The Perceptual Problem Associated with Dyslexia
Dyslexia, and its associated learning differences, is a perceptual condition – it’s that simple.
How many legs do you see in the elephant?
Where does one bear end and the other begin?
The primary challenge is the dyslexic reader's sense of perception and their predominantly sensory, big-picture thinking style. This can cause the learning disabilities associated with dyslexia.
The perceptual condition of a dyslexic reader works very well for how they function in the 3-dimensional world. However as soon as they are in school, their style of thinking does not work well for recognizing and comprehending flat, written symbols and written abstract words. When flat symbols and abstract words confuse the dyslexic reader, they use the same kind of multi-sensory thinking that they use to solve physical, 3-dimensional problems. As they unconsciously alter their sensory perceptions to provide multiple and different viewpoints of the symbols, confusion builds and they cannot figure out what the flat symbols mean. Their child’s confusion becomes obvious as a parent starts to notice their child stumble, hesitate, insert a word, misread words, or skip words or lines as they read. These children all too often begin to think something is wrong with them.
Right now, the dyslexia market has convinced parents and teachers that the learning problem associated with dyslexia is a problem with phonemic awareness. Approaching the learning problem through phoneme training is a very slow and arduous task that takes a dyslexic reader through several years of repetitive work and memorization. Specialized phoneme-based training programs usually cost thousands of dollars, and often tens of thousands, to get the desired outcome. There is a faster, more affordable, more effective, and more enjoyable solution for dyslexic readers grades K-5 and their parents: Magical I Am™. The Magical I Am app is an adventure game that teaches children K-5 to read 300 abstract words and symbols, using tools and technology that match the child’s thinking and learning style.
The Core Difficulty – Flat Abstract Words & Symbols
Current research on brain function and learning indicates that most learning disabilities associated with dyslexia result from the child’s inability to find significance, meaning and understanding for flat, 2-dimensional written characters (letters, abstract words, punctuation marks, symbols). (Charles Krebs)
A dyslexic reader’s learning problems begin when the child is confronted with flat 2-D letters, punctuation marks, and the many abstract words that can create havoc for this child’s 3-D perceptual thinking style.
Dr. Charles Krebs, a world known researcher of how the brain learns, has found that:
“What a word looks like and how its letters can be sounded does not provide enough sensory input for the dyslexic’s brain to process written words. To understand a symbol, a word, or the sound of words, enough information has to be provided so that it evokes the sense that the child predominantly uses for processing. Sounding out letters of words is insufficient for evoking understanding in a dyslexic child who depends on linking his senses of sight, hearing, feeling and moving in order to think.” (Charles Krebs, 6-23-08 personal document.)
The dyslexic reader’s 3-dimensionally thinking style for processing information can lead to confusion when they look at flat written symbols. They often do not seem to be able to “see” or “write” the letters of words correctly, and they do not seem to be able to blend the sounds of individual letters into words. The main deterrent to their learning to read is the difficulty of recognizing the many, common abstract words that have no visual or other sensory associations – these abstract words have been given many names.1
A few of these abstract words are:
who, what, where, a, and, is, it, at, the, same, every.
All the flat, written upper- and lower-case alphabet symbols, and 300 abstract words and punctuation marks make a lot of marks on a page that are very difficult to learn to read.
The Magical I Am™ app - A Paradigm Shift to Solving the Dyslexic’s Reading Problem
“When there is a 3-dimensional experience of the meaning of a word at the same time as there is an experience of what the word looks like and what the word sounds like, the visual and auditory symbols of the word can be linked together by a child’s brain to create meaning of the word and the sentence." (Charles Krebs, 6-23-08, private document)
Magical I Am provides a solution: The app uses tools, dynamics and materials that fit and enhance the dyslexic reader’s unique, 3-dimensional, sensory thinking and learning style, and reduce confusion and the stress of learning to read. All this occurs during the fun of gameplay, which is designed to reduce stress and enhance non-linear learning. Keep in mind that this is easy work for the child. Heavy drill, memorization and tedious training are not part of the program, and would actually be counterproductive.
Magical I Am teaches young dyslexic readers how to use their own talents and thinking style to learn to read. If dyslexic readers cannot experience flat symbols meaningfully through the senses, the symbols often do not make sense, creating great difficulties when learning to read. It is that simple!
Magical I Am teaches while having fun playing a game:
While playing Magical I Am, dyslexic readers learn to read the upper- and lower-case letters, 300 abstract words, and punctuation marks by using methodologies that help the child maintain brain integration, manage perceptual experiences, and generate 3-dimensional sensory experiences that give meaning to what is seen on paper. Using Magical I Am, dyslexic readers “actually learn” to read (not just say the words on a page). They learn to read fluently with complete comprehension at grade level within 3-12 months, depending on age and maturity of the child.
Magical I Am is unique: The teaching of children in K-5 to read 300 abstract words and symbols occurs in the midst of having the fun of exploring an adventure game - catching players' imaginations and activating their senses in a way that gives meaning to what they are learning to read.
The unique digital methodology of the Bindu M.E. Tech™ helps the child learn to stabilize his mind’s eye (M.E.) so that their perception of words becomes reliably consistent. Multiple sensory neurons of the brain are simultaneously stimulated with all the sensory experience of what each abstract word or symbol looks like, sounds like and means. Keep in mind again that this is easy work for the player. Heavy drill, memorization and tedious training are not part of the app and would actually be counter-productive. As a result, the child begins to learn how to read without hesitations, inserted words, replaced words, skipped words or skipped lines.