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Welcome to Book 6 in this series for parents and tutors to learn how to teach dyslexic students how to write a basic sentence simply and easily.

We describe a scientifically-based writing program which we believe to be more effective and easier to learn than the Orton-Gillingham method.

Learn how to effectively teach dyslexic kids how to write a basic sentence using a simple formula.

In this book we will show you and your student a method of coming up with a descriptive element by asking a why or how question. This book continues the practice of anchoring down an idea that flies by in a dyslexic student’s mind and putting that idea on paper.

The dyslexia advantage is based on research from the Yale Center for Dyslexia & Creativity which clearly shows that the front part of the dyslexic brain has approximately three times more neural activity than their non-dyslexic peers. Our dyslexia empowerment plan combines research from Yale with the writing strategies from Dr. Collins’ book Strategies for Struggling Writers to produce a simple step-by-step process that easily teaches students with learning difficulties to quickly and efficiently write a basic grammatically-correct sentence.

This program also works well for adults by focusing on mature subject matter which will not insult their level of education or life experience. The sentence used in this book was created by the Disability Resource Center from the University at Albany, State University of New York.

Parent Testimonial

Drake has been working with Russell for a few weeks on his spelling and sentence structure. I found Russell through dyslexiaconsultants.com – I must tell you it was a true miracle! I have a very gifted child who unfortunately can’t spell to save his life. He shuts down when he has writing assignments and feels defeated the moment the pencil hits his paper. I was so frustrated with the world of academia in that they kept saying he was doing poorly in school and his writing and reading was substandard. Russell and I chatted for a while and he agreed to interview Drake for his program.

At the time of their first session, Drake and his class were putting together an essay on their appreciation of War Veterans. After Drake’s second session with Russell, he was already starting to whine less and write more. By session three, I asked his teacher if he could type it out, and explained the progress I was seeing with these sessions. I am proud to say that out of 100 students in the fifth grade his paper made the top five!

I am beyond words to explain the progress that has been made in this short time, and can’t wait to see how it continues to make him a more well-rounded student! When we started, Drake’s sentences were incomplete; about three words at best. I know he is smart because he has been tested and has an IQ of 125. It saddens me that kids in his predicament, dyslexic, get classified as “dumb” because they write so poorly.

Feel free to contact me directly if you would like more feedback.

Respectfully,

Beth Andrew