Latest / Willow Healing Matters Podcast / He Could Only Read at a 1st Grade Level… Then He Developed a New Way to Teach Dyslexic Students

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He Could Only Read at a 1st Grade Level… Then He Developed a New Way to Teach Dyslexic Students · Willow Healing Matters Podcast

0:01
SPEAKER_01: Welcome to Willow Healing Matters, the podcast.
0:04
SPEAKER_01: We are so excited to have you joining us on this journey
0:07
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0:15
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0:21
SPEAKER_01: My virtual obsession,
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SPEAKER_01: my romantic thriller, is now available on Amazon and other online retailers.
0:28
SPEAKER_01: This book explores the intersection of loneliness, love,
0:31
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0:37
SPEAKER_00: My virtual obsession out now.
0:40
SPEAKER_01: Hey everyone,
0:40
SPEAKER_01: it's Catherine Crestani with another episode of Willow Healing Matters
0:43
SPEAKER_01: and today I am joined by Russell Van Brocklin.
0:46
SPEAKER_01: So he is a New York State Senate funded dyslexia research and the founder
0:50
SPEAKER_01: of dyslexiaclasses.com.
0:52
SPEAKER_01: Evaluated at a first grade reading and writing level in college,
0:55
SPEAKER_01: he went on to develop a word analysis first instructional method grounded
0:59
SPEAKER_01: in Yale neuroimaging research by Dr. Sally Shaywitz.
1:03
SPEAKER_01: His inaugural program moved highly motivated college bound students from
1:07
SPEAKER_01: a middle school writing level to the average range of entering graduate students on
1:11
SPEAKER_01: the GRE Analytical Writing Assessment,
1:14
SPEAKER_01: a seven to eight year old grade level leap in one school year for
1:18
SPEAKER_01: under $900 per student as well.
1:21
SPEAKER_01: Every participant entered college and graduated with GPAs between 2.5 and 3.6,
1:26
SPEAKER_01: all without accommodations.
1:27
SPEAKER_01: Russell is the co-author of If You Write,
1:30
SPEAKER_01: You Will Read,
1:31
SPEAKER_01: hosts a growing online course community for parents of struggling readers
1:34
SPEAKER_01: and has completed over 200 podcast interviews,
1:37
SPEAKER_01: which we're talking now 300,
1:39
SPEAKER_01: sharing practical evidence-based tools that families
1:42
SPEAKER_01: and educators can use immediately.
1:44
SPEAKER_01: So a big welcome to the show, Russell.
1:46
SPEAKER_02: Thanks for having me.
1:48
SPEAKER_01: Well, I love this because my background, as we discussed, is as a speech language pathologist.
1:53
SPEAKER_01: And a lot of my clients did have dyslexia or some form of reading difficulty,
1:58
SPEAKER_01: because if anyone's tried to learn the English language and learn spelling
2:03
SPEAKER_01: or teach it, you'll know how difficult it is.
2:05
SPEAKER_01: So adding in dyslexia and learning impairment on top of that can be really difficult.
2:10
SPEAKER_01: So do you want to share a bit about your journey,
2:12
SPEAKER_01: Russell, and how you ended up developing this method that you have now?
2:17
SPEAKER_02: Well,
2:17
SPEAKER_02: I went to the New York State Assembly Internship Program in 97 because I wanted
2:21
SPEAKER_02: to know how walls were created.
2:24
SPEAKER_02: I showed up with a first grade reading and writing level,
2:26
SPEAKER_02: and I couldn't do the internship as designed.
2:29
SPEAKER_02: So the speaker's office, his name was Sheldon Silver, he got a committee together.
2:33
SPEAKER_02: They dropped literally thousands of dollars.
2:36
SPEAKER_02: He didn't care.
2:37
SPEAKER_02: He accommodated the living daylights out of me.
2:40
SPEAKER_02: Shifted things around like you can't believe.
2:43
SPEAKER_02: So then they recommended 15 credits of A- and it goes back to
2:47
SPEAKER_02: the political science department at our biggest state university,
2:50
SPEAKER_02: the State University of New York Center of Buffalo's political science department.
2:54
SPEAKER_02: They looked at the accommodations the state itself came up with, said,
2:57
SPEAKER_02: we don't like this,
2:58
SPEAKER_02: lowered my grade to 15 credits of F. Yeah, 29 years later, it's still there.
3:04
SPEAKER_02: And yes, I tell every podcast, I tell this story.
3:07
SPEAKER_02: And Buffalo, how do you like me now for sharing the secret?
3:10
SPEAKER_02: So I decide I'm going to solve dyslexia.
3:13
SPEAKER_02: And I went to my professors and I said, where do I go in grad school to force me to do this?
3:17
SPEAKER_02: And they said, well, if you like political science, it's easy, law school.
3:20
SPEAKER_02: So in American law schools, I went and audited contracts and property.
3:25
SPEAKER_02: The second day I was called a They use a method there called the Socratic method.
3:30
SPEAKER_02: If you don't know the answer,
3:31
SPEAKER_02: which nobody does the first week,
3:33
SPEAKER_02: they ask you questions until you can't answer to embarrass you publicly
3:38
SPEAKER_02: until you adapt.
3:40
SPEAKER_02: That didn't happen to me.
3:42
SPEAKER_02: I responded as the professor's equal.
3:45
SPEAKER_02: He was a professor longer than I was alive at that point.
3:49
SPEAKER_02: I answered exactly correctly, and then I attacked him.
3:53
SPEAKER_02: Which bewildered him for a moment.
3:55
SPEAKER_02: Then we're going back and forth with each other.
3:57
SPEAKER_02: Five minutes, 10 minutes, 15 minutes.
4:00
SPEAKER_02: He throws up his arms and says, Russell, you couldn't be any more correct.
4:03
SPEAKER_02: In the interest of time, I have to move on to the next case.
4:06
SPEAKER_02: I learned to read within a month and to write in a couple of years.
4:09
SPEAKER_02: Then I went through all the fun stuff, what you described.
4:13
SPEAKER_02: And then what I found is I had to come up with a system not only for
4:17
SPEAKER_02: the most advanced students, but everybody.
4:19
SPEAKER_02: So what I want to discuss tonight,
4:22
SPEAKER_02: you seem to be under the impression that dyslexia is hard to teach spelling
4:28
SPEAKER_02: and it's hard to teach reading.
4:30
SPEAKER_02: It's really not.
4:32
SPEAKER_02: I can show you how to do it in 15 minutes.
4:34
SPEAKER_01: Okay, let's buckle up and let's go.
