Let’s talk about confusion. Confusion lasts a second for some, and all is well when asking a clarifying question.  However, for others, minor confusion can quickly lead to disorientation, which is typical for people with dyslexia. When words or concepts don’t have a clear meaning to the person, minor confusions start compounding, and attempts to clarify may not help because the person is disorientated. They can’t get refocused to make sense of what is going on.

You have seen symptoms of this: a kid who you think is listening goes onto the field and does something completely different. Or they have a lost look on their faces and are watching others to see what they should be doing to try to imitate them.

When one is disoriented, the brain doesn’t receive information correctly. Thus, one has to be in a clear mental state or focused (aligned/balanced/oriented) to absorb new information accurately.

But how do you get out of disorientation and get focused? It is different for different people. As a Davis Methods provider, I teach my students specific self-regulation techniques to help with this. One is quick and easy and can be done in seconds (check out Davis Methods by clicking on the link). Others might get focused with “concentration,” but that typically doesn’t work well with a person with dyslexia. Knowing how to focus can be a challenge.

Here are some practical ways to ground or focus yourself:

• Deep Breathing: Practice slow, controlled breaths, focusing on the rhythm. Try the 4-7-8 technique (inhale for 4 seconds, hold for 7, exhale for 8).
• 5-4-3-2-1 Technique: Identify five things you see, four you feel, three you hear, two you smell, and one you taste to anchor yourself in the present moment.
• Physical Movement: To reconnect with your body, engage in light physical activity like stretching, walking, or shaking out tension.
• Mindful Touch: Hold a textured object (like a rock or stress ball), focusing on its feel, temperature, and weight to bring awareness to your senses.
• Mantras or Affirmations: Repeat a grounding phrase, such as “I am here, I am safe,” to center your mind and diminish distracting thoughts.

Some of these methods can take time.….

What can the athlete do that works well for them quickly and easily? Help them find this and know when to use it.

I particularly like having a focus point to think about, which can be really helpful for athletes; a sports focus has one standing up straight. To do this, try balancing on one foot as you imagine a string holding you straight upright from the sky, almost like a marionette.  Then, simply imagine placing a dot at the top of your head right in the center, about a foot or so above your head.  Think of that dot each time you want to focus or imagine the marionette strings holding you upright.  Try balancing; if you are balanced, you are focused.

The post Athletics and Dyslexia:  Getting focused appeared first on Learning Tools.

As the fall sports season ends and the winter sports season starts, my phone gets busy with calls from concerned parents and sometimes coaches. “What should I do? How do I help this kid? I see their potential and can tell they are passionate about the sport, but communication can be perplexing.”   

The first thing I say is that you need to understand that dyslexia is a specific way of thinking that requires being able to visualize the meaning of a word to understand it fully and to think or perform with that word.  Without a clear picture, a dyslexic individual might have only a fuzzy idea of the word or concept, which causes confusion and doubt.

Helping the dyslexic athlete

Dyslexic athletes must begin their season with a thorough, visual understanding of the sport’s specific vocabulary. Even experienced athletes may need clarification about some concepts. Coaches should ensure these athletes understand the sport-specific words they might use, spending some of the first practice explaining or demonstrating the concepts if needed.

Coaches should also ensure they include words used differently in their sport, such as direction and position.  Words like “up” and “post” can have very different meanings in different sports:

• In hockey, you move the puck up the ice toward the offensive zone, while in baseball, a player is next up.
• In basketball, a post refers to specific areas on the court, while in football, a post relates to a route a receiver might run, and in soccer, a post is the upright bars of the goal.
• In gymnastics, splits are positions with one leg forward and one back, while in swimming, splits are the times of individual legs of a long swim.

Each of these uses reflects the sport’s unique context and gameplay mechanics, illustrating the versatility of terms and the confusion a dyslexic athlete might experience (especially when playing multiple sports).

For older athletes who have been doing their sport longer, a word like “up” or “post” is known from their years of interest in their sport and most likely isn’t causing much of a problem. The processing of  However, these words can slow their processing for younger athletes as they try to decipher what they are expected to do.

