Ms. Johnson states she hasn’t  read the entire book cover to cover, but is impressed with what she has seen so far. Dr. Melillo uses three basic pathways to helping children with various neurological disorders, using his Brain Balance program. He focuses on nutrition, sensory-motor improvements, and hemispheric balance. Part 1 is about his theories, brain development, and general information about identifying the cause of “Functional Disconnection Syndrome” or FDS as he calls it.

Part 2 is where I was impressed. There are descriptions of  extensive testing routines followed by exact directions as to how to work at home with your child to correct what was identified. There are exercises taken from vision therapy, listening therapy, as well as vestibular, tactile, and aerobic exercises. There are academic exercises for reading, comprehension, and math. Finally, there is a long chapter on nutrition, something I consider at the heart of brain health. Many suggestions are given, as well as foods that essential to a healthy brain diet. Not surprisingly, he suggests testing for sensitivities, altering the diet as necessary, and supplementing with vitamins, minerals, fatty acids, and digestive enzymes.

I was able to get this book from my local library, so you could “check it out” too if you want, without spending the $15.95. But it’s worth the investment if you want to see other programs that seem to be working well for those with learning disabilities.

I found this material, brief as it is, useful. I like the progression and the commitment to looking at different approaches as part of whole to reach results. It is my experience as a dyslexic/hyperlexic that diversity of healing approaches is essential.   I just wish there were two more elements, emotional and spiritual on the pyramid.

However, this is a wonderful beginning. To contact Ms. Johnson go to: www.pyramidofpotential.com

The following is a quote from Ms. Johnson’s site.

“As an overview, the base of the Pyramid is Body and Mind Health. In order for the brain to be working at its best, the cells must be healthy. Just above that is Neuro-Development. Between pre-natal and age 3, we go through many stages that develop our brains and bodies, and open up pathways to our higher brains. Next is Sensory-Motor Development. If we cannot see, hear, or feel well, it is difficult to get proper input to our brains. We need to be able to use large and small motor abilities to properly express what we know. Our Cognitive Development of skills (like processing speed, memory, and reasoning) is dependent on the other parts of the Pyramid; neuro-development and the sensory-motor systems must be in proper working order to develop fully in the cognitive area.

Learn more on www.pyramidofpotential.com

PEN offered it’s last Speaker event of this season on Friday, May 14, 2010.  A panel of high school learning specialists shared their experiences of working with high school students who have learning and attention challenges.  The panelists and the institutions they represented were:  Susan Coe Adams, Marin Academy; Constance Clark, Immaculate Conception Academy: Karen Houck, Drew School: Denise Olivera, Gateway High School and Charles P. Roth, Bay School of San Francisco.  This is a summary of their points of view.

This discussion focused primarily on Grade Nine, though there were references to high school students in general. All of the schools are college preparatory.

Admission:  Some schools require documentation on the prospective students learning or attention challenges.  One school distills the documentation and develops a learning profile on challenged children. They have the student confirm the information on the learning profile and then the student takes it to his or her teachers as part of a self-advocacy program.  Some schools have workshops on study skills, how the brain works and time management at the beginning of Grade Nine to help the students integrate into high school.

Parents when interviewing a school would be best served by first checking the school’s website to see if the profile of the school fits their child.  Go to admission open houses and be sure to visit the resource center.

At the interview these are some questions that might be asked.  a: what services are offered including information on a resource program. b. what are the qualifications of the resource program staff.  c. how do teachers teach: lecture, visual aids etc. d. how is the child assessed: projects, homework, tests. e. How many students have learning issues? f. Can a student have a waiver for a subject?  g. how many students leave because of their learning difference. h. Ask  for contact information of parents who have kids with similar issues. Be sure to make a list of your questions and give them to the admissions director.

Most of the panelists felt that students with ADD or ADHD would be best served if they were given psychological testing. In similar kind, most of the panelists felt that a dyslexic student and their teachers would benefit from the information gained from an Educational Therapist.

 1.        Support systems: 

 Some schools have programs where Grade 12 learning or attention challenged students support the incoming Grade Nine students with like situations. This program seems very supportive especially for those Grade Nine  students who more recently learned about their challenge and are  embarrassed by it.  Peer support seems effective. 

Grade 12 students also mentor in chemistry and writing.  Learning how to plan and organizing material is often top on the agenda.

Learning specialists help students become advocates for themselves.  Some schools run training programs for this purpose.