4:37
SPEAKER_01: And for any of my normal listeners,
4:39
SPEAKER_01: this is a very different way,
4:41
SPEAKER_01: but you'd be surprised how much dyslexia and reading impairments
4:44
SPEAKER_01: and learning impairments impact people and make them feel,
4:48
SPEAKER_01: I don't know, like they can't achieve things.
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SPEAKER_01: Russell just kind of challenged that whole stereotype of how people perceive people
4:55
SPEAKER_01: because they find it hard to read or write.
4:58
SPEAKER_01: And we're going to find a way to actually circumnavigate that.
5:00
SPEAKER_01: So let's buckle up and go.
5:02
SPEAKER_02: Okay.
5:03
SPEAKER_02: First thing I'm going to tell you about the first step,
5:06
SPEAKER_02: it's a three-step process, and then I'll show you how to do it at an advanced level.
5:10
SPEAKER_02: Number one,
5:12
SPEAKER_02: when you're dealing with a dyslexic ADD or ADHD,
5:15
SPEAKER_02: the first rule is you have to focus on the kid's speciality,
5:19
SPEAKER_02: their area of extreme interest and ability.
5:22
SPEAKER_02: The case I'm going to tell you about, her name is Casey.
5:24
SPEAKER_02: I never saw this before, Casey.
5:26
SPEAKER_02: I will never see this again.
5:27
SPEAKER_02: Of the hundreds of teachers I've taught, they will never see this.
5:31
SPEAKER_02: This is a one-off edge case to make a point.
5:33
SPEAKER_02: Casey was 10 years old from a lower middle class family in the Midwestern United States.
5:39
SPEAKER_02: She was extremely interested in Theodore Roosevelt.
5:42
SPEAKER_02: She was at the end of fifth grade.
5:43
SPEAKER_02: She was reading and writing, not at the fifth grade level, but at the second grade level.
5:48
SPEAKER_02: And she turned 11 over the summertime.
5:50
SPEAKER_02: So she was interested in Theodore Roosevelt.
5:52
SPEAKER_02: So I assigned her this insane book, The Rise of Theater Roosevelt.
5:57
SPEAKER_02: I'm sorry, all 900 pages.
6:00
SPEAKER_02: Okay, this is for 10th grade to first year college level, 15 to 18, depending on who you ask.
6:06
SPEAKER_02: This was all Casey.
6:07
SPEAKER_02: Nobody even suggested it.
6:09
SPEAKER_02: She took her book,
6:10
SPEAKER_02: went upstairs,
6:12
SPEAKER_02: did a version of the process I'll show you shortly,
6:14
SPEAKER_02: for three hours a night for the next six months,
6:18
SPEAKER_02: most of the days during the summertime.
6:21
SPEAKER_02: At the end of that,
6:21
SPEAKER_02: you could flip to this random page,
6:23
SPEAKER_02: point to that random word, and she would tell you the exact dictionary definition.
6:27
SPEAKER_02: She jumped eight grade levels in six months, and I worked with her for about 15 minutes a week.
6:32
SPEAKER_02: That's incredible.
6:33
SPEAKER_02: Well, that's not the point.
6:35
SPEAKER_02: The point is,
6:37
SPEAKER_02: when we moved to a book she hated to see if this transferred over,
6:41
SPEAKER_02: took about three months,
6:42
SPEAKER_02: and then I asked her,
6:44
SPEAKER_02: how much did your motivation drop from a book you loved to a book you hated?
6:47
SPEAKER_02: She said about 50%.
6:50
SPEAKER_02: Most dyslectics will drop 75% to 90%.
6:54
SPEAKER_02: If you're outside their speciality during the intervention period,
6:59
SPEAKER_02: you will fail for that reason.
7:01
SPEAKER_02: You have to focus on the kid's speciality, their area of extreme interest and ability.
7:05
SPEAKER_02: Number two,
7:07
SPEAKER_02: if you ask a dyslectic in their speciality,
7:09
SPEAKER_02: in their area of extreme interest and ability,
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SPEAKER_02: do you have ideas flying around your head at light speed but with little
7:16
SPEAKER_02: to no organization?
7:17
SPEAKER_02: They're going to say yes.
7:20
SPEAKER_02: So what we have to do is to force the dyslexic brain to organize itself
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SPEAKER_02: by using writing as a measurable output.
7:27
SPEAKER_02: So let me give you an example.
7:30
SPEAKER_02: If you were given this question,
7:33
SPEAKER_02: you had access to a university library,
7:36
SPEAKER_02: you couldn't ask any questions,
7:38
SPEAKER_02: and we're asking you to write a paper for like a 15 year old.
7:42
SPEAKER_02: What effect?
7:44
SPEAKER_02: Did Martin Luther King's famous I Have a Dream speech have on
7:47
SPEAKER_02: the American Civil Rights Movement of the 1950s?
7:49
SPEAKER_02: I'm sorry, the 1960s.
7:52
SPEAKER_02: Could you go get the books and then just write up a mediocre paper in two weeks
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SPEAKER_02: without a lot of just doing it?
7:58
SPEAKER_01: I'm already bored with the topic.
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SPEAKER_01: I don't even want to do it.
8:01
SPEAKER_02: I know you don't want to do it.
8:02
SPEAKER_02: I'm asking, could you?
8:03
SPEAKER_02: But I could do it.
8:05
SPEAKER_01: I could do it.
8:06
SPEAKER_01: Yes.
8:07
SPEAKER_01: You could do it.
8:09
SPEAKER_02: I get it.
8:10
SPEAKER_02: You could do it because it's big picture eventually going down to the details.
8:16
SPEAKER_02: That's how you like to do things?
8:17
SPEAKER_01: Yeah.
8:18
SPEAKER_01: Yeah.
8:19
SPEAKER_01: Well, yeah.
8:20
SPEAKER_01: Let's just say in terms of schoolwork, yes, that's how I worked.
8:23
SPEAKER_01: Yes.
8:24
SPEAKER_02: Well, for dyslectics, it's like grabbing fog.
8:28
SPEAKER_02: There's nothing.
8:29
SPEAKER_02: We can't do it.
8:30
SPEAKER_02: What we have to do is flip that script.
8:32
SPEAKER_02: We have to start off at a very specific point and then slowly go out.
8:37
SPEAKER_02: We would ask what personally compelled Martin Luther King to want to give his famous speech.
8:42
SPEAKER_02: We go to his biography.
8:44
SPEAKER_02: We look at that time period and we get an answer.
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SPEAKER_02: Then that answer gives us a question,
8:48
SPEAKER_02: which gives us an answer,
8:49
SPEAKER_02: which gives us the question,
8:50
SPEAKER_02: which gives us an answer,
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SPEAKER_02: forcing the dyslexic brain to organize itself by using writing as
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SPEAKER_02: a measurable output.
8:57
SPEAKER_02: Does that make sense?
