"I was not surprised that my son was diagnosed as dyslexic in the fourth grade. The spelling was a complete disaster, not to mention the writing. He had absolutely nothing to do with reading. "He can't concentrate, is distracted by the smallest little things", I heard again and again from school year to school year.
Dyslexia lessons at school, to which he had to go, meant nothing more than filling in notes and doing swing exercises.
With a dyslexia teacher whom we paid privately, he learned spelling rules according to the Kiel dyslexia system, one after the other, which somehow didn't stick. For half a year!
I'd already heard about the therapy from a friend of mine... After this fruitless half year I finally got in touch with Mr. Tzivanakis. Already after the preliminary talk I was convinced of what the Institute teaches. From the school, L. was in the meantime in the 6th grade at a grammar school, it was said that he was not on the point, too quiet, unfocused, tired and so on.
L's first trial dictation with Mr. Tzivanakis had a 38 percent error rate. Almost every second word was wrong. But that was nothing new for us. Normal!
The most impressive thing for me was that a stranger to us gained access to my child very quickly. L. was made clear from the outset that he does not suffer from dyslexia or is stupid. Mr. Tzivanakis tirelessly explained to him that if he did not understand something, it was up to him as an advisor, because he had not explained it in the right words.
L. felt understood for the first time. And he understood! He understood what real attention means, because it was explained to him correctly. He understood his mistakes, because it was made clear to him how to avoid them.
But what is most important: We both have developed a better understanding of the German language. I can understand my child much better and thus continue to work with him.
L. learned through various mental tools how to concentrate, how to use his energy with the right measure. He learned that he must slow down to read, so that the mouth is not faster than the eyes.
On the last day of therapy he had a 12 percent error rate. We continued to work at home and are now at 4 to 7 percent. In addition, Mr. Tzivanakis continues to accompany us when we have questions or problems, so that we are not alone.
The success has set in and L. has a first success in German lessons.
In the essay (personal description) he only managed six errors to 140 words. He says that he concentrated extra hard and used all the tools. He got a straight 3 for that. I am very proud of my son!!!!!!!!!
When he came home yesterday with the good news, I was jumping for joy through the house!
We're gonna stay strong."
(P.B., mother of L.)