowing what to teach, the sequence of instruction and
the use of valid methods may require much research. Even many reading courses
at the college level tend to be too general and too imprecise to offer guidance
to teach dyslexics. The parent needs to become an expert on language and
reading or find expert resources that can sustain a systematic approach
appropriate for the child. Providing social activities for the student and
parent may also create a problem.
What are some of the benefits of homeschooling?
The most obvious benefit is that homeschooling allows for
the necessary individualization in all subject areas, including reading,
spelling, composition, and comprehension. It allows students to focus on areas
that interest them and allows parents to develop lessons based on those
interests. Home-schooled children are free from measuring themselves against
peers without learning differences. They can work at an individualized pace in
a program that directly addresses unique needs. Homeschooling may provide an
alternative to the premium on speed, conformity, and rigid scheduling that may
be emphasized by many more traditional educational settings. Homeschooling for
both dyslexic and non-dyslexic children allows for enriching experiences on a
daily basis: cooking, music, field trips, and hands-on learning. In many
locations, homeschooling parents have formed support groups so that
homeschooling experience becomes socially rewarding for students and parents.
Many homeschoolers argue that traditional schooling in a room of twenty to
thirty students and one or two adults can be more socially isolating for a
child than a home education program that makes good use of local resources.
Barton Reading System
The Barton
Reading & Spelling System teaches people from all walks of life exactly how
to tutor people with dyslexia. Parents of
dyslexic children can learn to become tutors, as can professionals like Reading
and Resource Specialists, Speech-Language Therapists, Educational Therapists,
and Private Tutors.
Research
shows that 95% of reading failure is preventable – by using appropriate reading
systems and well-trained teachers.
Dr. Orton
and Anna Gillingham developed a unique method and
sequence to significantly improve the reading and spelling skills of
children and adults with dyslexia way back in the 1930s.
The Barton
Reading & Spelling System is an Orton-Gillingham influenced approach to
reading and spelling. It is one of ten well-known
Orton-Gillingham based systems.
All the
latest scientific, independent, replicated reading research supports the
Orton-Gillingham sequence and methodology as “best practices” when teaching
reading to students with dyslexia. This is the approach recommended by the
International Dyslexia Association. So if your child has dyslexia and has
qualified for Special Education services, this description of a reading program
should be written into his or her I.E.P.:
Independent scientific replicated research supports as
"best practices" the use of a reading system that is simultaneously
multisensory, systematic, and cumulative with direct and explicit instruction
in both synthetic and analytic phonics – to show how reading and spelling are
related – with the intense practice for a child with dyslexia.
Drs. Eide from Seattle. Dr. Brock & Dr. Fernette Eide
The Eidos are physicians and authors (The Dyslexic Advantage
and The Mislabeled Child) who have an international referral practice
specializing in learning differences in the greater Seattle area.
Brock L. Eide, M.D., M.A., is a Phi Beta Kappa and AOA Medal
Honors Society graduate from the University of Washington, and University of
Washington School of Medicine. He received his Master's Degree from the
Committee on Social Thought at the University of Chicago and engaged in
postdoctoral studies at the University of California-San Francisco, National
Institutes of Health, and the University of Pennsylvania. He has lectured widely
and published extensively in the fields of gifted education, learning
disabilities, and twice exceptionalities such as giftedness and dyslexia, and
served as a consultant to the President's Council on Bioethics. Along with his
wife, he wrote The Dyslexic Advantage (Hudson Street Press, 2011) and The
Mislabeled Child (Hyperion 2007).
Fernette Eide M.D. is a Magna Cum Laude graduate with
highest departmental honors from Harvard-Radcliffe College. She received her
M.D. from the University of California-San Francisco School of Medicine and has
been on the Neurology faculties of University of Washington, the University of
California-San Francisco, and University of Chicago School of Medicine. She has
lectured widely and published extensively in the fields of gifted education,
learning disabilities, and twice-exceptionalities such as giftedness and dyslexia,
and served as a consultant to the President's Council on Bioethics. Along with
her husband, she wrote The Dyslexic Advantage (Hudson Street Press 2011) and
The Mislabeled Child (Hyperion 2007).