 2.    Homework:

All of the panelist’s schools have homework which can vary from 2-3 hours for students with no learning or attention challenges. This can mean almost double the time for the challenged students.

Learning specialists need to re-inforce with the student that they will have to work harder. 

Some parents choose to have tutors help with homework. Others look to Books on Tape.   Parents and their kids need to plan how homework will be accomplished.  Some parents use bench marks. 

Most schools post homework on-line.

Computers:

Yes, they are useful tools. Parents need to control their use at home so that     homework time is strictly homework. One solution offered was having the student in the kitchen doing homework.

3.   Parents access to teachers, supervisors etc

One person in the school needs to become the central connection with parents. Information can be garnered from the Resource Specialist overseeing each grade level, sometimes a care team. Other sources are E-mail,weekly meeting of faculty to discuss students who are facing problems. 

One advisor has each of his challenged students send an e-mail once a week to his teachers checking if he is up to date with all his assignments.

4.  Most panelists seemed to agree that it is not realistic for a school to provide the following for learning and attention students:  modification of the curriculum, tutors, direct services, therapy, daily communication with parents about homework.   Remember: these schools are all college preparatory.

5.  Parents can support their children by a:  helping them become advocates for themselves, b. make sure they understand how they learn, c. provide a safe environment and build confidence finding ways for the child to be successful, d. encourage them to join support groups for themselves eg: SafeVoices for students http://www.parentseducationnetwork.org/safevoices, or Project Eye to Eye: http://www.projecteyetoeye.org

Challenges learning and attention students need to master during high school so they can be successful.  a. Executive functions:  planning and organizing material, handling effectively a daytimer. highlighting b. making transitions, c. finding ways to deal with dense text books, d. self advocacy, e. how to approach long projects.

 Book recommended:  Primal Teen, Barbara Strauch

Comment:  If I were a parent with a child who has recently discovered he or she is dyslexic I would be both grateful for this panel discussion and perhaps overwhelmed at the task before both the child and the parent.

 What she did with a reading disability.

For years, Ann Farris of San Francisco, California, tried keeping a secret hidden: she wasn’t particularly gifted in comprehending what she read.

“You can fool a heck of a lot of people when you’re smart,” said 73-year-old Farris in a telephone interview. “I gravitated towards opera beginning at age 11 because I found out that classical music and opera allowed my brain to rest. My mother took me to the symphony as a child. I could float with the music. By the end the concert I was a happy kid. I really wanted to be around it a lot because afterwards I could read and understand what I was reading. It made my life better.”

Eventually, Farris learned she had a learning disability in reading comprehension.

Yet she has succeeded in her chosen profession. She worked in musical theater from ages 18-24 before entering the world of opera. Her first big break came as the production manager for the 1967 World’s Fair in Montreal, and while there worked with the Bolshoi Opera, Hamburg State Opera, and Royal Swedish Opera, among others. Later, she was on staff with the San Francisco Opera and managed Opera America, the international service organization of professional opera companies. Ultimately, she became program director of the Opera-Musical Theater Program of the National Endowment for the Arts, and produced the Expo 86 Royal Bank World Festival.

At the National Endowment for the Arts, her learning disability became all too apparent. “It was a desk job,” said Farris. “Suddenly, I was sitting there reading applications. It was all paper and reading and writing, and I was plenty unhappy. Yet, I had found my way through the Yale School of Drama with this.”

How? In college, she had “hung out” with people who talked all the time about what they were reading for classes. She listened intently, and listened to class lecturers. And she had learned from an early age to write everything down she heard.

“I was never a brilliant student, but a B student,” she said. “I wasn’t comprehending the big words, but I would get concepts.”

Five years ago, she tested at a grade 3 reading comprehension level, but claims to have improved that to grade 9 using certain imaging techniques. “The reason I couldn’t comprehend was because I wasn’t imaging,” she said. You can learn more about her personal story at dyslexiadiscovery.com.

Contact danieljvance.com

Blue Valley Sod and All American Foods made this column possible.

Mr. Vance asks two things if newpaper editors are planning to publish this article.  Please notify him  Weekly_Disabilities_Column-owner@yahoogroups.com and that you publish the TAG LINE mentioning the above listed sponsors.

Taking charge of dyslexia in the workplace

Shame is a powerful emotion. And so is fear. You may think they are uncommon feelings in the workplace, but right now there is a one in 10 chance that a colleague is experiencing these disabling emotions.

