Dyslexia

Major Breakthrough in the treatment of Dyslexia.

Combo Therapy has developed a new treatment approach that dissolves the learning difficulties and learning blocks associated with Dyslexia. I hear you saying “This is too good to be true, well it is true” for more information or an appointment contact John O’Reilly 0n 00353 86 333 888 6 or e-mail him at combotherapy@gmail.com

Benefits of New Treatment

Dissolves

·       Feelings of hopelessness, fear, humiliation, feelings of inadequacy, emotional distress and fear of failing.

·       Learning related anxieties.

·       Mental blocks associated with dyslexia.

·       Learning difficulties associated with reading, writing, concentration, and spelling.

Increased

·       Memory recall.

·       Concentration.

Enables

·       Comprehension.

·       Written & Verbal expression of thoughts and ideas etc.

Benefits for Students

  • Removal of all negative feelings of hopelessness, fear, humiliation, feelings of inadequacy, emotional distress, and fear of failing.
  • Removal of learning difficulties associated with reading, writing, concentration, and spelling.
  • Dissolving anxieties and mental blockages or obstacles to learning.
  • Dissolving learning difficulties associated with reading, writing, and spelling etc.
  • Restoring their cognitive processing abilities including comprehension.  
  • Removal of difficulties in expressing thoughts, and ideas both verbally and in writing.
  • Increased their concentration, memory recall and confidence.

Benefits for Parents

  • Removal of anxieties associated with your child’s learning difficulties.
  • Improved Parent / Child relationship.
  • Removes the fears of your child’s future and educational abilities.

Benefits for Teachers

  • It enhances the learning process and the joy in learning for both teachers and students.
  • It enhances teacher student relationship
  • It enriches the teaching process by eliminating obstacles to learning.
  • It dissolves learning blocks and enabling students to comprehend what is being thought more easily.
  • It enhances the teaching of students diagnosed with dyslexia.
  • It reduces the necessity for the teacher to deal with the student’s anxieties.

DYSLEXIA

The Dyslexia Association[1] of Ireland defines dyslexia as “a specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling skills”. They report that “Dyslexia is characterised by cognitive difficulties in (1) phonological processing, (2) working memory, and (3) speed of retrieval of information from long term memory. Dyslexic difficulties occur on a continuum from mild to severe and affect approximately 10% of the population”. They also report that “People with dyslexia may experience greater stress and frustration as they endeavour to learn, resulting in heightened anxiety, particularly in relation to literacy acquisition”.

Dyslexia has been stated to be a specific cognitive language based disorder characterised by difficulties in the processing of information such as

  • Learning to read
    • Difficulty in understanding letters associated sounds
    • in learning text or verbal information
  • spelling,
  • writing,
  • recall
    • speed at which information is recalled
  • Storage of learning in the memory
  • short term memory recall,
    • speed at which memory is recalled
  • word or letter recognition,
    • difficulties in identifying and manipulating letters sounds with words,
    • difficulties in visually recognising and remembering words,
  • verbal expression,
    • speech,
    • expression of ideas,
    • sequencing of information,
    • word repetition,
  • learning by repetition,
  • in recognising rhyme
  • directional confusion,
  • mental arithmetic,
  • learning new information,
  • with names for objects or finding words
  • concentration,
  • behaviour difficulties,
  • coordination,
  • tendencies to daydream,
  • Disorganised
  • Judging and telling time

It is recognised that none of these issues occur as a result of any disability or sensory impairment and they can occur across a full range of intelligence and social economic groups. An indication of dyslexia is where there is a discrepancy existing between a person’s likely ability to learn to read and their actual reading ability. Dyslexia can result in different cognitive and behavioural consequences for different people

Research has suggested that people with dyslexia appear to have a problem with neurological coding which is an aspect that is required in learning and retrieving of associated information between verbal and visual information, i.e. the learning the sounds associated with the letters of the alphabet. Research also has shown that people with dyslexia have difficulty with phonological information (speech sounds) in the short term memory, which results in a difficulty in processing verbal information and the sequencing of information. Poor sequencing of information can affect the written expression of ideas, methods of working in mathematics and learning by repetition. Dyslexia is not normally identified until there is an expectation that everyone should be literate. Dyslexia is also known to co-occur with other developmental conditions. Dyslexia is very common, and is estimated to affect 5% of the population in its severe format and as much as 10% in a milder form. Psychologist agree that there is no agreement that dyslexia is a distinct syndrome in itself. Research to date does not rule out some common underlying cause for dyslexia.