About
Dyslexic Advantage seeks to transform the way dyslexia is
understood by describing and publicizing the essential strengths of the
dyslexic mind.
Mission
Dyslexic Advantage is a 501c3 non-profit charity that seeks
to transform the way dyslexia is understood by discovery, describing, and
publicizing the essential strengths of the dyslexic mind.
Description
Dyslexic The advantage is a 501c3 non-profit charitable organization that seeks to transform
the way dyslexia is understood by discovery, describing, and publicizing the
essential strengths of the dyslexic mind.
“The Dyslexic Advantage is a paradigm-shifting book that captures the remarkable advantages that come with this different style of thinking. This book should be the first people reach for when they want to learn about what it really means to be dyslexic.”
Verdict
Vertical Learning's complete homeschool solution allows
you to teach your child in the home using the time-tested Calvert Education the curriculum combined with specialized instructional techniques used at the
Jemicy School. Every Vertical enrollment includes:
- The time-tested curriculum in all subjects
with easy to use daily lesson plans
- Online resources for multimedia
instruction
- Live, personal support from a team of
professionals
The Vertical Reading (Phonics and Spelling) the course will help your child focus on the fundamentals of reading, phonics, and
spelling. Lessons teach students to think through language problems when
reading and spelling, and new skills are continuously practiced to ensure retention,
automatic retrieval, and application.
Vertical Writing
(Grammar and Composition) integrates multiple teaching strategies and tools
into the daily study to help your child learn in the way, he or she does best. These
tools appeal to visual learners (seeing), auditory learners (hearing),
kinesthetic learners (movement) and tactile learners (touching).
Students grow as effective, accomplished writers as skills
are mastered using our proven approach. Vertical Writing courses include
everything you and child need:
Vertical Learning's
math supplement uses the multi-sensory teaching approach that has been
proven effective in reading, writing and spelling programs to enhance Calvert's
math curriculum.
Calvert is now offering the Singapore Math method as an
option in Grades 1–8 to provide students with an up-to-date, research-based
math curriculum, which aligns to the Common Core standards recently adopted by
most American states.
fast forward
Neuroscience research has shown that with the right
input, the brain can change and reconfigure itself throughout life, proving
that student potential is endless. Fast ForWord is an online reading
intervention that uses the principles of neuroplasticity – the ability of the
brain to rewire and improve – to treat the underlying cause of language and
reading difficulties, once and for all.
Tested, Real-World Results for Educators and Specialists
The Fast ForWord program develops and strengthens memory,
attention, processing rate, and sequencing—the cognitive skills essential for
reading intervention program success. The strengthening of these skills results
in a wide range of improved critical language and reading skills such as
phonological awareness, phonemic awareness, fluency, vocabulary, comprehension,
decoding, working memory, syntax, grammar, and other skills necessary to learn
how to read or to become a better reader.
Support Existing Curriculum with Fast ForWord Programs
Fast ForWord reading intervention products support the existing
curriculum—they don't replace it. They align to No Child
Left Behind state mandates and have been an important factor in AYP's
success. And, most importantly, the gains students achieve are lasting, the
result of enduring positive changes in their processing skills and learning
capacity.
- LANGUAGE & LITERACY Series
Our LANGUAGE and LITERACY products build foundational reading and language skills to help districts move special needs learners to successful learners in the general classroom.
READING Series
Our READING products increase processing efficiency and build critical reading skills in schools so districts get the most from their existing instructional approach.
LiPS
Based on a Theory of Cognition, Lindamood-Bell® programs
differ from traditional reading and comprehension programs by focusing on the
process, rather than the subject.
Proficiency in learning requires the ability to process
language, which is dependent on the sensory-cognitive functions of phonemic
awareness, symbol imagery, and concept imagery. By developing and strengthening
those underlying sensory-cognitive functions, Lindamood-Bell programs improve
reading, spelling, comprehension, critical thinking, and math skills for kids
and adults (Pre-K through college and beyond).
