Rocky Point Academy Calgary Dyslexia Services

To make our website simpler, we use the terms dyslexia and ADD when speaking about the thought process we work with.  In Canada, dyslexia is often diagnosed as a learning disability.  We have had success working with clients diagnosed with the following:

Symptoms: Slow reading, substituting words, rearranging letters and words, headaches from reading, guessing at words, rereading over and over, extreme concentration, sounding out each word, memorizing rather than understanding and avoiding reading. Causes:

A dyslexic comprehends by picturing the meanings of each word read. Words such as: the, as, by, was, etc., aren’t pictured and result in confusion.

Words with no “pictures” also disorient the dyslexic. Disorientation causes the dyslexic to see and hear things differently than they actually are. This creates mistakes.

Phonetic programs do nothing to resolve these blank pictures and prove to be unsuccessful learning tools for the dyslexic.

Corrections:

Dyslexics will make pictures for the confusing words using clay models which they will create.

Dyslexics will be able to recognize when they are disoriented and will learn how to orient themselves.

We show the dyslexic how to train their eyes to move from left to right allowing their brain to see the words in their proper order.

Why Choose RPA?

Our remedial programs are different from traditional tutoring both in approach and delivery.

The programs are more like educational therapy than tutoring. They are not based on a particular grade level or curriculum. We work on the underlying processes that affect progress with reading, writing, math and focusing.  This program addresses the root cause of learning disabilities by using the natural strengths of the individual’s thinking and learning style. It is fun.

Clients leave with tools that can be used for life-long learning and a greater understanding of how they learn.  This results in increased confidence, ability, and control of their own learning.

Each of our facilitators have received extensive training and show great dedication, care, understanding and patience with their clients.  A client stays with the same facilitator throughout their whole program so there is continuity and maximum understanding of each client’s strengths and needs.

1. Correction of the root of the problem, rather than the symptoms.

2. A lifetime of correction.

3. Drug-free solution.

4. An amazing success rate. (see results)

5. Complimentary assessments.

6. One-on-one (program is individualized for each client).

7. Support training for parents, teachers and/or tutors.

8. Unlimited phone support.

9. Free reviews.

10. A devoted, well-trained staff with firsthand experience dealing with dyslexia and ADD.

Additional benefits of Rocky Point Academy

1. A letter summarizing the program and its results addressed to other professionals working with the client.  This letter also includes recommendations for teacher/employers once the client returns to the school/work environment.

2. Follow-up with local teachers (when requested).

3. School/work absentee letters.

Come and discover a unique educational therapy program dedicated to those struggling with learning or focusing.  Many adults and children with average/high levels of intelligence, curiosity, creativity and innovation struggle with everyday tasks.  Attain the skills, confidence and motivation needed to achieve your goals.

Our mission is to empower each client with:

An understanding of how they learn

Tools and strategies that fit their learning needs

An ability to apply their new skills to all future learning and/or life experiences

Rocky Point Academy is proud to offer the DavisTM programs for correcting:

                       Reading +

                           Writing +

                           Math +

                           Attention +

                           Autism +

                           Executive Functioning +

                                                    Reading:

A client can expect to leave the program with tools which allow for continued improvement in reading fluency and comprehension, control of mis-perceptions experienced during reading, increased ability to achieve and maintain focus and increased self-confidence.

Developing:

Phonological awareness: mastery of upper and lower case letters, alphabetizing, letter-sound correspondence, letter reversals, contractions, irregular verbs, pronunciation, adding suffixes and prefixes

Fluency: mastery of sight words, smooth left to right eye-tracking, increased vocabulary recognition, moving from “sounding out” towards whole word recognition and smoother reading

Comprehension: listening comprehension, reading comprehension/ picturing ability, punctuation mastery, story structures, essay structures, learning how to use intention to retain information the first read-through.

Memory of Information: strategies for placing information into long term memory, study strategies for various learning styles

Positive Thinking: learning how “being relaxed/keeping it easy” allows for maximum learning potential, recognizing and eliminating stress before it builds into frustration while reading, strategies for decreasing “test anxiety”

Reducing:

Inconsistency in reading (knowing it one day and not the next)

Fatigue

“Guessing” at words

Rushing and careless reading errors

Anxiety, headaches, dizziness, stomach aches or tears caused from difficulty with reading

Printed words from appearing to move on the page

Inaccurate or inconsistent speech sounds

Rereading for comprehension

Slow laborious sounding out of each word

Reversals

Eye tracking problems

Distraction while reading

Test anxiety

Negative feelings toward reading tasks

There are many current definitions and labels for the same thought process and list of symptoms. In Canada and the United States we use the term learning disability, while in the United Kingdom they use the terms dyslexia or specific learning disabilities.

The definitions below summarize dyslexia as problems with processing visual or auditory information, with holding that information in working memory and with kinaesthetic awareness, co-ordination and automaticity. These can affect academic progress across a variety of subjects.

Canadian definition Teaching children to read according to the Learning Disabilities Association of Alberta: Learning disabilities affect all ages and races “Learning disabilities” are a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.

Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g. planning and decision-making). Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding) reading (e.g. decoding, phonetic knowledge, word recognition, comprehension) written language (e.g. spelling and written expression) mathematics (e.g. computation, problem solving) Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.

Dyslexia is a world-wide phenomenon. A learning disability is a disorder that affects a person’s ability to either interpret what they hear or see or to link information from different parts of the brain. Although the individual with a learning disability has an average or above average IQ, the disability may become evident in either academic or social situations. The individual can have marked difficulties on certain types of tasks while excelling at others. Their learning disabilities arise from perceptual problems leading to significant delays in important learning challenges. Often, this condition is referred to as a “hidden disability” since few, if any, obvious external characteristics cause the individual to be seen as different initially.

United States definitionAccording to the National Institutes of Health: in the US the term learning disability (LD) is used. LD is defined as: “a disorder that affects people’s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, co-ordination, self-control or attention. Such difficulties extend to schoolwork and can impede learning to read, write or do math.” (National Institutes of Health, 1993) The general view of dyslexia in the US is that it mainly affects reading, and the terms reading disability and dyslexia are used interchangeably.

United Kingdom definitionUnited Kingdom definition of dyslexia: according to the British Dyslexia Association: It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that are are unexpected in relation to an individual’s other cognitive abilities. These processing difficulties can undermine the acquisition of literacy and numeracy skills, as well as musical notation, and have an effect on verbal communication, organisation and adaptation to change. These definitions state that dyslexia is not due to the individual’s ability to learn and develop these skills. It is caused by the way people process information and how that affects their ability to learn. United Kingdom definition of specified learning difficulties: According to Dyslexic.com: The term specific learning difficulties (SpLD) is frequently used in the [British] education community. SpLD refers to a difficulty that is specific to a particular area, or that affects a particular process (as distinct from a general learning difficulty, which affects the learning of many different skills). SpLD includes learning related disabilities such as: Dyslexia: difficulty with written language. Dysphasia: speech and language delay and/or deficit. Dyspraxia: motor and co-ordination difficulties. Dyscalculia: difficulty with mathematical concepts, calculations and interpreting mathematical symbols. Attention deficit disorder with or without hyperactivity (ADD/ADHD). Autism, Aspergers syndrome, Tourette’s syndrome. Dyslexia is an umbrella term for many different labels

Common characteristics

Click below to learn more about the characteristics of a learning disability in children and in adults.

Child/Student characteristics

© 1992 by Ronald D. Davis. Reprinted with permission.

Most people with dyslexia or ADD will exhibit over 10 of the following traits and behaviours. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about them is their inconsistency.

General

Appears bright, highly intelligent, and articulate, but unable to read, write or spell at grade level.

Labelled lazy, dumb, careless, immature, not trying hard enough or behaviour problem.

Isn’t “behind enough” or “bad enough” to be helped in the school setting.

High in IQ, yet may not test well academically; tests well orally, but not written.

Feels dumb, has poor self-esteem, hides or covers up weaknesses with ingenious compensatory strategies, easily frustrated and emotional about school reading or testing.

Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building or engineering.

Seems to “zone out” or daydream often, gets lost easily or loses track of time.

Difficulty sustaining attention, seems hyper or to daydream.

Learns best through hands-on experience, demonstrations, experimentation, observation and visual aids.

Vision, reading, and spelling

Complains of dizziness, headaches or stomach aches while reading.

Confused by letters, numbers, words, sequences or verbal explanations.

Confused by letters, numbers, words, sequences or verbal explanations.

Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words.

Complains of feeling or seeing non-existent movement while reading, writing or copying.

Seems to have difficulty with vision, yet eye exams don’t reveal a problem.

Extremely keen sighted and observant, or lacks depth perception and peripheral vision.

Reads and rereads with little comprehension.

Spells phonetically and inconsistently.

Hearing and speech

Has extended hearing in that they hear things not said or apparent to others, easily distracted by sounds.

Difficulty putting thoughts into words, speaks in halting phrases, leaves sentences incomplete, stutters under stress, mispronounces long words, or transposes phrases, words and syllables when speaking.

Writing and motor skills

Trouble with writing or copying, pencil grip is unusual, handwriting varies or is illegible.

Clumsy, uncoordinated, poor at ball or team sports, difficulties with fine and/or gross motor skills and tasks, prone to motion-sickness.

Can be ambidextrous, and often confuses left/right, over/under.

Math and time management

Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.

Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper.

Can count, but has difficulty counting objects and dealing with money.

Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and cognition

Excellent long-term memory for experiences, locations and faces.

Poor memory for sequences, facts and information that has not been experienced.

Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behaviour, health, development and personality

Extremely disorderly or compulsively orderly.

Can be class clown, trouble-maker or too quiet.

Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).

Prone to ear infections, sensitive to foods, additives, and chemical products.

Can be an extra deep or light sleeper, bedwetting beyond appropriate age.

Unusually high or low tolerance for pain.

Strong sense of justice, emotionally sensitive, strives for perfection.

Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress or poor health.

