It is painful to watch an otherwise intelligent, keen learner struggle with the basics of reading, writing and spelling. Without intervention, the frustration mounts and can quickly lead to low self-esteem, behavior problems and a dislike of both reading and school. No matter how hard they try, students with learning disabilities or dyslexia cannot overcome these problems on their own. This is not because they are not competent or are willfully playing truant. It is simply a neurological deficit that is manifesting itself and needs correct addressing.
Once a child has been assessed and the report indicates a firm evidence of dyslexia or a related learning disorder we usually recommend a targeted academic improvement process.
The structure is formulated in a way that writing strategies, comprehension ability and phonological awareness of the child is raised. As all modern day communication is in English and dyslexia related issues are primarily language related, our endeavor is that the child should grasp the language and should be able to correlate the written word to the spoken sound and the visual process to the seeing process of the mind’s eye.
As with all dyslexic remediation programmes, all activities use a multisensory, systematic, phonics-based and follow a structured approach which is age appropriate so that the needs of different students are met and a holistic approach to educating children is undertaken.