Dyslexic athletes have unique challenges. They do not understand if they do not have a picture of a word or concept in their mind. The fix for this is to ensure the image in their mind is accurate to the vocabulary being used.

Looking for additional help for your child?

The Davis Dyslexia program is a fantastic program for children or adults. It helps them learn how they best learn, gives them self-regulation tools, and clears up 218 common trigger words that cause disorientation (many are directional). See the rest of my website for more information.

The post Athletics and Dyslexia:  Why vocabulary matters. appeared first on Learning Tools.

I have some thrilling news to share with you! Learning Tools has relocated from the beloved Seattle location to a bright, sunny office in Bothell. This move marks an exciting new chapter for Learning Tools, and I can’t wait to welcome you to the new space.

Why the Move?

Seattle has been a fantastic home for Learning Tools, but I wanted a location that offers even more convenience for my clients. The new Bothell office is just off the 405, making it easily accessible for everyone on the east side and the North End. Whether you’re coming from Bellvue, Redmond, Woodinville or Mill Creek you’ll find that getting to to Learning Tools is now quicker and more straightforward.

The New Office

The new office space is a bright, sunny environment that’s perfect for learning and creativity. This is a positive and vibrant atmosphere which is crucial for effective learning, and the new location offers just that. I am confident that you’ll love the new space as much as I do.

Special Offer: 10% Discount

To celebrate the move, I am offering a special 10% discount on any first or second program you enroll in this summer or fall. Just mention this blog post when you sign up to take advantage of this limited-time offer. Whether you’re looking to enhance your reading or math skills or learning concepts for life, now is the perfect time to reach out and schedule yours or your child’s program.

Looking Forward

I are incredibly excited about this move and the opportunities it brings. My commitment to providing top-quality educational programs remains stronger than ever. The new location allows me to serve clients better and continue offering the exceptional learning experiences you’ve come to expect from a Davis Program.

Thank you for your support. I look forward to seeing you at the new Bothell office soon!

Warm regards,
Sophia Goebel
Owner & Facilitator at Learning Tools

P.S. Don’t forget to mention this blog post to receive your 10% discount on your next program!

The post Learning Tools has Moved to Bothell! appeared first on Learning Tools.

When we are able to predict what will happen in the future, we are able to plan and prepare for it.  This can help us feel more in control and less anxious.  However, when we are not able to predict what will happen, we may feel helpless and powerless.

One of the main reasons why people may not be able to predict the future is due to uncertainty.  If you are neurodivergent and you have missed key life concepts or lessons when you were young (due to being unfocused/disoriented/dreamy/inattentive) you might really struggle with prediction. That predictive ability and skill come into account daily in the choices we make.

Imagine your life without this ability, little decisions we make every day can affect how we feel throughout the day. Do I need a coat? If I go into that classroom what will happen to me? Is that person dangerous?  Why is there so much noise, will it ever stop? When will I eat again?

Learning Tools can help with prediction and thus anxiety.

In a number of the Davis Programs provided here at Learning Tools, we master the core concepts that are needed to predict.  The Davis Programs are brilliant in their simplicity and ability to get at the root cause of an issue.  The concept of consequence (something happening as a result of something else) is pivotal in one’s ability to predict.

Understanding the concept of consequence allows one to understand the potential outcomes of a particular action or decision. This understanding can then be used to make predictions about future events or situations, as one can anticipate how different actions or decisions may lead to different consequences.

For example, if a person knows that a particular decision is likely to lead to a negative effect, they can predict that this outcome will occur if that decision is made.  In this way, understanding the concept of consequence can help one make better predictions about future events, as it allows one to anticipate the potential outcome of different actions or decisions.

Consequence inherently contains the concepts of change, cause, effect, before and after; these concepts clarify the meaning of consequence.   These concepts are core to problem-solving and predicting.  The better you understand them, the easier it is to create the change (cause) that you want to take place (effect).

Predicting requires an educated guess of what will happen. Life experiences provide learning for us, but if the concept of consequence and all those it includes are not clear the learning hasn’t been able to provide an experience that can be decoded and remembered for the future.  People often feel they are victims and have no control.