8:58
SPEAKER_01: Yes.
8:59
SPEAKER_01: So I'm just getting it like kind of an image of what it looks like in my head.
9:03
SPEAKER_01: So I guess it's giving them a structure when there is no structure.
9:07
SPEAKER_02: Yes, but we have to start off at a very specific direct question.
9:12
SPEAKER_01: Yeah.
9:13
SPEAKER_02: And then that answer will give a question,
9:15
SPEAKER_02: which gives an answer, which gives a question, which gives an answer.
9:18
SPEAKER_01: So it's basically putting it in like manageable parts because you're not.
9:22
SPEAKER_02: Right.
9:23
SPEAKER_01: Yeah.
9:24
SPEAKER_02: Right.
9:24
SPEAKER_02: We would start off with an extremely specific point.
9:28
SPEAKER_02: And then get the answer, get a question, get an answer, get a question, get an answer.
9:33
SPEAKER_02: The gen ed kids are the opposite.
9:34
SPEAKER_02: It's big picture eventually going down to the details.
9:37
SPEAKER_02: So we're flipping it completely.
9:40
SPEAKER_02: Okay.
9:42
SPEAKER_02: So, and then I can't understand why nobody else is doing this.
9:47
SPEAKER_02: This is the tough book in my field.
9:48
SPEAKER_02: It's called Overcoming Dyslexia by Dr. Cecilia Shewitz from Yale.
9:52
SPEAKER_02: That's dyslexia.
9:54
SPEAKER_02: The back part of your brain has this massive neural activity.
9:57
SPEAKER_02: Back part of the dyslectics, next to nothing.
10:00
SPEAKER_02: Front part of the dyslectic brain, about two and a half times overactive.
10:05
SPEAKER_02: Okay?
10:06
SPEAKER_02: This deals with word analysis followed by articulation.
10:09
SPEAKER_02: I use this.
10:10
SPEAKER_02: I don't use this.
10:12
SPEAKER_02: I do this.
10:13
SPEAKER_02: The front part.
10:13
SPEAKER_02: Okay?
10:14
SPEAKER_01: Yeah.
10:15
SPEAKER_02: So, here's how we do that.
10:18
SPEAKER_02: This is how we put all that together.
10:21
SPEAKER_02: So I think I can actually tell you how to improve your ability to write
10:27
SPEAKER_02: a body paragraph using a technique I don't think you've ever heard of.
10:31
SPEAKER_02: And this is what I teach 11-year-olds.
10:34
SPEAKER_02: All right?
10:36
SPEAKER_02: So just so everybody knows, how far did you go in your education?
10:40
SPEAKER_01: I graduated from university, so with honors.
10:43
SPEAKER_01: So I don't know what would that be, the equivalent in America, I'm not sure.
10:47
SPEAKER_02: Probably a four-year degree.
10:49
SPEAKER_01: Yeah.
10:50
SPEAKER_01: Yeah, that's exactly
10:51
SPEAKER_02: what I did.
10:52
SPEAKER_02: But with honors.
10:53
SPEAKER_02: So do you think I can show you a writing technique that would improve your writing
10:58
SPEAKER_02: from now on and that I teach 11-year-olds?
11:02
SPEAKER_01: Sure.
11:03
SPEAKER_01: Let's go.
11:04
SPEAKER_01: Let's go.
11:04
SPEAKER_02: Okay.
11:05
SPEAKER_02: So let me tell you where I started off with this.
11:09
SPEAKER_02: What I found, because remember, we have to start off at a very specific point.
11:13
SPEAKER_02: So I found the most effective way to communicate things is using a universal thing.
11:18
SPEAKER_02: And then surprisingly, the best way I found to communicate it is using a movie review.
11:23
SPEAKER_02: So I want you to think of a movie that meets three criteria.
11:27
SPEAKER_02: Number one, it's one of the best movies you ever saw in your life.
11:30
SPEAKER_02: Number two, you know it intimately.
11:33
SPEAKER_02: Number three, everybody's seen it.
11:35
SPEAKER_02: What's the name of that movie?
11:37
SPEAKER_01: Mary Poppins.
11:38
SPEAKER_02: Mary Poppins.
11:39
SPEAKER_02: Fantastic.
11:40
SPEAKER_02: The original one.
11:42
SPEAKER_01: Yes, the original one.
11:44
SPEAKER_02: Now I'm going to ask you a really hard question.
11:48
SPEAKER_02: I need you to reduce that movie,
11:50
SPEAKER_02: Mary Poppins,
11:51
SPEAKER_02: to a one-word universal theme that best represents the entire movie
11:55
SPEAKER_02: in your own unique viewpoint.
11:58
SPEAKER_01: Magical?
11:59
SPEAKER_02: Well, that's what everybody says.
12:01
SPEAKER_02: What's something unique to your viewpoint?
12:04
SPEAKER_01: Possibility.
12:06
SPEAKER_02: Possibility.
12:07
SPEAKER_02: Do you realize you came up with that extremely fast?
12:10
SPEAKER_01: Yes, I did.
12:11
SPEAKER_01: Yes.
12:12
SPEAKER_02: Yes.
12:12
SPEAKER_02: Most people that are not dyslexic would take 10, 20, 30 seconds to come up with that.
12:18
SPEAKER_01: There you go.
12:19
SPEAKER_02: Okay.
12:20
SPEAKER_02: So now if you were to go down to your local high school and you went to
12:24
SPEAKER_02: the top dyslexic student, they would tell you that instantaneously.
12:28
SPEAKER_02: All right.
12:28
SPEAKER_02: So that's the front part of the brain.
12:30
SPEAKER_02: That's where we have two and a half times the neural activity.
12:33
SPEAKER_02: That's word analysis.
12:35
SPEAKER_02: Here's the problem with your universal theme.
12:38
SPEAKER_02: Well, first of all, we were going to do the movie review.
12:40
SPEAKER_02: We would say, how do the actors do with that universal theme?
12:42
SPEAKER_02: How did the director do?
12:43
SPEAKER_02: How did the screenwriter do?
12:45
SPEAKER_02: Problem is it's really a broad brush.
12:49
SPEAKER_02: Okay.
12:50
SPEAKER_02: Great back in the 90s because we just had a few major publications
12:54
SPEAKER_02: and we blasted out to everybody.
12:56
SPEAKER_02: But in the 2020s, we got to get much more specific.
13:00
SPEAKER_02: So then the problem I came up with, we have to get much more specific and I needed a framework.
13:05
SPEAKER_02: So I went to the professors and I said,
13:07
SPEAKER_02: in the English language history,
13:10
SPEAKER_02: who is the best person at communicating and writing?
13:13
SPEAKER_02: And they all said the same person, Shakespeare.
