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This book is for parents/tutors to learn how to teach dyslexics how to read a basic sentence simply and easily.

We teach a scientifically-based writing program which allowed us to obtain the following results with a dyslexic fifth grader.

According to her parents, Courtney was able to obtain the following results from this program:

When the students were tested on fluency in December 2013, Courtney had jumped to 154 words per minute with 0-1 mistakes in a one-minute reading session.

Dyslexia is primarily not a reading and writing problem. Our research indicates that it is primarily a lack of organization in the overactive front region of the brain.

In order to assess if this book is right for your child, we ask two questions:

1. Have you ever found that when you have a really good idea, and when you go to write it down, or to type it out, your idea just disappears from your mind?

2. In a subject that you really love, such as history, football, or shopping for clothes, have you ever found that you have a lot of really good ideas flying quickly around your mind, but you have little to no organization in your thinking?

If your student answers are yes to these two questions, this book will be a good fit. Improvement can often be seen in a matter of weeks.

We’ll teach you to help your student organize the brain appropriately – once that is done you should find that the student’s ability to process information into a value-added form and express insight into the written form using basic sentences has been greatly accelerated. This compensates for the additional time that a student needs to read material.

Dyslexic kids require a specific dyslexic empowerment plan which is to focus on reading age-appropriate words and more advanced words and to be able to express their thoughts in simple, basic sentences. Unlike the learning difficulties where Orton-Gillingham focuses on bringing the student back to the beginning of education and moving forward, our program focuses on where the student should be at their current grade level and where they need to be in more advanced levels of education. We are able to do this because we are utilizing the significantly overactive front part of the brain which, appropriately utilized, allows dyslexics to work on material well in advance of their years.

The sentence used in this program was created by the Disability Resource Center at the University at Albany State University of New York, so it is equally effective for dyslexic adults. Our test subjects are generally from the fifth grade and older, but the program can successfully be implemented with younger students if they wish to overcome their reading and writing problems, however, they will have to move at a slower pace.

Parent Testimonial

Our daughter, Courtney, has struggled with reading and writing from a very young age. Russell said that he would do a few sessions with Courtney to see if he was a good fit with her and with us and then we would decide which direction to go. Russell started working with Courtney three nights a week in November 2013, and she has been improving in her writing and reading ever since. Courtney started fifth grade at a second grade reading level, and within six weeks of working with Russell her reading level jumped. At the beginning of the year, the students are tested on fluency. Courtney had a reading fluency of 90 words per minute with 7-10 mistakes in a one-minute reading session. When the students were tested on fluency again at the beginning of December 2013, Courtney had jumped to 154 words per minute with 0-1 mistakes in a one-minute reading session. That is a huge increase for her. We could not be more proud of our daughter and her accomplishments.