And the reason? Their dyslexia has been misunderstood, particularly at school, resulting in life experiences that have challenged their self-esteem and identity.

To those of us who might take for granted our ability to peruse a report or express our ideas in an email or document, it is hard to imagine how these seemingly simple tasks can produce such an emotive reaction from so many dyslexic people. But for those whose dyslexia has been misunderstood either in school or elsewhere in their life, the feelings are very real, and understandable.

Richard Taylor, co-founder and co-director of the Weta companies, regularly comes into contact with people struggling with the feelings dyslexia evokes. “Only a few weeks ago I met a young man whose parents brought him to the workshop to see what we could do. He had been labelled in degrading ways in terms of his ability, when actually his motor skills, visual and creative skills were amazing.

“It’s tough at that age, but what I tried to make him understand is how important it is to believe in his own unique capabilities. When he leaves school it will become apparent that he is actually in a unique position to make the most of his exceptional creative view of the world,” he says.

The story is just one of many that Taylor offers when talking about dyslexia, a topic he is deeply passionate about, and its sentiments are echoed by other high profile New Zealanders who experience dyslexia.

“I hid the fact that I had issues with writing and spelling for 37 years, out of shame and fear of being judged a dummy, an idiot, lazy or stupid. At high school, to cover up my issues I just pretended I didn’t care and teachers told my parents I was lazy and didn’t try. You get the picture,” says Paul Reid, CEO of the New Zealand MetService.

Fortunately, for young New Zealanders and those already in the workforce who have dyslexia, a global step-change in thinking is underway. Instead of pigeon-holing dyslexia as a disability, the new thinking focuses on increasing understanding which helps employers to notice the difficulties (or preferences) a staff member has and to adjust their actions in response.

This simple “notice and adjust” approach empowers employees to achieve their potential and demonstrates an employer’s willingness to support genuine needs. This leads to increased job fulfillment for dyslexic employees, and for the employer, an enhanced bottom line.

Understanding dyslexia

At its essence, dyslexia is the disparity between thinking skills (which are usually strong) and basic skills such as reading and writing (which can often be weak in comparison). This is a consequence of how the brain is wired, and a strong preference as to where it processes information.

In fact, leading dyslexia researcher Sally Shaywitz, founder of the Yale Center for Dyslexia and Creativity has shown that dyslexics tend to have strengths in higherlevel thinking processes, learning capacity, creative problem-solving, thinking ‘outside the square’ and empathy. She also found that dyslexics excel when focused on highly specialised areas, ranging from medicine and law to science and architecture.

Dyslexics also have great skills in entrepreneurialism. Research from the United Kingdom shows that 35 percent of US entrepreneurs and 20 percent of UK entrepreneurs are dyslexic.

With such strengths to offer, the challenge for New Zealand employers is to find the right way to harness the potential benefits. For Taylor, the emphasis for a good employer needs to be on changing their approach to working with dyslexic employees in order to help them flourish.

“You need to identify exactly what attributes you want in the person you hire. If you expect a more traditional, linear thinking mode you will need to put more support around a dyslexic person to help them achieve that.

“Awareness is critical. You need team leaders who can identify the signs of dyslexia and make simple adjustments so the employee feels valued and empowered. This will involve good peer support and making sure that the challenges you set dyslexic employees are testing, but not outside the realm of their capability,” he says.

These sentiments are echoed by Reid.

“Dyslexia has helped me be a good leader because I’ve learnt to communicate ideas, issues and concepts in different ways. I have had to adapt to succeed but I believe this has actually made me a stronger leader,” he says.

“For example, in moments of crisis, I can take a lot of verbal information, process it, draw conclusions and make decisions on the spot. I deal in concepts rather than in details and I can give a one hour presentation without notes. I spend a lot of time walking around the business talking to people, and I often use the telephone to discuss business matters, rather than email.”

Reid believes that business owners or employers need to rethink traditional principles and rules to help dyslexic employees, and to allow them to help themselves.

“Employees with any form of dyslexia can be of great use to organisations as long asyou don’t put them in the wrong job and expect them to undertake tasks that they cannot perform. It’s about horses for courses and matching skills to strengths.

Reid says many dyslexic adults can work very hard at hiding their weaknesses, instead of using their significant abilities to add value to the business. Employers can lift productivity by helping them identify, and play to their strengths.