13:17
SPEAKER_02: So we are now going to traumatize some of your audience because we're going
13:21
SPEAKER_02: to go back to high school Shakespeare just for a moment.
13:24
SPEAKER_02: Okay.
13:26
SPEAKER_02: I want you to think about any Shakespeare play you ever read in high school.
13:30
SPEAKER_02: You'd have a hero.
13:31
SPEAKER_02: The hero would want to do something based on a bunch of universal themes.
13:36
SPEAKER_02: Then you would have an ultimate villain.
13:38
SPEAKER_02: Who's a character with some concepts,
13:40
SPEAKER_02: with some universal themes that try to prevent the hero from accomplishing the goal.
13:44
SPEAKER_02: They would conflict in Act 1, escalate like crazy in Act 2, resolve in Act 3.
13:49
SPEAKER_02: Sound familiar?
13:50
SPEAKER_01: Unfortunately, yes.
13:52
SPEAKER_02: Yes.
13:52
SPEAKER_02: So I told you it was just going to be for a moment.
13:56
SPEAKER_02: Sorry for the trauma.
13:58
SPEAKER_02: So now we're going to simplify that process, but that's what we're going to use.
14:03
SPEAKER_02: All right.
14:04
SPEAKER_02: First, I'm going to tell you how we're going to do.
14:06
SPEAKER_02: We're going to start this with word analysis followed by articulation at the advanced level.
14:11
SPEAKER_02: I'm going to let you know on our online classes at skool.com that we have courses
14:17
SPEAKER_02: that show students how to do a basic body paragraph.
14:19
SPEAKER_02: I'm going to assume that's done.
14:22
SPEAKER_02: All right.
14:22
SPEAKER_02: So the first thing we're going to do is let's say we're talking
14:26
SPEAKER_02: about Mary Poppins script and that's the kid's speciality.
14:30
SPEAKER_02: I'm going to say you're going to type out on a laptop with a real keyboard,
14:35
SPEAKER_02: not an iPad, not an iPhone.
14:37
SPEAKER_02: And you're going to take your pens and pencils and literally throw them in the trash.
14:40
SPEAKER_02: They are not allowed.
14:42
SPEAKER_02: They're typing on a real keyboard.
14:44
SPEAKER_02: That's absolute.
14:46
SPEAKER_02: Okay.
14:47
SPEAKER_02: So they're going to type out five to 20 paragraphs on what the hero wants to do, okay?
14:54
SPEAKER_02: Now, for each sentence,
14:56
SPEAKER_02: they're going to pick out the most important word,
14:59
SPEAKER_02: and they're going to type that out for each of the sentences.
15:03
SPEAKER_02: Then they're going to go to Merriam-Webster's Online Dictionary or Oxford English,
15:07
SPEAKER_02: whatever ones you want to trust,
15:09
SPEAKER_02: and the kid's going to pick out their definition for each
15:12
SPEAKER_02: of these most important words, and they're going to type that out next to the word.
15:16
SPEAKER_02: And the parents are going to have zero trust,
15:18
SPEAKER_02: making sure they're not copying and pasting, no copying and pasting.
15:22
SPEAKER_02: Can't do it.
15:22
SPEAKER_02: They're going to type out the word, type out the definition for all of them.
15:27
SPEAKER_02: And they're going to pick the one they think is the best.
15:30
SPEAKER_02: And once we do that, we're going to run into the problem, broad brush.
15:36
SPEAKER_02: So now we're going to go to the thesaurus.
15:39
SPEAKER_02: They're going to type in the word, and they're going to get a bunch of synonyms.
15:43
SPEAKER_02: You can do five synonyms, ten synonyms, the whole level, multiple levels.
15:48
SPEAKER_02: Most parents do ten synonyms.
15:51
SPEAKER_02: They're going to type out each synonym,
15:52
SPEAKER_02: go to the online dictionary, pick their definition, type it out.
15:56
SPEAKER_02: And at this point, people ask, what's with all the typing?
16:01
SPEAKER_02: And I said, have you ever noticed that it's really hard to teach dyslectics to read?
16:09
SPEAKER_02: And they're like, yeah.
16:10
SPEAKER_02: I'm like, okay, we're not gonna teach reading.
16:14
SPEAKER_02: We're gonna teach writing word analysis.
16:17
SPEAKER_02: That's the front part of the brain.
16:18
SPEAKER_02: We're gonna move it up here.
16:20
SPEAKER_02: So how we do that is we have them type out the word and type out the definition.
16:25
SPEAKER_02: Now, at some point,
16:27
SPEAKER_02: five times,
16:28
SPEAKER_02: 15 times, 20 times, who knows, the kid's eventually going to master that word.
16:33
SPEAKER_02: And the kid's going to go, Mom, Dad, I know it.
16:36
SPEAKER_02: And the parents are going to compare what the kid wrote to what the dictionary says.
16:40
SPEAKER_02: If it's essentially the same, they're done.
16:43
SPEAKER_02: If not, keep typing.
16:44
SPEAKER_02: If they're not sure, keep typing.
16:47
SPEAKER_02: This takes 6 to 18 months, normally 12 to 18.
16:50
SPEAKER_02: At the end of that time period,
16:52
SPEAKER_02: they're going to have a vocabulary of hundreds and hundreds of evolved words.
16:58
SPEAKER_02: My kids do this typically at 11 and 12.
17:01
SPEAKER_02: When they're 16 and 17 taking the SAT or the ACT for college,
17:05
SPEAKER_02: the verbal section is essentially a vocabulary test.
17:08
SPEAKER_02: My kids don't need to remember a word list of advanced words.
17:12
SPEAKER_02: They know them already.
17:13
SPEAKER_02: Their comprehension is about, their memory is about 70 to 80%.
17:19
SPEAKER_02: Drives their peers nuts.
17:20
SPEAKER_02: So this is how we build it up.
17:23
SPEAKER_02: This is essentially what Casey did.
17:25
SPEAKER_02: This is how we build up typically over 12 to 18 months.
17:27
SPEAKER_02: Eventually the kids just go off and do this themselves.
17:30
SPEAKER_02: You're not mortgaging your house to do this.
17:33
SPEAKER_02: So we do that.
17:36
SPEAKER_02: Then we do that for the 10.
17:37
SPEAKER_02: And then the kid said, that's the best one that best represents what's in my head.
17:42
SPEAKER_02: Now it's not exactly perfect, but it's much closer.
17:46
SPEAKER_02: Because it's much closer,
17:48
SPEAKER_02: we can now laser focus through that universal theme as a lens
17:53
SPEAKER_02: to pick our ultimate villain.
17:55
SPEAKER_02: I start off with characters.
17:57
SPEAKER_02: I eventually move to concepts.
