Entry # 1: Intro to the Darwin Remedial Reading Program – Part 1/2

– The aim here is to provide teachers, tutors and parents with the guidance and support that will allow them to implement the Program with comfort and confidence.

To stimulate confidence in this work, testimonials are being presented. The first one is upcoming while the others can be viewed by going to www.abcofreading.com, and then referring to Examples of Effectiveness and Letters of Acknowledgement.

Before going any further I would like to mention that not only am I a special education teacher (retired), but much more significantly, I am dyslexic myself. In other words, it was the insight I acquired from my own struggles that has allowed me to develop a program that is producing truly exciting results.


When I first met a severely dyslexic 12 year old, she could not read words such as log, hut and tap. However, within 15 minutes of her first session she was applying the Program’s unique decoding techniques and was independently reading words of this nature.

Her resource teacher had sat in on the session and was so impressed that she bought the Program then and there. She was using it within a couple of days and continued to do so until she retired. She later mentioned that within the two years she had used the Program she didn’t encounter a single child who didn’t benefit from it.

Side Note: To avoid excessive pronoun clutter (e.g. he/she), the masculine pronoun is used when a student is being referred to as this reflects the prevalence of males to females with learning difficulties.


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