Dyslexia is correctable

I had searched the Internet for alternative therapies for dyslexia.

The reason for the search was my younger daughter L., who by now had almost completed the 4th grade and was finding it very difficult to read and write. Already at the beginning of the 3rd grade we had contacted the language advice centre with the following diagnosis: speech therapy was recommended, there was an auditory perception disorder and a reduced memory span. I also went to a reputable tutoring centre, which, after a comprehensive test, told me that L. had dyslexia. A learning therapy was recommended, which L. was happy to go to. She only went to speech therapy reluctantly. Her self-confidence grew again, but her success at school failed to materialise. L. learned many rules, which she applied to everything at will. Also nothing changed in her handwriting, which always brought her criticism at school and made her hate herself more and more. As often as L. tried, she could not change them.

The class teacher was very pleased with L's growing self-confidence and supported her in accepting the diagnosis of dyslexia. She gave her more time for dictations and she was allowed to look up words in the dictionary. The results did not get any better. L. was doubly frustrated.

The teacher advised me not to start a therapy. It would only confuse the child, as she now dealt with her weakness so confidently. But L. did not want a special position. L. wanted to be able to read and write like all her schoolmates. The teacher had probably rather resigned herself to her weakness, but not my child. Also the private school advised me against it. That was a dilemma in which I found myself. But since L. and I did not want to accept that there should be no way out, we decided to go to Mr. Tzivanakis via the Internet. Until then we had only read through the texts of the dyslexia institute and watched the two videos. I had not yet read the book. Nevertheless, I was convinced that another approach to dyslexia was offered here. I found it very plausible. Everything was somehow plausible and L.'s complex problems were now united in one point. It was easy to understand.

After the first meeting with Mr. Tzivanakis we were convinced. We wanted to go this way. L. found him nice and felt accepted with her problems. She agreed immediately. This man seemed to us to be a good trainer with a sensitive approach to the child.

So we agreed on the training week. By then I approximately knew what awaited me and my child. This week was very work intense. On the first day, tests in reading and writing were done and the results were recorded. He discussed many terms with L., which were needed for further work. On the second day, Mr. Tzivanakis worked on attention and the alphabet was learned backwards. All this was a lot of fun for L. It was all very different from her previous learning therapy. She had to be constantly attentive, because everything that was explained, she had to repeat it in her own words afterwards. There were many little breaks, during which L. had a lot of fun with Mr. Tzivanakis. He seemed honest, cheerful and curious to her. She quickly formed a bond with him and found him to be a real expert.

She herself described him that way: He is pretty relaxed and doesn't build up any pressure. You work based on your abilities. You have real fun, sometimes it's exhausting and demanding. He keeps you busy and stays in close contact. Very recommendable for other children.

So, that is how my child saw it.

During the training week I participated every day, learned what my daughter was learning and watched my child from nine in the morning until half past three in the afternoon. I had never looked at her so closely before, now I had the time. I had a lot to process, because everything was so completely different.  L. quickly understood that she could take responsibility for her learning progress by using the newly learned tools. I received the instruction to continue working with her myself after the training week. I always had an insight into the work with my child and was involved and allowed to ask questions.

L. had a lot of fun working with clay. She really felt the enthusiasm with which Mr. Tzivanakis played with words. There was no regulation. Priority was the help for self-help as well as to awaken the joy of learning in L., to learn something by own strength, by own will. And if L's lust went down the drain once, he waited patiently until she wanted to continue again. This respectful interaction with the child is the basis of his educationally valuable and always individual approach. You can only kindle the fire in another person if it glows within you. Mr. Tzivanakis lives his work and a child feels that. I noticed that here my daughter is not bent and regulated, here they do not work with heavy laws, which I can only understand through years of study, how teachers, learning therapists and speech therapists taught me their work. I am now able to help L. myself and I am supported by him. My child retains her personality with all its facets by using the ability to think in pictures and is now aware of this.

L. is 9 years old. For her the world is full of wonder and unexplored. Mr. Tzivanakis has given her back the confidence that she can do anything if she only wants to. Dyslexia is correctable. L. does not need any special regulations for this and does not have to accept anything. Only her will makes it possible.

Why is the method still so unknown in Germany? It cannot be because of the costs. Booming tutoring schools with high prices prove that parents in Germany are very willing to pay a lot for their children's education. I could not find anyone who could tell me negative things from experience. I only heard voices that knew nothing about it and yet advised me not to. That is probably typically German. It's against our comfort to stray from familiar paths.

Anyway, my daughter wasn't confused by the training week. On the contrary, we see the path we have to take clearly ahead of us. She can now build up focused attention. She has learned a beautiful new handwriting for herself, which she had chosen herself before. She transcribes without mistakes. Reading and writing are developing rapidly. We will soon reach our goal.

In the aftercare we stay in constant contact with Mr. Tzivanakis, report to him every week on the development status and occasionally have appointments with him personally. We feel well looked after and can only recommend it to everyone.

C. M.