Adult characteristics

© 2009 by Rocky Point Academy

Most people with dyslexia or ADD will exhibit over 10 of the following traits and behaviours. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about them is their inconsistency.

General

Appears intelligent, but has difficulty with written symbols (reading, writing or math).

Described as being lazy, careless, immature or as an “over-achiever.”

Low self-esteem, fights depression, self-conscious or hides and covers up weaknesses.

Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, computers or engineering.

Learns best through hands-on experience, demonstrations, experimentation, observation and visual aids. (May struggle with lectures)

Confused by verbal or written instructions.

Remembers struggling in school or may have children who are struggling in school.

Work related

Employed in areas that emphasize use of visual imagery. (Entrepreneurs, engineers, tradesmen, artists, executives, ITs, salesmen or athletes.)

Difficulty focussing on the task at hand: may excel at multitasking.

Has difficulty with or is stressed by organizing meetings or events.

Inability to follow-through, finish tasks or consistently hold a job.

Unable to advance in the workplace due to a fear of, or inability to complete written exams.

Vision and reading

Experiences headaches, stomach aches or stress while reading.

Confused by letters, numbers, words or sequences.

Unaware that reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and/or words.

Proof-reading is ineffective.

Extremely keen sighted, observant, or lacks depth perception or peripheral vision. *

Avoids reading aloud; finds silent reading easier.

Needs to reread information several times in order to comprehend.

Gets tired or bored easily from reading.

Writing and spelling

Trouble with writing or copying, pencil grip is unusual, hand cramps up, handwriting varies or is illegible.

Poor spelling; relies on “spell-check” before sending emails, memos or documents.

Difficulty filling out forms.

Uses only capitals letters or mixes upper case and lower case when writing; combines cursive and print; frequently abbreviates words.

May alter word choice when writing – to avoid spelling mistakes.

Hearing and speech

Appears to hear things not said or apparent to others; argues frequently; often accused of “not listening.”

Difficulty putting thoughts into words, stutters under stress, mispronounces long words, or transposes phrases, words and syllables when speaking.

Easily distracted or frustrated by sounds when trying to focus.

Math and time management

Has difficulty managing time: consistently late or too early, difficulty predicting how long a task may take.

Dependent on finger counting, calculators and other math tricks.

Difficulty counting objects or dealing with money.

May show exceptional talent in math.

Memory and cognition

Excellent long-term memory for experiences, locations, faces and specialized areas of interest.

Poor memory for sequences, names, facts and information that has not been experienced.

Thinks primarily with images and feeling, not sounds or words.

Skilled at problem-solving – may have an answer well before others.

Directionality

Difficulty with North, East, South and West; reading a map; confuses left and right.

Social skills

Withdrawn or fearful of social situations which are out of their “comfort zone.”

May be loud, boisterous, inappropriate or offensive in social situations.

Unaware of others or very empathetic of others.

Motor skills

Clumsy (need to hold onto a handrail when descending stairs, difficulty throwing accurately, inability to stand on one foot)

Prone to motion sickness.

Above average athletic ability.

Behaviour and personality

Extremely disorderly (loses keys, glasses, etc.) or compulsively orderly.

Fussy eaters or sensitive to foods, additives or chemical products.

Difficulty adjusting to changes in routine; follows a strict set of “rules” for self management.

May be an extra deep or light sleeper.

Extremely high or low tolerance for pain.

Strong sense of justice, emotionally sensitive, strives for perfection; may over-react when making a mistake.

Enjoys video games.

Reliance on others in areas of writing, organization, book-keeping (spouse, secretary, etc.)

Easily frustrated, stressed or overwhelmed – resulting in annoyance, anger or emotional outbursts.

We also have printable versions made for your convenience:

Children and students click here.

Adults click here.

Come and discover a unique educational therapy program dedicated to those struggling with learning or focusing.  Many adults and children with average/high levels of intelligence, curiosity, creativity and innovation struggle with everyday tasks.  Attain the skills, confidence and motivation needed to achieve your goals.

Our mission is to empower each client with:

An understanding of how they learn

Tools and strategies that fit their learning needs

An ability to apply their new skills to all future learning and/or life experiences

Rocky Point Academy is proud to offer the DavisTM programs for correcting:

The Gift of Dyslexia How a Gift Can Cause a Disability

At the root of dyslexia, ADD and many other learning disabilities is a gift. It is the ability to think and perceive multi-dimensionally in order to eliminate confusion. These individuals are very intelligent, curious, intuitive and imaginative. They often show great talents in specific areas such as: the arts, designing, engineering, storytelling, piloting vehicles, strategic planning, inventing or spatial awareness. Yet, when they enter school and attempt to read and write, they struggle and can be mislabeled as lazy, daydreamers, slow or undisciplined. The methods used at Rocky Point Academy show them how to recognize and control the mental processes that cause distortions in vision, hearing, movement/balance and time.

The anatomy of a learning disability can be described in a simple step by step format. To see this click here.

Dyslexia is an umbrella for over 70 different diagnoses. For a partial list of these