Learning core developmental concepts gets at the root cause of many executive function activities and can address the issues of anxiety around confusion or not knowing how to predict.

The Davis Concepts for Life and Davis Autism Approach programs both go even further into root concepts providing 40 concepts that also look address motivation, responsibilities, and relationships.   If you want to learn more, I encourage you to give me a call or visit https://www.rdautismfoundation.org/.

The post The Power of Prediction in Relieveing Anxiety. appeared first on Learning Tools.

spring 2022 newsletter LT

The post Spring 2022 Newsletter appeared first on Learning Tools.

by Jenny Wise

According to Understood.org, one in five children has a learning disability, and if they don’t get the right support, they are three times as likely to drop out of high school and twice as likely to be jobless as adults than kids who don’t. These sobering statistics show that involving these children in engaging activities outside of schoolwork is essential for their intellectual and emotional development, and the answer may be the arts.

“Involving children with learning differences (at Learning Tools, we prefer difference to disability) in the arts can have several benefits, including improved motor skills, concentration and focus, creative expression, and self-esteem. Learning Tools outlines some arts to consider introducing to your child.

Music

For a child with learning disabilities, music works the areas of the brain that are tied to speech, reading, comprehension, problem-solving, focus, and more. Singing and playing an instrument have especially remarkable benefits for children with learning disabilities, but even the act of listening to music can have a wonderful impact.

Health benefits of singing
How to get child interested in playing a musical instrument
How to set up music room at home
If you have a music background and you’ve considered making some money on the side, consider using ZenBusiness to start your own business and teach other kids, perhaps specializing in instructing children with learning disabilities.

Photograph

It takes a steady hand, concentration, and focus to take a good photograph, not to mention the ability to compose a scene before you snap the shutter. Children with learning disabilities can learn photography to develop these same skills and so many more.

Benefits of photography for kids
It’s not all about camera phones; teach kids to use a DSLR camera
Photography-focused activities kids can do

Painting and Drawing

It doesn’t matter if the child uses colored pencils, markers, crayons, or watercolors; the act of moving something colorful across a blank canvas is a creative way to express emotions. At the same time, it can help a child develop patience, concentration, and problem-solving skills.

Different drawing styles kids can try
12 free online painting and drawing lessons for kids
Benefits of painting for children
Teach children about famous paintings

Regardless of the art form your child pursues, make sure there’s always some fun injected into it. Also be sure to help the child realize every day that the fun he or she is having will boost their focus, improve their schoolwork, and greatly enhance their self-confidence.

About the Author: Jenny Wise created Special Home Educator as a forum for sharing her adventures in homeschooling and connecting with other homeschooling families. She has been homeschooling her four children for many years now, including her youngest daughter Anna who is on the autism spectrum.

Learning Tools assists adults and children attain skills, confidence, and motivation needed to achieve their goals. Our programs are offered for learning and correcting multiple struggles of neurodivergent learners. Reach out to us today! 206-451-7102

Photo Credit: Pixabay.com

The post Involving Your Child with Learning Challenges in the Arts appeared first on Learning Tools.

Below is a summary of some of the tips we spoke of for Coaches, Parents, and the Dyslexic Athlete.

Tips

Coaches:

• • Dyslexics are non-verbal conceptualization thinkers, they think in pictures and feelings.
  • When working with your athletes, ensure they understand the meaning of your sports specific vocabulary.
  • Think about how you are giving directions, remember that orientation can be confusing when you are on the sidelines and they are out on the field.
  • Just because someone isn’t looking at you when you speak, doesn’t mean they are not engaged and listening.
  • When new to the game or you as a coach some of your athletes will need a bit more processing time what you’re are asking them to do, so breathe a moment before verbal correction (either pulling out of the game or redirecting) BUT do know, that with time this will go away.
  • Most dyslexics need meaning and understanding of the “why” when integrating and bring new information to the long-term memory.
  • Clipboard plays can be disorienting, so make sure you athletes are familiar with how you use it before a big game.
  • Use visuals on the field/court when giving directions, words like left, right, east, up court can all be very confusing.
  • Dyslexics are usually very motivated and want to learn but can often have low self-esteem due to difficulties they have had in school.  Having your team “try” is more powerful than motivating them thru praise and or criticism i.e. telling them they are already good at that or are bad at something else, is not a powerful motivator.  Telling your team to “try” something and then praise with “wow, you really must have tried hard at that, I see your effort” will be more effective.