“It’s great to see a new model emerging that is based on attitude, where knowing the questions to ask is more important than knowing the answers, and where people areconstructively speaking out. Good communication and understanding strengths and weaknesses is essential for supporting employees, especially those affected by dyslexia,” he says.

Where to learn more

Tips for harnessing the benefits of dyslexia

• Attitude is everything, and it counts from top to bottom. Make an effort to understand the strengths that Dyslexia can offer and do not confuse weakness in basic skills with a lack of intelligence, ability or commitment.

• Accept the challenge to review your company style guides and fine tune them to suit the needs of dyslexic people. It’s not only them who benefit, everyone gains when things are communicated in a way that is clear, concise, well-planned and combines a mixture of words and visuals.

• Focus on communication. Deliver information and instructions orally or visually wherever possible, rather than writing things down. Encourage others to do the same because it is often quicker, more efficient and engages people more effectively in the business at hand

• Value visual information as well as the written, and include diagrams and pictures in presentations and reports.

• Always give an overview and explain the big picture.

• Ask for ideas verbally in meetings instead of always seeking written responses.

• Ensure support structures are in place for dyslexic employees if you expect themto deliver work in a traditional, linear fashion.

In mid-March PEN Speaker Series welcomed Patricia Oetter talking on Sensory Integration:  Do we really need it?

She began her presentation defining the senses. Nerves can best be described through neurobehavioral organization. These sensory neurons work in tandem with our motor neurons.  Why?  We need to do something with the neuro-sensory part of our selves.  

I referred to biologyreference.com for a little more detail.   

 Sensory neurons bring information about the world within and around the            body from sense organs to the brain and spinal cord.

Motor neurons carry messages from the brain and spinal cord out to the muscles   and glands.

An example: if a mosquito lands on a person’s arm, sensory neurons in the skin send a message to the spinal cord and then the brain, where the message is   understood, and a reaction formulated. The brain’s response may be to use  motor neurons to cause muscle contractions resulting in a slap on the skin.

Ms. Oetter expanded the usual definition of the senses: see, hear, taste, touch and smell, to include to:

• Vestibular system.  This sense contributes to our balance and our sense of spatial orientation.  It’s the sense that is about being in motion and knowing how to handle oneself.  She reminded us that children learn balance by falling down purposefully – it’s movement through space.
• Proprioception. This sense indicates where the various parts of the body are located in relation to each other. 

Ms. Oetter cautioned us to remember that our senses are continually providing information to the brain which means that in any given moment, a person may react in one way or another, depending on what sense is dominant at that moment.  For this reason she seemed to eschew placing too much emphasis on the phrases “hyper” meaning beyond or excessively or “hypo” meaning under or below normal.  She re-iterated for the teachers present: A student in a state of hypo-activity is just in a momentary state. Before you know it, the student may become hyper-active.

She talked about the intensity of sensation which is experienced through the duration of its frequency and pattern:  novelty vs repetition.   She explained that the neuro-chemistry inside our cells when turned up or down are a part of how we perceive something.   Our cells are turned up when we are not feeling comfortable or safe.

She had an interesting comment that touch is the key for vision:  If you don’t know what is going on with your vision, your body doesn’t know where it is.

She re-iterated several times her concern that boys in our school systems are lacking experiences they need for development.  The reason? It seems the schools learning systems are focused on a girl’s point of view.  As a result the experience of risk is diminished, an important component for young boy’s growth. She recommended three books that are helpful in raising boys: 

            Raising Boys by Steve Biddulph and Paul Stanish

            Raising Cain: Protecting the Emotional Life of Boys by Dan     Kindlon and  Michael Thompson,

            The Trouble with Boys: A Surprising Report Card on Our Sons, Their Problems at School, and What Parents and Educators Must Do, Peg Tyre

Ms. Oetter made a sobering comment.  It takes 25 – 30 years of age before the brain is mature enough to handle the senses. It seems it takes that long for mylenation, the development of an insulation material to form a layer, usually around a neuron. This sheath is essential for the proper functioning of the nervous system. One of the components that ensures mylenation is the condition of feeling safe. She reminded us that boys, girls, young adults, all of us actually, need smiles and touch to find a way to feel safe.

There is so much more information that Ms. Oetter shared. However, now brevity is important.

I would like to comment on the value of these lectures sponsored by PEN. Over this last year I have attended most of them. As a dyslexic and hyperlexic these perspectives have been very useful to me. And, as each dyslexic/hyperlexic has different reasons for their challenge I know it is important to examine a wide variety of solutions. Each speaker gave me another clue into how I function or not. In Ms. Oetter’s case, over the last twenty years I have focused on my senses to understand some of my dyslexic behavior. I found her information most helpful. It gave me another point of view on the topic. 