18:00
SPEAKER_02: So we have our hero, our universal theme, our ultimate villain.
18:03
SPEAKER_02: We'd make a simple sentence out of that.
18:05
SPEAKER_02: See how that's an advanced form of articulation?
18:07
SPEAKER_02: I'm sorry.
18:08
SPEAKER_02: Do you see how that's an advanced form of word analysis?
18:10
SPEAKER_01: Yeah.
18:11
SPEAKER_01: So my question that's popping in my head is then how do you transition them
18:15
SPEAKER_01: from typing to writing?
18:17
SPEAKER_02: They never handwrite.
18:19
SPEAKER_02: Never.
18:20
SPEAKER_02: They always type.
18:22
SPEAKER_02: People ask me like, what do you mean they can't handwrite?
18:26
SPEAKER_02: When I did my original program,
18:29
SPEAKER_02: Funded by the New York State Senate that you discussed,
18:32
SPEAKER_02: I had some of my kids go from the eighth grade level,
18:37
SPEAKER_02: like they're 13, to writing at the 70th percentile of entering grad students.
18:42
SPEAKER_02: We then switched them over to a much easier prompt, something that they knew a lot about.
18:47
SPEAKER_02: We had them handwrite.
18:49
SPEAKER_02: They dropped to the sixth percentile.
18:51
SPEAKER_02: When you're trying to deal with the executive functioning,
18:55
SPEAKER_02: Handwriting you compared to hitting a key collapses the whole system.
18:59
SPEAKER_01: See, so I find this intriguing because I do a lot of journaling and automatic writing.
19:05
SPEAKER_01: So I will,
19:05
SPEAKER_01: like from a spiritual point of view,
19:07
SPEAKER_01: I will channel through and it will just come through.
19:09
SPEAKER_01: And half the time it doesn't even look like my handwriting.
19:12
SPEAKER_01: So I would argue I'm tapping into a different part of the brain.
19:15
SPEAKER_01: But if I didn't have those basics to believe I could start the writing,
19:20
SPEAKER_01: it's not the same if I'm typing.
19:22
SPEAKER_01: It's similar.
19:23
SPEAKER_01: But I don't get as much detail as if I'm writing.
19:26
SPEAKER_01: So I guess, yeah,
19:28
SPEAKER_01: so this is where I'm like, well,
19:30
SPEAKER_01: you know,
19:30
SPEAKER_01: we still,
19:31
SPEAKER_01: I still believe you need the basics of writing because there's still things
19:35
SPEAKER_01: that are important to write,
19:37
SPEAKER_01: like labeling things, although people these days use labelers, but things like that.
19:43
SPEAKER_02: I am just saying for academics,
19:45
SPEAKER_02: my job is to get these kids functional so a gen ed teacher can work with them.
19:50
SPEAKER_02: And what I'm saying is they're typing everything.
19:53
SPEAKER_01: So I guess in contrast,
19:55
SPEAKER_01: that would be an accommodation the school has to make sure that they allow them
20:00
SPEAKER_01: to do.
20:01
SPEAKER_02: And it's a Chromebook.
20:02
SPEAKER_02: It's what they provide.
20:03
SPEAKER_02: It's a cheap computer.
20:04
SPEAKER_02: I recommend the one from Samsung.
20:06
SPEAKER_02: And that's the handwriting people hate me for this, but literally that's what we did.
20:12
SPEAKER_02: They really went from the seventh percentile to the sixth.
20:15
SPEAKER_02: Okay.
20:16
SPEAKER_02: It's just what it is.
20:18
SPEAKER_02: So that's word analysis.
20:20
SPEAKER_02: Now we're going to do articulation.
20:21
SPEAKER_02: Don't worry.
20:22
SPEAKER_02: This is much quicker.
20:24
SPEAKER_02: So then we come up with three really good reasons.
20:28
SPEAKER_02: Each reason we're going to turn into a simple universal theme.
20:31
SPEAKER_02: Then we're going to go to the script of Mary Poppins.
20:34
SPEAKER_02: We're going to pick a quote from the beginning part of the movie that deals exactly
20:38
SPEAKER_02: with that universal theme,
20:39
SPEAKER_02: one sentence,
20:40
SPEAKER_02: and then a quote exactly from that universal theme at the end of the movie.
20:44
SPEAKER_02: We're going to take those two quotes and put them together.
20:47
SPEAKER_02: This is important because teachers say, I can't send my kid to do writing at home.
20:52
SPEAKER_02: It'll be done by ChatGPT.
20:54
SPEAKER_02: And I'm like, yes, you can.
20:56
SPEAKER_02: Because now they have to show you their work like a math problem.
21:00
SPEAKER_02: Okay?
21:01
SPEAKER_02: This prevents it from being a ChatGPT thing.
21:04
SPEAKER_02: It prevents it from being a BS paper.
21:06
SPEAKER_02: Every paragraph is two quotes.
21:08
SPEAKER_02: So now we have the two quotes.
21:09
SPEAKER_02: That's our data.
21:11
SPEAKER_02: Then we're going to form the topic sentence based on those two quotes.
21:16
SPEAKER_02: Now, here's my question.
21:17
SPEAKER_02: This is where I can help you improve your writing.
21:19
SPEAKER_02: Have you ever noticed in your advanced writing in college that moving
21:24
SPEAKER_02: from your topic sentence to your data, the flow wasn't very good?
21:29
SPEAKER_01: You're making me think now.
21:32
SPEAKER_02: Yes, I'm really notorious for that.
21:35
SPEAKER_01: I actually am really good at writing.
21:37
SPEAKER_01: Okay, so for most of us who aren't as gifted,
21:45
SPEAKER_02: All right.
21:46
SPEAKER_02: When we went from topic sentence to the data, it tends to not flow very well.
21:53
SPEAKER_02: So there's a book called The Craft of Research from the University of Chicago.
21:56
SPEAKER_02: It teaches PhD students how to write doctoral dissertations.
22:01
SPEAKER_02: Context, unique problem statement solution.
22:05
SPEAKER_02: Sold over a million copies in the last 31 years.
22:09
SPEAKER_02: Here's one of their central pieces.
22:11
SPEAKER_02: Have you ever thought about applying a warrant to a body paragraph?
22:15
SPEAKER_01: A warrant?
22:16
SPEAKER_01: A warrant, yes.
22:18
SPEAKER_01: No, I haven't.
22:20
SPEAKER_02: A warrant connects the topic sentence to the data by answering a how question and
22:26
SPEAKER_02: a why question.
22:28
SPEAKER_01: Oh, yeah.
22:29
SPEAKER_01: So I don't remember the acronym we got taught,
22:32
SPEAKER_01: but it was like you have to have the statement,
22:35
SPEAKER_01: the evidence, and that sort of thing.