Parents:

• • Get buy-in from your child before you ever speak with a coach.
  • Remember coaches most often don’t have educational backgrounds or understand dyslexia.
  • Let the coach know that your child thinks in pictures and works well with knowing the why and big picture before looking into the details.

Athlete:

• • Advocate for yourself.
    • If you are someone who can’t look at someone in the eyes when they are explaining something, make sure you explain to your coach that looking away allows you to visualize and create what they are saying in your mind.
    • If you need more time to process, let your coach know it.
    • If you are confused by the plays being assigned, ask for clarification – or tell your coach back what you do understand — explain those pictures in your mind.
  • Do your research.  Get to know your sport, look up YouTube videos, know the vocabulary.
  • Do some mental training.
    • Find your focused or grounded place and learn how to get back there.  How do you get into your zone?
    • Do some self-reflection.  What do I do when I get angry, confused, nervous?  What can I do to help myself during those situations?

The post Coaching Dyslexic Athletes Part II appeared first on Learning Tools.

Spring News Letter 2020.

The post Spring News 2020 appeared first on Learning Tools.

My domain name has changed from Learning Tools Dyslexia to Learning Tools For Life.

I made this change for a number of reasons:

• The first reason is that I’m adding on the Davis Autism Programs and a Parenting Skills program to my services.  The “For life” addition to Learning Tools is broader and encompasses the new programs instead of just being known for Dyslexia services.
• I also feel that once you learn the “tools” in all of the programs I offer, you or your child will use them in everyday life, all the time.. and I’m going to imagine I will keep using them my whole life. 
• Lastly, one of the Davis programs for autism is called “Concepts for Life” so the “for Life” just seemed like the perfect fit. 

My email has changed as well, I am now using info@learningtoolsforlife.com, so please update your contacts/address book as needed. 

The post A Change! appeared first on Learning Tools.

I was recently asked by a parent, “why should I pay for a program for my son?”

She said she made it through school and in life without such a program and she believes she is dyslexic.  She knows grades are not everything….  she knows how smart her child is and that is all that matters.

Here was my answer to her.

1. If your son wants help and wants to improve

   If your son wants help and wants to improve, a program can offer him concrete ways to do that.

2. Helps with self-esteem

   For me, my son’s self-esteem was why I looked into doing a program.  It broke my heart to hear him call himself “stupid” and to see him compare himself with other kids. After the program, this rarely happened.  My son began to see his strengths and was proud of those, this is also what the majority of parents tell me when we do follow-up after the program.

3. Allows your child to be in control of his learning

   Being in control of your own learning so powerful! Students learn and are able to recognize when they are disoriented or confused and need to focus.

   Often students I work with are very good at concentrating, but heavy concentration without the mind focused just causes more confusion, more work, and can be painful. Dyslexics need to ensure they understand the difference of focus and concentration, when they know how to focus and stop just tyring to concentrate hard, learning becomes easier.

4. Possibilities

   When I see a student really embrace what they have learned and learn how their brain works, they get excited by all the possibilities available to them. Some might get excited about acknowledging their creative sides, or that their ability to see things from a different perspective and how this can help solve problems in the world.  They love that their imagination allows them to discover things that others don’t necessarily see and stop seeing themselves as dumb, slow, or challenged.

5. A faster result

   A Davis® program is working with thelearni ng and thinking style of the individual and teaching them to use this style to their advantage.

   With tutoring, often they are just being “retaught” material with the same methods used in school but at a slower pace.  These methods are for those who think with verbal conceptualization and taught with a lot of repetition, drill, and rote memorization.

   When tutors do teach with other methods and use multi-sensory learning it can be positive but also can often take a long time which makes for very slow progress and they end up having years and years of tutoring which ends up costing them close to the same amount or even more than having done the Davis program.

The post Why a Program and not Tutoring appeared first on Learning Tools.