Our goal at Lindamood-Bell is to turn struggling readers
into independently successful readers. Our programs follow specific steps to
help our students develop their sensory-cognitive skills to the point of
self-monitoring, self-correction and, ultimately, independence. Upon gaining
confidence in their ability to catch and correct their own mistakes, kids and
adults, alike, are able to apply these skills to educational, occupational, and
social contexts, even beyond reading and math.
It is common to see years of learning gain after
just four to six weeks of intensive instruction in any of our reading,
comprehension, and math programs. This type of process-based instruction is
proven to be an effective strategy for early language and literacy development,
and is also successful for students exhibiting symptoms of dyslexia, hyperlexia, ADHD, CAPD, autism spectrum
disorders, and other learning
difficulties.
Furthermore, Lindamood-Bell comprehension, math, and reading
programs are research-validated.
We continuously evaluate and improve our programs and our instructional
methods, based on extensive data collection and analysis. Beyond even analyzing
and collecting data from our Learning Centers and School
Partnerships, we also fund and participate in research projects with
institutions such as MIT, UAB, Wake Forest, and Georgetown University to ensure
that we always provide the most effective reading, comprehension, and math
programs for kids and adults of all ages.
ABeCeDarian
ABeCeDarian Company publishes and distributes the
ABeCeDarian Reading Program, a research-based, explicit, comprehensive,
multi-sensory decoding program developed by Michael Bend, Ph.D. The
program efficiently addresses the key areas of phonemic awareness, phonics, and
fluency. It provides the depth and structure necessary for tutors,
interventionists, and special education teachers to help the weakest readers
from age 5 to adults make outstanding progress. The beginning levels of the
program also make an outstanding program for a regular education teacher to use
with her whole class. The upper levels of the program provide excellent word
study materials for students in grades 3-6. The comprehensive and
straightforward organization of the program make ABeCeDarian an excellent
choice as well for home-schoolers.
"We
absolutely love this program! I was relieved to have found it after TONS of
hours researching curriculums. Others do not compare to what you have put
together. It's as simple as that."
Farina, IL
..........
"We are
extremely pleased and impressed with this research-based program. It approaches
phonics and reading in a way that makes sense to children. Our students were
not working anywhere near this level before we put this program into our
classrooms."
Wilmington,
DE
..........
"We
wanted to thank you for the results we have seen in our son. It is wonderful to
see and hear him read. Just as important, he is finally comfortable and happy
at school. As parents, it is truly wonderful to see our child realizing his
potential."
Wilmington,
DE
..........
"The
ABeCeDarian Reading Program has been very effective. . . For many of my
students, this is the first time they have had a positive experience with
reading, spelling, and writing."
Middletown,
DE
Dr. Doug Stephey's Cognitive Calisthenics
Does the Brain Spark Program Really Work
The Brain
Spark
Program will
benefit anyone beyond the developmental age of 3-4 whether they’re having a
learning difficulty or are simply looking for a competitive edge in school, at
work, or on the playing field.
The Brain
Spark works for three primary reasons: 1.identification of the specific
Learning Readiness Skills through the assessment process, 2.development of
specific instruction to develop these skills, and 3. intensity to develop these skills quickly,
permanently, and automatically.
Student Behavior- Hazy, Lazy, or Crazy
There are
many reasons why a student might be failing at school: poor school attendance,
frequent changing of schools, allergies/asthma, side effects from medications,
poor motivation, seeing, hearing, or speech problems, lack of support from
home, an inexperienced teacher, unsafe school environment, break up of the
family, etc. However, too often the student is the one who is blamed. He’s just
lazy. If he would only apply himself he would do better. She’s spacey and a daydreamer. She’s in her own little world. She’s got ADD/HD. She has a learning
disability. He has dyslexia. He’s just crazy! These labels often do nothing
more than confuse you. The label describes a set of behaviors as if the
presence of the behaviors IS the diagnosis.
Too often, once parents are given a label they and the child’s school
lower their expectations of the child’s potential. Worse still the child
lowers their own expectation. It’s much
easier to place the blame on the LABEL. It’s much harder to pursue the truth
and find appropriate care for the child because you have to fight the system.
