Our Philosophy - All minds have a job – to learn, to become, and to contribute. But there is a segment of our population to whom learning to read is labored and simple math is not logical. Their growth is blocked and they feel trapped. They cry for help, but few hear or understand them. These people think with mental pictures, not words.

We are here to open learning’s door – to teach them another way so they too can learn, become, and contribute their gifts to the world.

 

Our Methods

The reading program provides a method for achieving firm recognition of upper and lowercase alphabet letters and removes the mental blocks (emotional triggers) associated with some letters. It provides clear recognition of commonly confused letters (i.e. pbdq etc.). 

The student learns to remember words and their meanings by way of a structured method for imprinting a mental image of the word and its definition via clay pictures. This includes words which do not readily produce a mental image (i.e. sight words or Dolch word list.) It increases proficiency in dictionary skills. The student becomes aware of and has the ability to control his/her energy levels as appropriate to the environment (i.e. classroom vs. playground).

The math program instills concepts needed to understand logic based procedures for problem solving. It develops linear thinking that provides the student with skills for sequential steps needed for problem solving. The student gains knowledge of time, sequence, consequence, order and basic mathematical functions to provide him or her with the necessary building blocks to progress in math.

Both programs increase student confidence and self esteem by providing understanding of a learning method that is conducive to a picture thinker’s method of retaining information. Typical results also include increased physical coordination, balance and creative problem solving. Many of the methods taught can be implemented into the main stream curriculum with little or no accommodation.

Scientifically based research in reading and mathematics

Research shows a large percentage of children are dyslexic, that dyslexics process information differently than word thinkers, and that most dyslexics are of above average intelligence but often ‘feel dumb’ because they have difficulty processing information in the way it is typically presented in the classroom. Dyslexia is not curable but it is treatable.

Students completing a dyslexia program through Dyslexia Unlearned average over two years growth in oral reading and comprehension, listening and comprehension and the graded word list. (Pre/Post program Ekwall/Shanker reading tests – Marlene Easley).

Excerpts from research articles: