How we correct struggles

Symptoms:  Slow reading, substituting words, rearranging letters and words, headaches from reading, guessing at words, rereading over and over, extreme concentration, sounding out each word, memorizing rather than understanding and avoiding reading.

Causes:

1. A dyslexic comprehends by picturing the meanings of each word read.  Words such as: the, as, by, was, etc., aren't pictured and result in confusion.

2. Words with no "pictures" also disorient the dyslexic.  Disorientation causes the dyslexic to see and hear things differently than they actually are.  This creates mistakes.

3. Phonetic programs do nothing to resolve these blank pictures and prove to be unsuccessful learning tools for the dyslexic.

Corrections:

1. Dyslexics will make pictures for the confusing words using clay models which they will create.

2. Dyslexics will be able to recognize when they are disoriented and will learn how to orient themselves.

3. We show the dyslexic how to train their eyes to move from left to right allowing their brain to see the words in their proper order.

[back]     [top of page]

Symptoms:  Messy printing or writing, hand gets tired or sore quickly, avoids writing, reverses letters and numbers, writes words backwards, writes letters out of order, write is slowly and laboriously.

Causes:

1. The dyslexic may have been disoriented when being taught how to form the letters or write the words.

2. So much instruction has been given that the dyslexic has multiple mental images of letters and words superimposed upon each other.

3. The dyslexic is unable to make certain lines such as diagonals and curves.

4. Mistakes and uncertainty cause stress leading to sore hands or arms.

Corrections:

1. Dyslexics will be able to recognize when they are disoriented and will learn how to orient themselves.

2. Neural pathways will be opened and strengthened to perceive lines accurately.

3. Multiple images of superimposed letters will be replaced by one standard alphabet.

4. The dyslexic will be shown how to release stress in his/her pencil grip.

[back]     [top of page]

Symptoms:  Reversing letters, inconsistent spelling, mixing up "c" and "k"; "b", "p", "d" and "q"; "w" and "m"; "ph" and "f", etc.

Causes:  

1. When disorientation occurs dyslexics can see the letters three-dimensionally as if they were free-floating in space.

2. Because of disorientations, the dyslexic often doesn't see consistent spellings of the same word.

3. Although the dyslexic may know the spelling rules, one out of six words is phonetically irregular.

Corrections:

1. Dyslexics will be able to recognize when they are disoriented and will learn how to orient themselves.

2. We show the dyslexic how to train their eyes to move from left to right, familiarizing their brain with the letters of each word in their proper order.

3. Dyslexics will make the written word along with the clay picture they create.

[back]     [top of page]

Symptoms:  Lack of concentration, tired in school or while reading, curious, easily distracted, impulsive, disorganized, often late, inconsistent (one day they can do something - the next day they can't), problems following instructions, don't plan ahead, unable to wait their turn, has difficulty forming/keeping relationships with others and they seem to not listen.*

* people with ADD do not show all of these symptoms, and may not show them consistently.

Causes:

1. It is easy to pay attention, but very difficult to concentrate.  When people are paying attention, they are very aware of their entire surrounding environment.  When people are concentrating, all of their attention is fixed on one thing in their environment.  Heavy concentration produces rote learning and over-tiredness.

2. When those with ADD are disoriented, their internal clock may speed up.  (This means that for every minute of actual time, they endure what seems like two minutes.)  It may also slow down, often making them late, as time seems to fly by.

3. Boredom plays a large role because a dyslexic/ADD mind thinks in pictures (200 to 2,000 times faster than verbal thinking).  When bored one of two things will happen: 

   1. The dyslexic will disorient into creative imagination (daydreaming).

   2. The dyslexic will shift attention to something that is more interesting (distractibility or inattention).

4. Disorientation plays a large role in impulsivity, inconsistencies and disorganization.

Corrections:

1. ADD clients will be able to recognize when they are disoriented and will learn how to orient themselves.

2. ADD clients will be able to control their natural distortion of time.

3. ADD clients will be shown how to use their gift to learn - making school more interesting and meaningful.

4. ADD clients will work through the meanings of order, time and other relevant concepts in clay.

* For a more in-depth understanding of how disorientation affects ADD/ADHD, click here.

[back]     [top of page]

Symptoms:  Frequent inability to sit still, see also ADD symptoms above.

Causes:

1. Their sense of balance and movement are distorted.  If they are sitting still when disorientation begins, they will have the sense of moving and imbalance.  If the student sits still long enough, motion sickness will set in.  If they start to move, the sensations reverse and they will feel as if they are sitting still.  Therefore, telling them to sit still brings about more motion. (This may explain why Ritalin^® and other stimulants work in reverse and seem to slow a person down.)

2. See also ADD symptoms

Corrections:

1. Rocky Point Academy does not use drugs or herbs, but rather, gives the client control over disorientations and time sense. 

2. See also ADD symptoms

* For a more in-depth understanding of how disorientation affects ADD/ADHD, click here.

[back]     [top of page]

Causes:

1. Disorientation causes the dyscalculic to experience time inconsistently.  Without a sense of time, the understanding of sequence and order cannot be mastered.  Sequence and order are the building blocks upon which all math is based.

2. If numbers and formulas are simply symbols rather than real concepts, the math can only be learned through memorization - not understanding.

Corrections:

1. Mastering the numerals in clay.

2. Mastering the concepts of time, sequence and order.

3. Understanding of mathematical functions will be achieved through hands-on activities.

[back]     [top of page]