You have to really “rage against the machine”. In general, medicine offers
drugs and surgery and schools merely offer lowered expectations and
modifications to the curriculum. These modifications mean less work, easier
work, and busywork. How is the child supposed to catch up to her peers when
she’s doing LESS work?
When the neurobiology underlying how we learn is better understood an effective
treatment plan can be developed and implemented. Do you remember the old
expression “you have to learn to walk before you run?” Developmentally speaking
one will not easily learn reading or math if the foundational skills for
learning are not in place and easily useable by the child. With this in mind,
we must analyze what’s really going on in their heads and not simply label
their behavior. For example, picture yourself watching a movie where the video
and soundtracks are slightly out of sync. Got the visual image? Now, how does
this make you feel? Frustrated? Annoyed? Irritated? Drive you crazy? If I were
watching you watch a movie like this with a checklist of ADD/HD symptoms I
would quickly “determine” that you had ADD/HD based upon your behavior. The
kids we’re discussing process their sensory world this way. They don’t easily
integrate what they see and hear and this disconnect leads to confusion.
Confusion makes the world feel unsafe and leads to fear. These children respond
by elevating their fear response. You know, the classic flight or fight
response. Prepare to defend yourself against a perceived or real threat or turn
tail and run away. This fear response, when chronically elevated, drives kids
to be overly sensitive to flicker, motion, sunlight/glare, sound, and touch.
Additionally, it tends to drive excess motor behavior (hyperactivity),
daydreaming (mental flight), and fatigue, as well as disrupting long term,
short term, and working memory.
Purpose and Background
The Brain
Spark program was developed to train thinking skills. It is physical therapy
for the mind, plain and simple. The cognitive skills to be developed may
include motor coordination, processing speed, visuomotor, visual-auditory,
visual attention, visual-verbal integration, and visual-cognitive abilities. The
program is based on both clinical and scientific research. It pulls information
from many disciplines including but not limited to neuro-optometric,
speech/language, neuroscience, visual psychology, and education. The Brain
Spark program is being continually
modified to reflect the most recent research in brain/mind/body function.
Who Can Benefit from Brain Spark
Although we
can all benefit from the Brain Spark program, it is specifically targeted to
two main populations. If you are a struggling learner, regardless of age, the
Brain Spark program will be of tremendous benefit. Even if you are an above-average learner but you spend an extraordinary amount of time to keep up you
may feel stressed and anxious. The Brain Spark program will increase the
efficiency rate at which you learn. You will become an even better learner, you
will learn more, and you will learn it in less time than ever before. You will
become a peak performer!
The following discussion is aimed at the school-aged struggling learner. However,
as an adult, you may recognize many of the symptoms listed below, symptoms you
may have struggled with your whole life, and for which you were labeled: a slow
learner, dyslexia, reading disabled, ADD/HD, spacey, clumsy, etc.
These
symptoms include:
trouble
staying on task, feel the pressure of time on math worksheets or timed tests,
have trouble remembering what you hear or read, have difficulty with
spelling/math concepts, don’t like written language assignments such as book
reports, or struggle with sustained attention then the Brain Spark program was
designed just for you. Please ask the office for a more complete survey of
symptoms, if you don’t already have it.
How Do We Learn
We learn
through sensory (input to the brain) and motor (output or action system from the brain)) integration. For example, we receive sensory input through touch,
taste, smell, auditory, and vision. The human brain is overwhelmingly visually
driven. For instance, there are roughly 3 million nerve fibers sending sensory
information to the brain. This includes 30,000 auditory nerve fibers per ear
processing the speed of sound at 1,100 feet per second. In stark contrast,
there are over 1 million optic nerve fibers per eye processing the speed of
light at 186,000 miles per second. Yes, that’s right. One million fibers per
eye multiplied by 186,000 miles per second! And the two eyes must
be exactly synchronized (eye teaming). Much of our vision takes place with
little to no conscious awareness. For instance, I’ll bet the last time you
bought a car you “suddenly” started noticing that same make, model and color
everywhere around you. Your unconscious visual filter changed the way you saw
the world!
