If your child has been labeled as dyslexic or with one of the 86 other disability labels associated with learning difficulty, you are probably looking for the solution to end the learning emergency limiting their progress in school. You are concerned with how poor school performance is causing your child's confidence and sense of self-worth to crash.

Sky Village was developed to help parents literally put an end to the emergency associated with ineffective reading skills of dyslexia. First, it is essential to understand how your child labeled dyslexic is most likely a 3-D learner.

Dyslexic or 3-D Learner?

A 3-D Learner, which most dyslexics are, is someone who primarily learns and thinks through their senses. Part of what makes a 3-D learner function so well in our environment and in day-to-day tasks is their constant use of the senses of touch, sight, hearing, taste, smell, balance, and rhythm to adapt to and figure out for themselves what is going on, and what needs to be done to achieve the goals at hand. They are very adept at most 3-D challenges and often provide “out of the box” solutions.

3-D Learners experience and think with their senses about what they see, hear, and read, instead of noticing and thinking about the story or event from the distance of logical thought. Their thinking is primarily sensory and wholistic (seemingly intuitive), not logical and linear (deductive) like most of their friends.

Reading Style

While a 3-D learner reads, they run a movie or audiotape of what they are reading. If they can recognize the words and the words fit with the movie they are running in their head, the story makes sense to them. When they meet words that they do not recognize, they may stumble, hesitate, insert word, omit word, replace words, misread words, skip a word, skip line(s), miss a punctuation stop, or go blank. This is an interruption. If this interruption happens too often while reading, they lose a sense of the meaning of the story they are reading. They must start again from the beginning to build a new sensory experience of the story of the text. Therefore, 3-D learners often have to read, reread, and reread material to understand it.

When the dyslexic 3-D learner is young, they might learn to memorize to be able to sound like they can read words, particularly abstract words which they often do not understand. As they read the words out loud, they sound to everyone listening to them as though they can read. However, since they are unable to build a sensory experience of the words as they read out loud, they cannot tell you the details of what they have just read. They might even give you an entirely different story, one that fits the sensory experience that they did have while reading the words they could recognize.

Learning Emergency Begins

Learning emergencies often begin with learning to read abstract words, punctuation marks, alphabet letters, and numbers. Abstract words and symbols, like the, a, and, I, it, on, the symbol comma, have no inherent sensory meaning. They do not stimulate the senses so they can be understood through sensory experiences. When these words are seen in text, they often are like having blank spaces in the text, and this makes learning to read fluidly with comprehension very difficult for the dyslexic. If mastery of abstract symbols and words is missing in the education of the young dyslexic, then this learner is likely to have repeated failures in reading ... this is how a learning emergency begins. With repeated failures, what comes tumbling down is your child’s willingness, desire, confidence, ability to read, and self-esteem.

Teach the Way the Dyslexic Thinks

Sky Village provides the dyslexic with the tools needed to help him learn to make abstract words, something they can experience with their senses and understand. Once they master the 300 abstract words that are read in grades K-5, they have a chance to learn to read like their peers, and are finally able to cross over the threshold so they can now read to learn!

By eliminating the confusion that has been generated by encountering abstract words, punctuation marks and other abstract symbols, your young reader can function in the academic world just like they naturally function in the environment around them. They can become competitive in a world that is filled largely with logical thinkers and readers who think differently than they do.

Learn to Read, so you can Read to Learn. ™