PITTSFIELD, MA (PRWEB) September 27, 2012
According to James H. Wendorf, Executive director at the National Center for Learning Disabilities, as addressed in a recent letter written to the New York Times, nearly two million students in public schools struggle with reading because of dyslexia. “Wiping out Dyslexia with Enhanced Lateralization: Musings from my Forty Years of Wiping” (published by AuthorHouse) is the story of author and educator Dorothy van den Honert’s teaching career and her mission to help students suffering from dyslexia.
“This is the story of my teaching career and the kids I had so much fun with as they began to realize they weren’t dumb and quickly lost the depression that had clouded their lives,” explains van den Honert.
In her book, van den Honert describes a program that she has created to help address issues faced when educating dyslexic students, a program she calls “Reading from Scratch.”
An excerpt from “Wiping out Dyslexia with Enhanced Lateralization”:
“But the timing is critical. Neurons out-of-sync fail to link, as he also so poetically put it. So when we use visual neurons that go to the left side directly so that they arrive at the same time as the auditory ones, over and over again, the two kinds of neurons begin to bond! Reading is, of course, both an auditory and a visual process. In dyslexia, the out-of-sync timing physically prevents wiring together the two senses necessary for reading. And it neatly accounts for the fact that the hallmark of dyslexia is the inability to match a sound with a symbol.”
“Based on modern brain studies, it produces normal reading in about a year of teaching, and requires no further intervention,” she says. “Current special education costs are astronomical. Reading from Scratch is cheap. Talent is released. Who can resist such a useful twofer?”
About the Author
Dorothy van den Honert comes from a long line of writers. After graduating from Vassar College, she married, later having five children and writing a weekly column for the local newspaper. In 1972, when she began an 11 year stint teaching dyslectic junior high school students, she discovered bright kids with an oddity in language handling that clearly needed some science to explain it. She found the answer in neurology and promptly devised an inexpensive teaching technique to use the information. Retiring after 11 years, she continued to tutor a few dyslectic students privately, but retained her interest in public education with a 22 year stint on the Pittsfield School Committee.
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