Dyslexia Help: Dysphonetic (phonetic) VS Dsyeidetic (visual) Dyslexia

After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,  Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neuro-differences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research, and studies along with my perpetual care for children.

With Much Sincerity,

            Patricia Cook, M. Ed., Reading Specialist, 

Dyslexia & Behavioral Interventionist & Montessorian


“One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

“In the 1930’s Dr Samuel Orton in the USA noticed that learners with dyslexia had problems in reading and writing when taught by ‘traditional’ methods. Working on the premise that some cerebral connections, notably those between the visual and auditory areas, could be less strong in these learners, he looked for a system of teaching which would use other associative areas of the brain to link the visual and auditory areas.https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm

The Quick Screen of Markers and Characteristics Checklist

-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia


This is professional, not Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.

Do you like reading?

What do you like to read?

Do you like to write?   




VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate  APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 

Trouble seeing the difference between similar letters, shapes, or objects. Try a search and find!!


Struggle to distinguish a shape or letter from its background.


Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over.


Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking.


Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling.


Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting).


Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting).


Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q) .


1. Defined by difficulty processing the basic sounds of language (phonemes), sounds of letters and groups of letter resulting in very slow and labored reading.

2. Believed to be caused by an impairment in neural processing of auditory information.

3. Also called audio dyslexia or auditory processing disorder.

4. Sounds may be being fused, reversed or jumbled. It is not a hearing impairment (See VPD too).


5. Spelling is a feat due to the above.

6. In the medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters in the middle of the word (check the medial, final, and initial letters in their spelling.

*Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance. 

2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student.  See Appendix Cont. for Student Prompt. 

    Phonetic Words Students Sample Sight Words Students Sample












































Dysphonetic (phonetic)Dyslexia

Auditory Processing-Words, Phrases, Sentences-writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

The middle sounds even though in the middle position is the last to be processed. The last sound even though is the last position is the second to be processed. Since language sound processing is needed for spelling, you will observe them misspelling in mainly in the middle position, then the last position by doing omissions (leading to deletions, additions, substitutions, repetitions)! Orton Gillingham methods are great for helping anyone who has these sound processing issues.

  • Beginning
 Middle  End
Deletions- cp
Additions- caop
Substitutions-  cip
Repetitions-  caap
Fusion- She allowed (fused first sounds of two different words)
Include PA- Language/

Listening, Alliteration, Assonance, & Rime (see below). Also, ask about sensitivity to loud noise, muffled sounds when in a crowd for CAPD.

Dsyeidetic (visual) Dyslexia aka surface dyslexia, visual dyslexia

Visual Processing-Words, Phrases, Sentences- again writing and/or 10 word spelling sample onto copy paper,  mark position  (words ex. for the word cap below)characteristics and markers,  and make note and percentage.

Why spelling words (see above)?

Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily methods? I have not. I have seen visual methods such as drawing a /bed/ work,  noting the hands L/R, and holding up the hands. Mainly, I have seen where a developmental or behavioral optometrist, OT,  or special lenses have helped the most.

Transposals- cpa
Reversals-  c@P, pac
Closures- a, o’s, etc. don’t meet up/ front/back tail
Capitals- caP
Picture Find (confusing- incomplete, differences, Spacing off)
Descr.: blurry, jumping, flying, skipping lines
Dysgraphia- Proprioception
Finger Tapping Speed
Spacing off
Tight/Loose Grip- Dark/Light
Lots of Erasing, Splitting & Drawing of Letters
Organization, Poor Handwriting
Specific Language Impairment

(Se auditory processing can be CPD)

Nouns (Pronouns)/Verbs usage and organizational positioning
Adj./Adv. usage
Overall Lang. Development (#speech sounds-production/r,s,w,etc/words, age)
Endings of Conjugations (endings, -s,-es)
(ask about CAPD/SLP or audiologist- speech, noise levels, sensitivity & filtering,&  DLD)
Observational Notes



Instructor/Tutor: ___________________________

Original Noun Subcategory
Ex. house Ex. apartment, mobile home, trailer, studio
Original Verb Subcategory
Ex. bounce Ex. bounce, dribble

Total Characteristics 

_______Dysphonetic (phonetic) Dyslexia

_______Dsyeidetic (visual) Dyslexia


Position Frequently (percentage= total characteristics/

total letters spelled) 

[>50% see below] [>50% see below] [>50% see below]
Total in Every % Position:_____________NOTES: 



