by Michelle Reynard | Apr 25, 2020 | Auditory Processing, Learning Issues, Reading and Dyslexia
Never Give Up – 4 Student Stories “You are your child’s best advocate. Whether you try Gemm Learning or another intervention, never give up on your child’s potential. Progress is possible if you find the right pathway.” I recently spoke... 
by Geoff Nixon | Aug 9, 2019 | Reading and Dyslexia
For Many, Learning To Read Is One of Life’s Biggest Challenges Learning to read is a high stakes road fraught with difficulty. This list of the 10 scariest things about the journey to reading proficiency is a good reminder for parents of the conflicting goals... 
by Michelle Reynard | Aug 30, 2017 | Dyslexia, Learning Issues, Reading, Reading and Dyslexia
Dyslexia is the most common language-based learning disability. However, it is frequently misunderstood. The term is often referenced beside descriptions of letter reversals and reading difficulty. But reversals are an unreliable indicator, challenges occur in varying... 
by Michelle Reynard | Sep 28, 2016 | Parent Tips, Reading and Dyslexia
An Interview with Dr. Linda Lipstein Our intervention programs are more often related to auditory processing, than visual processing. However, a number of our students also live with visual processing struggles. I recently had an opportunity to speak with Dr. Linda... 
by Geoff Nixon | Aug 17, 2015 | Dyslexia, Learning Science, Reading and Dyslexia
The fMRI and Computer Processors Are Opening New Windows For Struggling Learners The two most well known advances in technology related to dyslexia are coping tools — Dragon Naturally Speaking dictation software and the Livescribe smartpen which records lectures... 
by Geoff Nixon | Aug 3, 2015 | Dyslexia, Learning Issues, Reading and Dyslexia
Dyslexia Is Not Always Permanent, Depending On The Underlying Cause When a learning evaluation turns up dyslexia, many people stop. They recognize the dyslexia label. That is their headline. However, these evaluations often include other issues. Some of these are... 