I have a diagnosis of dyslexia. I call myself dyslexic and dyspraxic (I discuss this bit elsewhere), because I am proud of what these differences give me. Our program is about finding out the strengths and abilities that dyslexia can offer you or your child and showing you how to access them.
Dyslexia is seen as a learning disability or difficulty. We consider it a difference that has opportunities as well as challenges. It makes it more difficult to acquire fluent word reading and spelling. It often makes it far more difficult to remember and process what you have read. It often makes writing a challenge; it is hard to remember how to write and spell while you’re thinking about the ideas you want to get down on paper. We are not just dyslexic in school. We are dyslexic all day every day, with difficulties with routine tasks, limited working memory capacity, time management, task organization, and planning. But just because you’re dyslexic does not mean you are not intelligent. Schools often judge children by their ability to solely about their ability to read and write. In our experience dyslexics are often successful, not just in all art forms, but everywhere where there’s a need for creative problem solving. It’s been said that some architecture firms would only hire dyslexics, because of their ability to think more globally.
Dyslexia specialists are usually taught that the best ways to teach dyslexics are as follows:
Relevance. It is obviously good to relate to the child’s own interest. We all learn better when we feel that what we are learning about has purpose.
Multi Sensory. Finally getting traction. The idea is that if we learn through all of our senses (commonly visual, auditory and kinesthetic). However, it is important to realize that for many dyslexics, the senses may be bringing in garbled information. We need to know which ones are efficient and which ones are not, to help bring information from those senses properly (more on this below).
Little and Often, which often includes breaking the task down into micro-steps which are taught separately. This acknowledges the fact that dyslexics tire easily and are working harder to achieve the same ends, but it ignores the fact that dyslexics often learn better going from the global to the specifics, rather than from the specifics to the global, like some others.
Modeling, or showing by doing: You show how to do it, then they try to do it, and finally they may understand.
Overlearning, repeating a learning experience again and again and again – often thousands of times – until it becomes second nature. There must be a faster, easier way…
Motivation. Learning for many dyslexics is really hard work. It makes sense that if they are learning what they want to learn they’re more likely to stick the course.
Metacognition. This is the real key to achieving success as a dyslexic. It is essential to know what you know, to understand how you learn more efficiently, and to know how to adapt your learning experience and your environment to support your success.
As someone with dyslexia, I’m convinced there’s more to it.
Finding out how our clients learn best or most efficiently is what we do. We don’t teach subject matter. We specialize in teaching students the art of learning. Our tutoring is tailored to the individual’s differences – the challenges as well as the strengths. Our specialist tutoring draws from our extensive experience with neurodiverse students, including those with dyslexia, dyspraxia, ASD (Autism/Aspergers), and ADD/ADHD.
Specialist Study Skills Tutoring for Dyslexics
Our tutoring approach is not the typical subject-matter tutoring, but focuses on cultivating study skills. Our tutors work with our neurodevelopmental specialists to teach clients of all ages how to learn effectively:
- Understand schoolwork in a way that matches how their brain works
- Solving the problem in a way that works for them
- Constructing an answer in a way that matches what teachers and examiners want to see
As every learner is different and all the labels tend to overlap, it is essential that these methods are customized to each learner. What works for one student may not work for another, so it’s a matter of detective work, involving trial and error to find what will work best for you or your child.
It is important to understand the unique thinking styles that people with dyslexia often possess, rather than change them to be ‘normal’. For example, many people with dyslexia have a talent for what we call ‘pattern thinking’ – the ability to make connections others miss and find innovative ways to solve problems and design more effective work flows. Although dyslexics may struggle to stick to a structure or pattern, they are often good at seeing how it could be improved.
Our specialist study skills tutoring has helped many students significantly improve their grades and life skills, but just relying on tutoring means that tutoring is often needed throughout the course of education. The role of a good teacher is to promote independence. I have succeeded when you no longer need me. The most efficient way to do this is to invite you to participate in our Firm Foundations for Learning program.