 Defining Dyslexia                                                                                                                                                                                                        There has been three main approached to defining dyslexia

  1. Definition by exclusion – where there is no other alternative explanation for reading and writing difficulties. Critchley 1987, p.11 suggested ‘cognitive disabilities as the cause of dyslexia[2]. (Note mention of cognitive disability (hijacking of logical thinking brain confirmation). This definition suggests possible adequate intelligence as part of the problem, however a low I.Q. in not a barrier to learning
  2. Definition by discrepancy – the discrepancy between the perceived potential to learn to read (indicated by one’s general ability) and the actual level of reading achievement. It is worth noting that a person’s I.Q. is not an accurate measurement of one’s reading ability. Discrepancy is a statistical approach in trying to define ‘abnormalities’ and is not accurate in indicating dyslexia
  3. The identification of positive indicators – these are symptoms or characteristic that can be used to identify dyslexia by virtue of them being present. Profiles have been designed for indicating characteristics associated with Dyslexia. One profile is called “ACID profile[3]” and it emphasises deficits on arithmetic, coding, general knowledge information, as well as short-term memory capacity.

It is worth noting that none of these procedures clearly diagnosed dyslexia due to the variation of difficulties experienced by the dyslexic population,

The term ‘specific learning’ or ‘reading difficulty’ has been suggested as a term that would be more neutral and less suggestive of it being a distinct and cohesive medical syndrome[4].

THE GOOD NEWS is that Combo Therapy has made a major breakthrough in the fight against Dyslexia. As a result of 34 years’ experience of dealing with people’s negative emotions and feelings as a result of their life’s traumatic experiences; together with nearly 10 years of research into the psychological effects of trauma on behaviour; Combo therapy has development of a ground breaking new technique that removes the blocks / barriers that exist in relation to the learning difficulties associated with Dyslexia.

Combo therapy identify all cycles of dyslexia within the body and mind through a new interview technique and then goes on to dissolve the identified issues that causes Dyslexia; case study details are shown herewith

Case Study Student – A 15 year old student diagnosed with dyslexia was found to experienced difficulties with concentrate in class, memorising of spellings, reading, comprehension, memory recall and understanding new lessons etc.

Having undergone a number of sessions of Combo Therapy throughout the academic school year of 2014 / 2015, the student sat his junior certificate in June of 2015. As a result of his dyslexia issues being dissolved, the student was able to concentrate, study and learn. He went on to achieved one ‘A’, two ‘B’s and four ‘C’s in his junior certificate.

His performance and improvements since his exams have been monitored and the student has reported that all of the problems identified as being affected by his dyslexia have completely gone.

His mother has highlighted her amazement at the difference in his ability, attitude and performance in school since.

The teacher, who originally recommended that the student be assessed for dyslexia, informed his mother at their last parent / student meeting, that he was finally able to comprehend his lessons, and also remarked on the improvement in his abilities.

This student continues to excel in his current transition year.

Case Study Adults – A number of adults suffering from dyslexia also have had their issues / obstacles to reading / writing successfully removed. They reported that the blocks / wall, as they described their experiences when reading or writing, have all gone and they reported that they can now read or write without experiencing the difficulties that they previously had.

Further information

Contact John O’Reilly on IRL (086) 3338886 or  combotherapy@gmail.com for more information or appointment.

 

References

[1] http://www.dyslexia.ie/information/general-information-about-dyslexia/definitions/

[2] Critchley, M. (1970) The Dyslexic Child, London, Heinemann.

[3][2] Thomson, M.E. and Grant, S.E. (1979) ‘The WISC subtest profile of the dyslexic child’, in Newton, M.J., Thomson, M.E. and Richards, I.L. (eds) Readings in Dyslexia, Wisbech, Bemrose UK.

Hinshelwood, James (1917). Congenital Word-blindness. London: H.K. Lewis. OCLC 9713889.[

[4] http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/understanding-dyslexia/content-section-2.4.1

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Empathy

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Sensitivity

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Sensitivity

Empathy and Sensitivity assist in the development of Rapport

Communication

All of our communication is positive in content

Communication

Meaningful Communication assists in the identification of core issues

Combo Therapy

Combo Therapy provides an array of services to heal all of your issues, problems or concerns in a fast, effective and lasting way

Why Choose Combo Therapy

        • Combo Therapy is totally confidential
        • Combo Therapy’s approach is both emphatic and sensitive in relation to all issues
        • Combo Therapy is very powerful in identifying and dissolving all issues, problems, or emotions
        • Combo Therapy is fast and effective with most issues being resolved in just one session
        • Combo Therapy cares about you and takes pride in restoring peace of mind and well-being to all of their clients.

What Our Client’s Say

“The mental block that I use to experience every time I went to write or spell is gone. I can now write and read without that blocked feeling that used to take over my mind”.
C. Limerick
“That Mental Wall is gone since I was with you. I have recently sat my exams and I got through them with no blockages. Thank you so much”
E. Limerick
“I cant find any of those feelings I had a while ago before your session of Combo Therapy. It’s amazing; they are all gone. Wow!”
T. Dublin