Our courses can make a difference!

The only criterion we favour is whether our courses actually make a difference.

So we give now a number of testimonies.

‘I would like to say that we have been utilizing a multisensory teaching methods to aid young learners to pick up basic reading skills at a tender age

I have also worked with an ESL learner who is 13 years old now and I have implemented the Oxford Reading Tree program and I encouraged her to use playdough to create words in order to build up vocabulary and be able to connect the phonemes with the graphemes. It was an intensive hourly session per day that allowed her to eventually read words and sentences in a methodical manner.’

Asad Yusuf, Pakistan

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Currently, she is able to read 3-4 lines quite easily and she can even comprehend quite well and she can even use direct access route successfully when reading unfamiliar and difficult words.

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One young man has been struggling for many years. He started school with ‘cognitive death’ (or back then we thought it learned helplessness), he did not enjoy writing, reading or learning maths concepts and the gap with his peers just got greater every year. The lectures about the psychological aspects and the strategies helped me to adjust my approach and support his learning in a way that has given him more ownership of the learning, and he wants to learn.

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One student has made gains of two years in two months of tutoring. He is 14 years old. He tested at a 1st grade level for spelling before tutoring started. I retested him after two months – he is spelling at 3rd grade level. I have not retested him for reading as of yet, but he is making great strides there as well.

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Boy, aged 14: I asked him to assist me as a subject in the course questionnaires. He was quiet in class and somewhat isolated. He was also the reason for taking the course and finding put more about dyslexia. During and after the course he has been more willing to talk and to ask questions; he is also more involved in reading. He will initiate conversations and give me news about himself in class. I’ve learned more how to support children more effectively so even though they find things difficult they are better understood and tackle reading with a better attitude which is half the battle.