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Dyslexia - The Four Horseman
Are you or others you know struggling with reading, writing or spelling?
Perhaps, they just appear to be slow readers. Perhaps they stumble or struggle when reading aloud. Perhaps they struggle to understand or remember what they read even after reading the same passage several times.
It's not uncommon for persons with Dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), Central Auditory Processing Disorder (CAPD), and Autism Spectrum Disorders (ASD), to struggle with one or more of these symptoms.
It's generally accepted that there are three or four distinct subtypes or issues underlying Dyslexia and most reading struggles. It is critical to understand that a person can be effected by any or all of the four issues underlying most reading struggles.
The following is a description of those underlying struggles and the symptoms or behaviors associated with each of them.
When a person’s Autonomic Nervous System (ANS) is “sympathetic dominant”, that person may experience chronic stress and may struggle to maintain focus and attention, especially with respect to auditory information, both written and verbal. Typical symptoms of stress are a lack of retention when reading, fidgeting, mind wandering while reading, difficulty memorizing, and/or working memory issues.
When the processing of Visual and Auditory information in the brain is not integrated or out of balance, many persons will experience struggles with reading.
Typical symptoms are lack of comprehension, eye-tracking issues, frequently loosing place when reading, words jiggling or jumping off the page. And because the meaning of the word and the word, itself, are typically stored in different parts of the brain, memorization of spelling and vocabulary words can be difficult.
Visual (Dyseidetic) Dyslexia typically occurs when a person perceives and processes 2-dimensional objects (symbols, letters and numbers) AS IF they were 3-dimensional objects.
Typical symptoms of Visual Dyslexia are difficulty learning the alphabet, flipping letters, mixing up everyday words, difficulty memorizing words, difficulty recognizing familiar words, and poor handwriting.
Auditory (Dysphonetic) Dyslexia is typically associated with Auditory Processing Disorder (APD) and occurs when a person uses Pattern Recognition rather than Decoding as their dominant strategy for processing auditory information. In other words, the child is processing human speech AS IF it were typical sounds found in nature.
Typical symptoms of Auditory Dyslexia are developmentally delayed speech, difficulty identifying specific sounds, difficulty following instructions, omitting certain sounds when reading, speaking, and/or spelling.
It is important to understand that a person may exhibit any or all of these underlying issues. And it is this complexity underlying most person's reading struggles that real significant progress can be difficult to achieve.
The problem for many Dyslexics is that most programs only address one or two of these underlying issues. And while almost any concerted effort with result in some progress, many Dyslexic children will continue to struggle on one or more areas.
If any of these four underlying issues are not fully addressed, it is likely that the person's reading struggles will continue.
Even with sustained intervention to address one or two of the issues, for example, Visual Perception and Auditory Perception
It is likely that just about everything you have ever heard or read about Dyslexia was either written by well-intentioned non-Dyslexics or by Dyslexics who continue to struggle with reading.
Cracking the Dyslexia Code was written from the perspective of a Dyslexic who has not only found the solution to his own reading struggles, but has helped hundreds of children, teens and adults in overcoming their reading struggles.
It is important to note that Cracking the Dyslexia Code is NOT a medical text. There is NOTHING in Cracking the Dyslexia Code that is intended to diagnose or fix or cure any medical issue.
There is nothing within this text that would take the place of competent medical advice. If you suspect a medical, psychological or neurological issue, you should see a licensed professional.
Cracking the Dyslexia Code has one purpose and one purpose only—to provide struggling readers with a simple, fast, step-by-step program to help make reading easier, faster and more fun.
Understand that this program works very fast. Unlike other reading programs that require 80 to 160 hours to bring about significant progress, the Cracking the Dyslexia Code program is designed to produce results in the very first hours of practice.
Cracking the Dyslexia Code is not designed to change the Dyslexic. Cracking the Dyslexia Code is not designed to help struggling readers read like “normal” folks.
Cracking the Dyslexia Code is designed to provide struggling readers with specific skills and strategies that work WITH rather than AGAINST their natural abilities.
And to more easily facilitate this Cracking the Dyslexia Code, we’re going to redefine or clarify what reading is.
Traditionally, the act of reading has been defined by auditorally decoding written words.
Unfortunately for Dyslexics, the very act of decoding is a stress-inducing activity. This stress interferes with the Dyslexic’s ability to retain the meaning of the word, thereby leaving many Dyslexics with a vague memory of the SOUND of what they are reading but not the MEANING of what they are reading.
Visual Reading removes the decoding process from reading process. Visual Reading is defined by Visual Recognition of words and phrases.
The principle benefits of this approach are speed and comprehension. Because Visual Recognition bypasses the slower auditory decoding process, even Dyslexics can achieve reading speeds of 400, 800, and even 1,200 words per minute with exceptional comprehension and retention.
Now, some folks may be inclined to confuse Visual Reading with the “whole language” approach to reading. Nothing could be further from the truth. Visual Reading is NOT whole language. At its heart, whole language is still an auditory approach to reading.
To accommodate our Dyslexic readers, we want to take the auditory component out of reading—not to lose it or forget it. Visual Reading does NOT ignore phonics and decoding.
What Visual Reading does is to SEPARATE the process of “reading” from the process of “decoding”. What we’re saying is, reading is a visual process and decoding is an auditory process. They are both important, but they are separate.
So, to answer the important question, yes, Cracking the Dyslexia Code will address the phonics issue. But we’re going to address it as its own issue, distinct and separate from our primary visual reading strategy.
All that said, given just 30 minutes practice a day with the Cracking the Dyslexia Code Program, most Dyslexics will show significant progress in just 3 to 4 weeks.
Again, the most important piece of advice is DON'T RUSH! Don't hurry, stress or strain. If an exercise does not seem to be working or seems too difficult, just back up to the previous exercise.
Relax and allow the exercises to create a new perception, a new relationship to reading.
Let go, have fun, and trust the process.
Excerpt from Reading with Dyslexia, Copyright 2019. Gerald Hughes. All rights reserved.