I just wish that parents and teachers challenged with children who have learning issues were in attendance in droves so they, too, could learn. These lectures are one of the best “buys” in the Bay Area.

Recently this mother took the initiative to begin a list of Frequently Asked Questions (FAQ) relating to the solutions that Svetlana Masgutova has unearthed for different disabilities.   I provided some ideas for the FAQ on dyslexia and hyperlexia and then Svetlana added details.  The results are below.  I highly recommend that you visit the Yahoo site http://groups.yahoo.com/group/childrenwithchallenges  for responses on other topics.

1.  How does that Masgutova Method help children and adults with dyslexia (challenges with sounding out words, reading and vocabulary) and hyperlexia (challenges with comprehending – both reading and aural).

The Masgutova Method (MM) addresses core issues behind both challenges. If a child or an adult’s reflexes normally developed in utero and during the first three years of life are delayed the technical skills required to read and comprehend can be impacted. 

Non-developed or retained reflex patterns cannot serve as a neurophysiological basis for learning skills development, and more over, non-integrated reflex patterns inhibit the learning process.  The negative effects of automatism, incorrect reflex pattern functioning (its dysfunctional sensory system, brain processing, and motor response), and lack of development of inner control will not allow a child/adult to deal easily with hands on tasks: to focus, to analyze, to decode information, and to process it appropriately.  Integration of these non-developed reflex patterns gives the possibility for the development of inner control and skills.

2.  Can reflex corrections be made to improve a dyslexic and hyperlexic’s ability to read and comprehend?

Yes, there have been many hundreds of examples where a marked increased in reading and comprehension has been reached.

3.  Do the emotions play a part in dyslexia and hyperlexia?

Yes.  We have seen cases where linking an emotional issue with an under-developed reflex and making the appropriate corrections have resulted in a marked increase in reading skills and comprehension.

To learn more about the Masgutova Method go to: http://www.masgutovamethod.com

If you have topics that you would like me to address about my experience in overcoming dyslexia and hyperlexia feel free to send your ideas through the comments below.

Information on this blog is intended to complement, not replace, the advice of your own physician or health care professional

Description on how Masgutova Method improves a dyslexia and hyperlexic condition.

You can learn more about how this Method helped me overcome my hyperlexia by reading my Article on this website.  Hit Article on the top banner above. You can also go to http://www.masgutovamethod.com for more details on the Method

I joined Children with Challenges four years ago and monitor the input on a regular basis.  Parents and therapists offer feedback on techniques that are working with both children and adults challenged with a disability. I always am looking for new approaches that might assist me in improving my comprehension – both through the written and spoken word.  Not long ago this information was posted.

Please note:  I have had no personal experience with these two products but as others seem to have had good results in improving comprehension I am passing this information on.

1.         Fast ForWord, a program designed by Scientific Learning. Here’s the link: http://www.scilearn.com/products/fast-forword-language-series/language.

2.         Earobics.  It is a cd with games.  One person reports that Super Duper has the best price for this CD. She also commented Super Duper has free games online called Game Goo.

And, if you want to more information about Children with Challenges here is the link to their Yahoo Group.

http://groups.yahoo.com/group/childrenwithchallenges.

____________________________________________________________

If you have topics that you would like me to address about my experience in overcoming dyslexia and hyperlexia send your comments through this blog below.

And, I am planning to continue evolving this site. I want to incorporate dyslexic and/or hyperlexic  information that others have to share.  Yes, I am looking for your ideas.  Send them via the Comments. below.

Danielle’s Foundation is a comprehensive support and resource center for parents, caregivers, and loved ones of children with cerebral palsy and brain injury.  Recently they have annouced a grant program.   The first deadline has been extended to April 7th, 2010.

Here is what their press announcement states:

In keeping with our mission to help parents of children with cerebral palsy and brain injury get the care their children desperately need, we have developed a grant program to assist deserving families in getting the necessary therapy/ medical equipment for their children (which insurance has either denied or will not cover).

Our grants are based on need and will be given out on a quarterly basis. Each grant will range from $2,000-$5,000.

To apply your child MUST be under 18 years old, have a diagnosis of cerebral palsy or brain injury, and need assistance in getting therapy or medical equipment. For more information and to receive a grant application please call our toll free hotline 1-800-996-1148 or  

For more information and to receive a grant application please call our toll free hotline 1-800-996-1148 or http://www.daniellesfoundation.org .

If you have topics that you would like me to address about my experience in overcoming dyslexia and hyperlexia feel free to send your ideas through the comments below.

 __________________________________________________________

Information on this blog is intended to complement, not replace, the advice of your own physician or health care professional

http://www.masgutovamethod.com

This website provides details on the Masgutova Method – an approach that considers the health of reflexes of a child and an adult. Her techniques to correct under-developed reflexes was a major component in my overcoming the negatives of hyperlexia.

http://groups.yahoo.com/group/childrenwithchallenges.

An excellent support group for parents, therapists interested in or working with the Masgutova Method.

http://www.lindamoodbell.com

This organization provides excellent dyslexia and hyperlexia assessments and offers effective tools to overcome the mechanics of both conditions.

http://www.braingym.org

An organization founded by a dyslexic thirty or more years ago and offers movement exercises that are very effective in dealing with learning issues.

http://www.dyslexia-program.com.  This is a British Newsletter that comes out bi-monthly.  Written byJohn Bradford the online newsletter has 28,000 subscribers.

http://www.parentseducationnetwork.org

A San Francisco-based organization assembled by parents of dyslexics, ADD etc.  They are very active, presenting an ongoing program of resources for parents as well as  programs for learning challenged children.

http://www.audiobooksgalore.com/books/hebrew-magazine.

I came across this website.  It has an interesting article on dyslexia, hyperlexia and other topics. The author is succinct in her presentation and the information useful.

http://www.interdys.org/ An international organization focussed only on dyslexia.  It’s large and has a major annual meeting. I find the information they offer is very limited in scope.  They are hesitant to introduce any approaches that have not been through the scientific process.  As a result they are not a progressive group.

www.danieljvance.com

Mr. Vance writes a newspaper column about people with disabilities. He focusses on writing their personal story from their viewpoint avoiding the trap of making them out to be victims or superheroes. He sees them just as people. He did an article on my story and it was very geniune.  This is the link to the story: http://www.danieljvance.com/disabledweek402a.html

http://www.dore.co.uk

I read about this organization from a  newspaper report describing the ability of a 12 year-old, Laura Miles, to overcome her dyslexia and coordination problems. The article reported that Dore’s process offers ”a series of simple exercises designed to target an area of the brain called the cerebellum.  Dore believes the cerebellum is the root cause of learning difficulties such as dyslexia, dyspraxia (developmental coordination disorder), ADHD and Asperger’s syndrome.

Laura had to do exercises for 10 minutes, twice a day, in the morning and at night. Her exercises included juggling bean bags – for eye-tracking and to help co-ordination; a wobble board – to help stimulate and improve balance; and an eye chart – to give the person different things to focus on.”

These exercises sound very much like the Brain Gym approach which I found very helpful.

http://www.beingdyslexic.co.uk

I came upon the Being Dyslexic website found their material helpful. This site  provides a range of dyslexia information for people of all ages and situations who are either dyslexic or interested in dyslexia. Everything on Being Dyslexic is free and accessible for anyone to use and share. Being Dyslexic also hosts one of the largest dyslexia community forums on the internet.  They suggest: why not “pop along” (very British phrase) today and discuss dyslexia with other people!

http://roosclues.blogspot.com

A mother reports on her discovery that her child had excess histamine in the body. She feels this condition is a part of the reason of her child’s hyperlexia.

http://www.resources-teachers.com

I came across this website as they picked  my article.  It’s valuable for teachers.

http://www.dyslexia-adults.com

This website offers a free newsletter (they have 30,000 subscribers). John Bradford is the editor and has over thirty years experience of working with children, teenagers, college students and dyslexic adults; he has worked as a lecturer in education, as a school principal/head teacher, and has been involved in advising, counseling and teaching dyslexic children and adults from age 4 to age 72!  The site covers dyslexia testing and assessment, teaching dyslexic children, advice for parents of a dyslexic child, coping techniques for dyslexic adults, free magazine articles, research, and much, much more.

___________________________________________________________

If you have topics that you would like me to address about my experience in overcoming dyslexia and hyperlexia feel free to send your ideas through the comments below.

__________________________________________________________

Information on this blog is intended to complement, not replace, the advice of your own physician or health care professional