This aspect
of vision, which is critical to everyday performance, is way beyond the simple
ability to see 20/20 letters on an eye chart. I am talking about the way the visual system influences what we hear, what we perceive, how we move our bodies
through space, what we think, and even how we develop a sense of self.
Most
students have passed a vision screening at school or in the pediatrician's
office. Shockingly, most have even been examined by another optometrist or
ophthalmologist and been told their ‘vision is a perfect 20/20.” That statement
is true as far as it goes, but it is too limited in scope. As you are beginning
to realize, vision involves virtually every sensory skill and involves the
whole brain. Vision has influence over and is influenced by almost every aspect
of the mind-brain-body connection.
The Brain
Spark program is very different from other educational / learning programs.
Whereas other programs emphasize the academic skills of reading or math, the
Brain Spark program emphasizes the skills of “how to become an efficient
learner”. These Learning Readiness Skills (LRS) are the neurobiological
foundations of higher-order learning. For example, if you cannot remember what
you see or hear, you simply cannot be an effective learner. Furthermore, when
these skills go unrecognized (and untreated) it’s not unusual to be labeled as
a slow learner, ADD/ADHD, dyslexia, or learning disabled. More extreme symptoms
will find the child on the autistic spectrum scale or be at increased risk of
developing a mood disorder (panic attack, anxiety, anger, or depression).
Oftentimes, these children fall into an educational black hole and never reach
their full potential. These children usually feel out of step with the world
around them. They wonder why they “don’t get it”, while learning comes so
easily to their peers or siblings. They often struggle with developing a sense
of self and often feel insecure. Many of the children know they’re not measuring
up and yet are helpless to change things.
When a child
is born they have the sensory skills to take in information. However, the child
must learn what that information means and how to act upon it. These cognitive
skills must be developed through successful interactions between the individual
and other people, as well as the individual and their environment. These skills
are often referred to as Learning Readiness Skills (LRS). LRS relates to the
brain’s ability to retain what is seen and heard and to integrate this
information into a workable foundation to think abstractly such as when
developing reading and math skills. Reading
What Does This Program Do
The Brain
Spark program does not teach reading or math skills. Other programs are
available for that when and if necessary. This program does not teach
academics. It does teach the cognitive underpinnings that reading and math
programs require. The Brain Spark program teaches the Learning Readiness Skills
required for abstract thinking. Reading tutoring, special education programs,
learning disability programs, and over the counter phonics programs, all involve
academic retraining or modifications and accommodations to the curriculum. The
Brain Spark program makes learning better, faster, and more fun.
How Do We Test For These Cognitive Skills
There are
specific assessment tools available for measuring the Learning Readiness Skills
(LRS). The following LRS skills are some of the skills considered in the Brain
Spark program:
Visual and auditory attention- the ability to attend to detail through the
visual and auditory systems. For example, the brain must attend to visual and
auditory input and select that input from competing stimuli, i.e.- when your spouse is watching the game on TV
and doesn’t notice the kids are swinging from the chandelier or have painted to
dog blue.
Working memory –this involves
many different subskills. The following three are described:
- Chunk Size- how large of a chunk of
information can you hold in mind. For instance, telephone numbers are
broken into 3-4 number chunks because it’s easier to remember 626-332-4510
than 6263324510.
- Information Processing Speed- how
quickly can you process what you see and hear. Processing speed is a
marker of intelligence. It is both measurable and trainable.
- Multi-tasking- how many items can you
hold in mind, can you establish relationships between items to further
your knowledge, can you self monitor your behavior, can you create a
mental plan and see the consequences of your behavior?
Simultaneous Processing –
the ability to visually process a scene or to read and comprehend at the same
time. It is sometimes referred to a visual logic and reasoning.
Successive Processing –
the ability to handling information in sequential order. This skill is
related to both reading and listening comprehension. There are connections here
to spelling, chemistry, math/algebra, and history as remembering steps/dates in
order is of critical importance.