22:37
SPEAKER_01: So it's always, you're always backing it up kind of thing.
22:40
SPEAKER_01: That's how I got taught.
22:41
SPEAKER_01: Yeah.
22:42
SPEAKER_02: Yes.
22:42
SPEAKER_02: Well, this is specifically connecting the two by answering a how question and
22:47
SPEAKER_02: a why question, and then it flows well.
22:51
SPEAKER_02: All right.
22:51
SPEAKER_02: Now, if you don't use this, you will be arrested next time.
22:56
SPEAKER_02: That's a joke.
22:58
SPEAKER_02: All right.
22:59
SPEAKER_02: So it does matter because in the States,
23:03
SPEAKER_02: if a professor sees a warrant,
23:05
SPEAKER_02: they automatically think this is a much more sophisticated paragraph.
23:09
SPEAKER_02: And students don't know how to usually do it until a doctoral program.
23:11
SPEAKER_02: And I teach it to 11-year-olds.
23:13
SPEAKER_02: So that's the base reason.
23:15
SPEAKER_02: So if you go and you practice that process for a dyslexic,
23:19
SPEAKER_02: For six to 18 months,
23:21
SPEAKER_02: normally 12 to 18 months,
23:23
SPEAKER_02: they're going to be able to write those body paragraphs very rapidly,
23:26
SPEAKER_02: and they will have an extensive vocabulary.
23:29
SPEAKER_02: That's essentially what Casey was doing.
23:31
SPEAKER_02: She was doing a similar process for three hours a night for six months,
23:34
SPEAKER_02: most of the days during the summertime.
23:37
SPEAKER_02: Though she was doing like eight hours of summertime per day, just in her room, typing away.
23:42
SPEAKER_02: Yeah.
23:42
SPEAKER_02: Yeah.
23:43
SPEAKER_01: To me, I'm like, that's a lot of time on the computer.
23:48
SPEAKER_01: That's just me personally.
23:50
SPEAKER_02: As I said, I will never see that again.
23:52
SPEAKER_02: And here's what people don't get.
23:55
SPEAKER_02: Here's my question why I do this.
23:58
SPEAKER_02: How can you apply word analysis if you don't know exactly what the word means?
24:02
SPEAKER_02: You can't.
24:04
SPEAKER_01: Yeah.
24:05
SPEAKER_02: That's what the front part of the brain is.
24:07
SPEAKER_02: So what I tell the kids is we're in your speciality.
24:10
SPEAKER_02: We're teaching you from the specific to the general, the way you want to be taught.
24:14
SPEAKER_02: And this is the price we have to pay if I'm going to work with you.
24:17
SPEAKER_02: And that generally works.
24:20
SPEAKER_02: And I said,
24:21
SPEAKER_02: or you could have your parents sell their house for a half a million bucks
24:25
SPEAKER_02: and you could go to the Windward Academy where they have a 98% success rate for four
24:33
SPEAKER_02: to five years in New York City.
24:35
SPEAKER_02: And you can pretty much bankrupt your family and then make this a lot less fun.
24:41
SPEAKER_02: And they said, I don't want to bankrupt my family because I'm serious.
24:44
SPEAKER_02: That's what it costs.
24:46
SPEAKER_02: And I showed them what Orton Gillingham is.
24:49
SPEAKER_02: That's what the rich use.
24:51
SPEAKER_02: And they said, wow, that really sucks.
24:53
SPEAKER_02: He said, yours kind of sucks.
24:54
SPEAKER_02: Theirs really, really sucks.
24:56
SPEAKER_02: I said, okay, so are you going to do it?
24:58
SPEAKER_02: Yeah, I'll do it.
25:00
SPEAKER_02: See, if you want to be really cruel to teenagers, and I mean...
25:05
SPEAKER_02: Just horribly cruel.
25:06
SPEAKER_02: Use logic.
25:08
SPEAKER_02: Because they think they know everything.
25:10
SPEAKER_02: I can tell you, when I was a teenager, I knew everything.
25:13
SPEAKER_02: My parents knew nothing.
25:16
SPEAKER_02: And then when I was, it took me to about 25.
25:19
SPEAKER_02: You know,
25:19
SPEAKER_02: I think you remember back when you were a teenager,
25:22
SPEAKER_02: how you knew everything in the world.
25:24
SPEAKER_02: Well, yeah, we didn't.
25:27
SPEAKER_00: It's just pushing all the boundaries.
25:28
SPEAKER_00: That was me.
25:29
SPEAKER_01: But it's,
25:30
SPEAKER_01: it's interesting because I so agree with you,
25:33
SPEAKER_01: Russell,
25:33
SPEAKER_01: when you find the right motivator for these kids, they're happy to work towards it.
25:38
SPEAKER_01: You know, I had a client and he was really behind on reading and writing.
25:42
SPEAKER_01: And then I said, well, what do you want to do?
25:43
SPEAKER_01: He goes, I want to design Lego for Lego, right?
25:46
SPEAKER_01: Like I want to design.
25:48
SPEAKER_01: And I said, well, okay, well, don't you have to send an email?
25:51
SPEAKER_01: So that they know that this is your design and this is the concept behind it.
25:54
SPEAKER_01: I said, I know you can take the pictures and put all the diagrams.
25:57
SPEAKER_01: I said, but you still need to pitch the thing in the first place, right?
26:00
SPEAKER_01: He goes, yeah.
26:02
SPEAKER_01: And I said,
26:03
SPEAKER_01: all right,
26:03
SPEAKER_01: well, then how are you going to do that if you're not able to read and write?
26:08
SPEAKER_01: And he's like,
26:10
SPEAKER_01: Okay, so if I want to do this job, I need to be able to get through this.
26:14
SPEAKER_01: I said, yeah.
26:15
SPEAKER_01: And same thing, miraculously, within like six months, he just went and checked.
26:21
SPEAKER_01: I don't think he had the dyslexia.
26:23
SPEAKER_01: I feel it was just a reading and writing delay because he didn't have those kind
26:27
SPEAKER_01: of classic symptoms and that sort of thing.
26:30
SPEAKER_01: It was that motivating factor that allowed him to, you know, put a, put a rocket up him.
26:35
SPEAKER_01: And he was just like, yes, I can do this all of a sudden.
26:38
SPEAKER_01: Whereas he just had constant resistance and his mom's like, he's like reading books.
26:43
SPEAKER_01: All of a sudden I said, are they Lego books?
26:44
SPEAKER_01: He goes, yeah, like about like the invention of Lego.
26:47
SPEAKER_01: And I said, great.
26:48
SPEAKER_01: Make it all around what he's interested in.
