One-third of the population needs an improved understanding and awareness of their diverse learning style. They are deemed to be learning disabled, which they are not. They simply learn in a different way from the way they are taught.

Anyone involved with education, or the consequences of a so-called 'learning disability' - students, parents, teachers, adult educators, psychologists, therapists, health practitioners, tutors, University departments, trainee teachers, Correction Centres, Alternate Schools, Homeschooling Organizations, media, etc. needs to hear what we have to say.

  • Many so-called 'learning disabilities' are the result of an ability. Dyslexics share a common, natural ability to think 'outside the box', to be able to think multi-dimensionally and alter the perception of those dimensions.
  • This natural ability can be put to good use as an architect, sportsman, inventor, actor, artist, business man, for daydreaming, creating (link Famous Dyslexics).
  • But it can also cause challenges in our current education system, because there is no awareness of this ability.
  • Some people think with words, some with pictures, and some with both pictures and words. Dyslexics think largely with pictures. But more than half of the words in non-technical reading material are comprised of non-picture words—words that do not lend themselves to mental images (e.g., is, and, the, when). If educators are unaware of this, they are likely to teach in a way that does not fit how non-verbal conceptualisers learn best.
  • Dyslexics perceptual talent of multi-dimensional thinking works well with 3-dimensional objects as it does not change the identity of the objects (e.g., a bird is a bird from any perspective). But it does not work with two-dimensional symbols such as printed letters; when viewed from multiple positions the identity of the letter changes (e.g., a ‘b’ becomes a ‘d’ or a ‘p’ or a ‘q’). But if educators are aware, multi-dimensional thinkers can learn to self-regulate their perceptual talent when they need/want their perceptions to be accurate.
  • All children can be given self-regulation tools, reading skills, a mastery exercise for letters and words that results in learning being successful and enjoyable for everyone (link Davis Learning Strategies).

The dyslexic's brain is gifted - not mis-wired.

Dyslexia is not just reversing letters and having difficulty reading.

We don't all process with sound and learn to read phonetically – visual and kinesthetic processing is equally fine.

A different learning style is different – not disabled.

Educators can unlearn, learn, and relearn, enabling the two learning styles to co-exist harmoniously in education.

Children can learn how they think and learn and self-regulate their thinking.

Parents can have accurate information to make informed choices.

The one consistency about these individuals who think differently is their inconsistency!

Book a free information session for your school, community ...


A 1.5 hour interactive talk where we share the cause, the theory, the dynamics behind dyslexia, and over 50 so-called learning disabilities. This will support you in understanding and parenting/teaching children with 'the gift of dyslexia.'

Book a two part Professional Development Day presentation for your School

Professional Development Day (Part 1) ... 1.5 hours: provides the theory, the dynamics, and an overview of the methods that can reach the source of the learning challenges, to correct them, rather than treat the symptoms. It also outlines strategies which have been developed to teach basic literacy skills in Kindergarten to Grade 3 classes and thereby prevent the difficulties from arising.

Professional Development Day (Part 2) ... 1 hour: offers a fun, hands-on experience of giving words meaning!

To book a Professional Development Day, please email your request to info@thewds.org