Divided, Sustained, Selective Attention
These
cognitive skills facilitate the ability to work hard at a task even when it’s
difficult, to ignore surrounding stimuli, or to divide attention between tasks.
For instance, listening to a teacher talk while she’s writing on the whiteboard and you’re trying
to take notes as you are looking back and forth is a divided attention task. Having your brain fatigue after only 5-20
minutes of effort is related to sustained attention. Being bothered by
fluorescent flicker, computer screen flicker, motion on the edges of your
vision, or background noise is related to selective, sustained, and divided
attention. In fact, many/most assessments for ADD/HD are primarily measurements
of visual attention.
Motor Planning and Sequencing
This relates
to our internal rhythmic clock. Remember the expression “he’s marching to the
beat of his own drum?” This rhythmic clock is measurable and trainable. What’s
the relevance you ask? Difficulties in timing often result in physical
clumsiness, clumsiness in receptive (heard) and expressive (spoken) language
skills, and clumsiness in organizational and attentional skills. These are not
language skills as such but are connected to the neuro-biological
underpinnings of how we learn. These are the kids who often look like rag dolls
when they run (if they ever run) with arms and legs flung about in all
different directions. They usually don’t play sports. They are usually the last
ones picked and the first ones picked on. They oftentimes didn’t crawl when
they were little. Or perhaps they struggled with learning how to manage
buttons, zippers, to tie their shoes, to ride a two-wheeler, or even to jump
rope.
Visual Processing- this includes
visual attention, memory, sequencing, motor control, imagery, logic/reasoning,
analysis, speed, etc.
Visuo-auditory Processing –
vision can influence what you hear (search the internet for the McGurk effect
to see this in action). Additionally, remember the expression “a picture’s
worth a thousand words.” When listening to spoken language or when reading we
typically convert to visual imagery in order to remember the content. If not,
it truly is worded in one ear and out the other.
Auditory Processing- this
includes auditory attention, memory, sequencing, analysis, and speed. In
beginning reading or in reading difficulties this skill relates to the ability
to hear, blend, segment, and manipulate the sounds in words.
Cognitive Skills Are Learned And Can Be Developed
It is often
said that genetics loads the developmental gun and that environment pulls the
trigger. Even if one is genetically at increased risk of a learning challenge
these skills can be developed. Even if a child was exposed to drugs and alcohol
while the mother was pregnant, these skills can be developed. Even if your
child is on the autistic spectrum scale, ADD/HD, dyslexia, learning disabled,
depressed, anxious, etc. there is help and these cognitive skills can be
developed.
Parents
think nothing of spending 3-7 hours per week engaged in music training, karate,
or other sports in order to develop skills in these activities. But, they are
greatly surprised to hear of such a program as Brain Spark when it comes to
developing Learning Readiness Skills.
The Brain
Spark program works because it’s based upon sound neurobiological and
neuro-physiological principles of how the mind-brain-body connection works.
Does the Brain Spark Program Work
In review,
the Brain Spark works for three primary reasons: 1. we’re identifying specific
Learning Readiness Skills through the assessment process, 2. we’ve developed
specific instruction to develop these skills, and 3. we do it intensely enough
to develop these skills quickly, permanently, and automatically.
However, if
you are interested in helping your child reach their full potential this
program is for you. Typically, this program requires 3 office visits each week
for an hour and 2-4 hours of work at home with the materials we supply. With this
intensity, we are ordinarily finished in 10-12 weeks. Other scheduling
arrangements can be made (less office time or less time at home) with the
understanding that the 10-12 weeks may turn into 15-20 weeks or longer. The
time frame may change based upon the presenting diagnosis. For instance,
fostering the development of an autistic child or a child with fetal alcohol syndrome
will take longer.
Successful Learning Readiness Skills
Once the
Learning Readiness Skills have been developed by the Brain Spark Program, it’s
not unusual for the whole family dynamic to change. The child will often become
a happier child and have more confidence in their skills. They are not as
stressed out about school. Homework becomes less of a battleground. They listen
better and are better organized. Heck, they often clean their room more (no
kidding).
You may
notice that you have more free time in the evening with your child or spouse.