26:51
SPEAKER_01: I have another client and he loved cricket.
26:53
SPEAKER_01: So we just made everything about cricket.
26:55
SPEAKER_01: I know nothing.
26:56
SPEAKER_01: I hate cricket.
26:57
SPEAKER_01: Personally, I hate cricket, but I know a lot about cricket because of this client.
27:01
SPEAKER_02: Because of, yeah.
27:02
SPEAKER_01: Because of this client.
27:04
SPEAKER_01: And it's the same, like,
27:05
SPEAKER_01: even when I was working with children with autism,
27:08
SPEAKER_01: if you made everything about what they were interested in,
27:11
SPEAKER_01: you've got a lot more success in it.
27:12
SPEAKER_01: You know,
27:13
SPEAKER_01: it's They're interested,
27:14
SPEAKER_01: they're motivated because it's something they're curious about,
27:17
SPEAKER_01: you know,
27:17
SPEAKER_01: or like you said,
27:18
SPEAKER_01: you pick the movie,
27:20
SPEAKER_01: you pick the topic or in Casey's random thing,
27:23
SPEAKER_01: a very, very weird, specific historical facts, doubter and person.
27:28
SPEAKER_01: But it is that motivated that allows people, well,
27:32
SPEAKER_01: it's even with us as adults,
27:33
SPEAKER_01: you know,
27:33
SPEAKER_01: if you're motivated to do something because you're passionate about it and excited
27:37
SPEAKER_01: about it, you will do things that you wouldn't normally do.
27:40
SPEAKER_01: You know, like,
27:41
SPEAKER_01: you know,
27:41
SPEAKER_01: if I said to you and you don't like Shakespeare,
27:44
SPEAKER_01: I would like you to memorize this Shakespeare passage before I see you next time.
27:50
SPEAKER_01: I don't want to do that.
27:51
SPEAKER_01: But you might love, you know, on the flip side, you might love romantic comedies.
27:56
SPEAKER_01: Or I want you to memorize this scene from this movie.
27:59
SPEAKER_01: Okay.
28:01
SPEAKER_01: Because you love it.
28:02
SPEAKER_01: So it's definitely the motivators make a big thing.
28:05
SPEAKER_02: Well, here's an example.
28:07
SPEAKER_02: I want you to guess how old Grayson is.
28:11
SPEAKER_02: He's on the young side.
28:12
SPEAKER_02: He's a 99th percentile student for math, 99th percentile for English.
28:16
SPEAKER_02: I'm sorry, for math and science, math and science.
28:18
SPEAKER_02: He wants to get his PhD, work for NASA to terraform Mars.
28:22
SPEAKER_02: So we're literally, I'm slightly reducing the complexity of PhD review articles.
28:29
SPEAKER_02: His dad's working with him on right now to do the advanced body paragraphs.
28:32
SPEAKER_02: His reading's at the 12th grade level.
28:34
SPEAKER_02: His content is at the third year college level.
28:37
SPEAKER_02: And we're going to take him through a unique problem statement and then hand him off
28:42
SPEAKER_02: to a senior professor.
28:44
SPEAKER_02: How old do you think Grayson is?
28:47
SPEAKER_01: I don't know why.
28:47
SPEAKER_01: I keep hearing like eight or nine.
28:50
SPEAKER_02: He's 10th.
28:51
SPEAKER_01: Cool.
28:52
SPEAKER_01: Look at me.
28:52
SPEAKER_01: Look at me using my intuition.
28:54
SPEAKER_02: He's 10 years old.
28:56
SPEAKER_02: He just got the presidential award for school.
28:59
SPEAKER_02: He's dropping out.
29:00
SPEAKER_02: His parents are homeschooling him because he's just way too advanced.
29:05
SPEAKER_02: This works great with gen ed kids as well.
29:07
SPEAKER_01: Well, it comes back to the motivating factors behind it too, right?
29:12
SPEAKER_01: Because if they're excited about it, they want to do it.
29:15
SPEAKER_02: Everything that I create now for a lot of my clients are custom created.
29:19
SPEAKER_02: We're now testing it with another podcast who was a principal and then also a teacher.
29:24
SPEAKER_02: She has two super 11-year-olds who are quite frankly put on the computers
29:29
SPEAKER_02: at their school because they knew more than where they're supposed to at the end of
29:33
SPEAKER_02: the school year before they show up.
29:34
SPEAKER_02: One's interested, I swear, Galileo Telescopes.
29:39
SPEAKER_02: And another one's interested in what caused, in earthquakes causing tsunami.
29:43
SPEAKER_02: So everything is,
29:44
SPEAKER_02: they're ninth grade reading,
29:46
SPEAKER_02: eighth grade context, and they're exactly tuned to what they're looking for.
29:50
SPEAKER_02: And they freaking love it.
29:51
SPEAKER_01: Yeah.
29:52
SPEAKER_01: Okay.
29:53
SPEAKER_02: That's what I'm finding is kind of weird.
29:54
SPEAKER_01: I don't think it's weird at all.
29:56
SPEAKER_01: I think it's because that's the whole motivating factor and then they're excited about it.
30:01
SPEAKER_01: I don't think it's weird at all.
30:02
SPEAKER_02: We have a level of motivation.
30:05
SPEAKER_02: I thought it approaches that of a dyslexic.
30:07
SPEAKER_02: They are so into it.
30:09
SPEAKER_02: And I'm like, okay.
30:11
SPEAKER_02: And they're asking their mom, mom, why do we have to go and do all this school stuff?
30:15
SPEAKER_02: We want to just do this.
30:18
SPEAKER_02: And that's the funny thing about it.
30:20
SPEAKER_02: I'm just like, wow, they just want to do my stuff.
30:23
SPEAKER_01: Well,
30:24
SPEAKER_01: it's interesting because a lot of more philosophical people and people who are like,
30:28
SPEAKER_01: you know, teaching people how to find their passion in things,
30:32
SPEAKER_01: they would say that that's their zone of genius.
30:34
SPEAKER_01: So why are you trying to make them work outside of their zone of genius to fit boxes
30:39
SPEAKER_01: or fit curriculums and all that fun stuff?
30:42
SPEAKER_01: You know, allow them to explore what they're excited about and see where that goes.
30:47
SPEAKER_02: Well, that's the thing.
30:48
SPEAKER_02: Our society,
30:49
SPEAKER_02: kindergarten through the first two years of college,
30:51
SPEAKER_02: want us to become well-rounded before we specialize.
30:54
SPEAKER_02: And the neurodiverse just want to specialize.
30:57
SPEAKER_02: We want nothing to do with being well-rounded.
30:59
SPEAKER_02: Yet, in our field, do your clients care in the least if you can do calculus?
31:06
SPEAKER_01: God, no.
31:07
SPEAKER_01: And it's really interesting.
31:09
SPEAKER_01: Because I've had this discussion with my husband.
31:11
SPEAKER_01: I was like, what did you actually learn in high school that you applied to your daily life?
31:16
SPEAKER_01: And he's like, Nothing.
31:18
SPEAKER_01: I said, yeah, I so agree with you.
31:20
SPEAKER_01: Nothing.
31:22
SPEAKER_01: So even for me,
31:23
SPEAKER_01: everything I learned at university,
31:25
SPEAKER_01: even for my degree,
31:26
SPEAKER_01: I think I used 1% of that when I actually started working with clients
31:31
SPEAKER_01: because it just didn't pay off.
31:34
SPEAKER_01: It was all theory.
31:35
SPEAKER_01: And then when you start to use it, it's not actually applicable when you're in the moment.
31:39
SPEAKER_01: So, you know, that's just my feelings.
31:42
SPEAKER_01: Yeah.
31:43
SPEAKER_02: Yes, but what it did do is it taught you how to learn.
31:48
SPEAKER_02: I won't hire anybody without at least a master's degree and some work experience
31:53
SPEAKER_02: because what I'm finding is,
31:55
SPEAKER_02: and I'm absolutely serious for my assistants,
31:57
SPEAKER_02: I will go and say, we're having some issue with YouTube.
32:00
SPEAKER_02: Here's a 50-hour course on YouTube from Udame.
32:04
SPEAKER_02: Go take it.
32:06
SPEAKER_02: And they go and take it.
32:08
SPEAKER_02: Okay.
32:08
SPEAKER_02: They don't know a darn thing about how to do it.
32:10
SPEAKER_02: They do when they're done.
32:12
SPEAKER_02: They just know how to learn very efficiently after a master's degree.
32:16
SPEAKER_01: Just fair enough.
32:18
SPEAKER_02: Well, that's what I do when I – and it's really that's what you're looking for.
32:22
SPEAKER_02: Now when you're going into AI, you have to know what good looks like.
32:26
SPEAKER_02: And when it's not good, you have to know how to fix it.
32:29
SPEAKER_02: That's the skill set that I tell people.
32:31
SPEAKER_02: And they're like,
32:32
SPEAKER_02: once you do that,
32:33
SPEAKER_02: learning how to tell the artificial intelligence to come up with a good draft,
32:37
SPEAKER_02: well, that's easy.
32:37
SPEAKER_02: But if you don't know what good looks like, then how to fix it.
32:40
SPEAKER_02: If it's not, then you can't effectively work with AI.
32:43
SPEAKER_02: That's the skill you have to get to.
32:45
SPEAKER_01: 100%.
32:46
SPEAKER_01: You need that level of discernment before you hand it
32:48
SPEAKER_00: over to somebody else
32:50
SPEAKER_00: to produce what you're trying to get in your head in the first place.
32:53
SPEAKER_01: And as we start to finish our time together,
32:55
SPEAKER_01: Russell,
32:56
SPEAKER_01: I asked the guests that come on the show,
32:57
SPEAKER_01: if you could heal or change something in the world, what would it be?
33:01
SPEAKER_02: I would actually ask the public schools to teach the kids from the specific to
33:07
SPEAKER_02: the general, not the general to the specific.
33:09
SPEAKER_02: I would change it Everybody.
33:12
SPEAKER_02: And I would have it much more project-based focused on their speciality
33:17
SPEAKER_02: because we have to acquire much more advanced skills much sooner if we're going
33:22
SPEAKER_02: to work in this AI economy.
33:24
SPEAKER_01: Yeah, 100%.
33:26
SPEAKER_01: And if people want to come and find out about your program,
33:28
SPEAKER_01: Russell,
33:29
SPEAKER_01: or come just be curious and see how you can support their kids or themselves,
33:34
SPEAKER_01: where's the best place they can go?
33:37
SPEAKER_02: Best place they can go is just go to dyslexiaclasses.com.
33:40
SPEAKER_02: Again, that's dyslexiaclasses.com with an S.
33:43
SPEAKER_02: There's a button there that says download free guide.
33:44
SPEAKER_02: Click on it, answer three questions, and set up a half an hour to speak with me.
33:48
SPEAKER_02: It doesn't cost anything.
33:50
SPEAKER_01: Beautiful.
33:50
SPEAKER_01: And I'll make sure to put all those details in the show notes as well so people come
33:54
SPEAKER_01: and connect with you.
33:55
SPEAKER_01: And thank you for sharing how you work with dyslexia and just getting people
34:00
SPEAKER_01: to change their way of thinking when it comes to Addressing the needs and how
34:06
SPEAKER_01: that it can be shifted and overcome.
34:08
SPEAKER_01: And for everyone listening,
34:10
SPEAKER_01: if you are curious,
34:11
SPEAKER_01: please go check out Russell's website,
34:13
SPEAKER_01: or if you enjoyed the episode, please feel free to like, share, or subscribe.
34:16
SPEAKER_01: And until next time, thank you so much for listening.
34:20
SPEAKER_01: And Russell, thank you so much for sharing your knowledge.
34:23
SPEAKER_02: Thanks for having me.
34:24
SPEAKER_01: Hey, beautiful souls.
34:25
SPEAKER_00: It is Catherine Crestani here,
34:27
SPEAKER_00: and I wanted to have a chat with you about a really amazing Cacao that I drink
34:32
SPEAKER_01: to help me get in ceremony,
34:34
SPEAKER_01: to help me ground, but also just because it tastes freaking good.
34:38
SPEAKER_01: So if you're curious and want to know about drinking something other than coffee
34:42
SPEAKER_01: or your standard tea, why not check out Creation Cacao?
34:46
SPEAKER_01: I love this with a bit of honey and cinnamon sprinkled in and just letting it brew
34:52
SPEAKER_01: and having that whole intention as you create this cup.
34:56
SPEAKER_01: So if you're curious and want to know more,
34:58
SPEAKER_01: check out the link in the show notes and in the bio and enjoy your cup of cacao.
35:04
SPEAKER_00: Thank you for listening to Willow Healing Matters, the podcast.
35:07
SPEAKER_00: We have so much love and gratitude that you are taking the time out of your day
35:11
SPEAKER_00: to empower you on your healing journey.
35:14
SPEAKER_00: The views shared by the person being interviewed might not necessarily reflect that
35:19
SPEAKER_00: of the host and should be used in your own discernment.
35:22
SPEAKER_00: Trust what resonates for you and follow your heart and soul guidance.
35:26
SPEAKER_00: If you have any underlying medical conditions or mental health Remember to activate,
35:31
SPEAKER_00: align, heal, empower and find love in everything that you do.