You may not argue as much with your child as they can better process and
remember what you’ve told them. You may not argue as much with your spouse
about your child’s schoolwork or how they are working with the child.
You most
certainly will have a much better understanding of your child and perhaps even
of yourself.
The Brain
Spark Program is a powerfully effective tool for developing anyone’s cognitive
skills.
I look
forward to answering your questions. Please feel free to write or call. I’ll do
my best to meet your needs.
Dr. Douglas
W. Stephey
Doctor of
Optometry
Master’s in
Education
Douglas W. Stephey, O.D., M.S.
As a Doctor of Optometry, Douglas W. Stephey provides
comprehensive vision care to both children and adults while his background in
education contributes to his enhanced approach to vision-related learning and
reading difficulties. Dr. Stephey specializes in helping individuals with
visual-motor problems, reading difficulties, and/or visual processing deficits.
Recently, Dr. Stephey added Interactive Metronome to his practice to help his
patients who have been diagnosed with dyslexia and problems with motor planning
and sequencing.
Douglas W.
Stephen provides:
- Comprehensive Eye Examinations for
All Ages, including Infants and Preschoolers
- Vision
Therapy for All Ages
- Treatment for and
Interactive Metronome programs for Learning-related Vision Problems,
including ADD/ADHD, Dyslexia, Reading,
and Tracking
Problems, etc.
- Treatment for Binocular
Vision Conditions, such as Amblyopia
or Lazy Eye, Convergence
Insufficiency (near vision disorder), Diplopia (double
vision), Lack of
Stereopsis (two-eyed depth perception), and Strabismus (cross-eyed,
wandering eye, eye turns, etc.)
- Visual
Rehabilitation for Patients with Special Needs, such as Developmental
Delays or Traumatic Brain Injury (TBI), including Autism, Stroke,
Whiplash, CP, MS, etc.
- Treatment for Stress-related
Visual Problems, including Blurred Vision, Visual Stress from Reading
and Computers, Eye Strain Headaches, and/or Vision-induced Stomachaches or
Motion Sickness
- Eyewear Designing and Dispensing
- Contact Lens Fitting and Follow-up,
including Bifocal, Disposable, and Astigmatism Lenses
- Treatment of Eye Diseases and
Co-Management of Surgery
While Learning Ally remains a leading provider of audiobooks
– including the world’s the largest library of audio textbooks – our organization has blossomed to
become a critical resource to not only students in need, but also their parents,
families, and educators.
From delivering parent
services, webinars and tools for managing a learning difference to
providing links to support networks, certifiers, and professionals in the
field of learning disabilities, our goal is to provide a community of support
– online, on the phone and in person. We help parents manage the challenges
that come with supporting a child with a reading and learning disability.
With over six decades of experience, we know firsthand the
difficulties that learning disabled kids have with reading. We also know that
an effective, long-term solution to managing the disability takes more than
just audiobooks. That’s why we have developed the Parent Framework –
a pathway of proven strategies based on our experience that will guide your
child – and you – to realizing his or her educational and personal potential.
BrainWare
How BrainWare Safari Develops Cognitive Skills
When we do something over and over again (like practicing a
piano piece, hitting a baseball or tying our shoes), our brains get to the
point where the process is automatic. That means that the neural
connections in our brains have become strengthened and activate as a network to
enable us to do something without thinking about it. That is what BrainWare
Safari does with 41 skills in the areas of attention, memory, visual and
auditory processing, thinking and sensory integration.
It takes work, and it can be motivating and very rewarding!
BrainWare Safari is built like a video game, but with a very
specific purpose – to exercise 41 cognitive skills essential for learning and
performing in everyday life. There are 20 different exercises in the
program (most of our users refer to them as games – and that’s ok with us!)
each of which develops multiple skills in a cross-training approach. When
you pass a level in one exercise (game), you move to a more challenging
level. If you get stuck, just move to a different exercise (game) and
you’ll develop those same skills in different ways. Over time, as you
push the boundaries of your abilities, your skills become stronger and you can
use them (automatically!) in whatever you do in life.
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