The ELBERT™ Program Functional System Dominance Behavioral Checklist

ELBERT™ Program Content 


-Dysphonetic (phonetic) Dyslexia

-Dsyeidetic (visual) Dyslexia


Dysphonetic (phonetic) Dyslexia

Anger Sympathetic Lateral


Dsyeidetic (visual) Dyslexia

Shame Parasympathetic Lateral


Response Strength Response Strength
aggressive logical feeling stuck holistic
frustration  strong  numbing  empathic/intuitive
reactive cautious  self-centered empathetic 
impulsive knowledgeable withdrawing “kind”
name-calling perfectionist  isolating imaginative
hitting/violence confident  being needy caring, sensitive
irritability  logical-


crying/whining  subjective
anxiety/panic reality based ruminating on the negative  dramatic
sleep programs detail oriented creative/imaginative  “world view”
LT memory problems rational afraid of new things naturalistic 
poor focus= “brain fog” objective poor attention-




love/loved interest-based


****Interesting enough- can be both Dsyeidetic (visual) Dyslexia and Dysphonetic (phonetic) Dyslexia (more common especially if Total Functional System Dominance).
hyperactive hypoactive
hypersensitive hyposensitive 




Total # Hyperarousal- most of the above which is Sympathetic Functional System 


Total # Hypoarousal- most of the above which is Parasympathetic Functional System 




Dsyeidetic (visual) Dyslexia

Anger Sympathetic Lateral Functional System Dominance 

(Hyperarousal- mainly prefrontal lobe functioning): WORRY OF THE PRESENT. Tend to be the abuser (dominate) as have been abused (developmental trauma) need to believe they are worthy (spirituality=God-soul connection). 

  • Hostile  • Irrational  • Self-centered  • Poor focus • Sleep disturbances • Tantrums • Coerciveness • Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development-  meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type, also:

  • Behavior disorders (ODD-hyper-dysregulation).
  • Brain injury (TBI).
  • Down Syndrome. 
  • Intellectual Disability.
  • Spina Bifida. 
  • Delays in reaching physical (Developmental Coordination Disorder especially gross motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)
  • RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra Issues (more common) (High Functioning Autism-below).
  • Chronic Pain in organs such as the Pancreas (CFS), Duodenum, Gallbladder, Liver, Tongue, Spleen, Stomach, and Throat (again- hyper- thyroid and thymus) and Histamine Intolerance and other  Autoimmune diseases such as Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus).
  • Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure. 
  • Susceptible Developmental Trauma.
  • Personality Disorders such a Narcissism.  
  • Abnormal Neuroplasticity.
  • Delays in reaching language  (Specific Language Impairment/Delay)
  • Sensory Processing Problems/Issues – Specific Learning Disorders (SLD) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues): Hyper-visual problems such as Convergence and Irlen Syndrome, ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing Disorders ex. Irlen Syndrome- hypersensitivity to light, Convergence Issues (focus beyond the object) all included Autism; Hyper-Sound/Auditory …Auditory Processing Disorders-  Central Auditory Processing Disorder (CAPD)  all included in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder, Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression; Hyper-Smell/Olfactory …Hyperosmia (hyper-smell) Attention-deficit hyperactivity-impulsive disorder (ADHD), Tics, OCD- hyper obsessed (categories, sequencing), other Anxiety Disorders and Tourette’s Syndrome. 
  • Sensory Processing Problems/Issues (SPD)- Specific Langauge Disability (SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual) Dyslexia, Dysgraphia, and Dysphasia.

Note:  I observed with autism, varied speed processing,  and sensory processing issues (exercises for these-see below for more information including Total Functional System Dominance). Therefore, the information of learning gets scattered throughout the brain from lobe to lobe; Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered throughout the brain and feels like scattered energy in the palms of the hands of someone with Autism. Also, for anyone, if the crown, third eye, throat and alta major chakras start to go hyopactivating or hyperactiving then you will get a migraine, vision problems, memory problems, “brain fog” and allergies. Most meditative practices including breathing techniques, 528Hz frequency of sound healing therapy, and Kundalini yoga is good for this.  

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic Lateral Functional System Dominance 

(Hypoarousal mainly right hemispheric lateral functioning dominance): WORRY OF THE PAST & FUTURE- NEED to be Present. Tend to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are enough (religion=God-soul connection). Paralysis of action  • Dissociation  • Emotional numbing• Sad • Distracting  • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining • Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of childhood development-  meaning delays of reaching developmental milestones, and developmental disabilities (most common and can be included in Aspergers); cohabit with ADHD, inattentive and distractible type, also:

  • Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation), Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to Emotional Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma, Bipolar Disorder (BPD), Narcissism.
  • Brain injury (least common). 
  • Chronic Fatigue Syndrome (hypo-arousal). 
  • Slow Speed Processing Disorder. 
  • Executive Function Disorder.
  • RAS chakras 6th-8th= Pons & Alta Major Issues (more common) (see Dyslexia under SPD-below)
  • Specific Language Impairment- Dysnomia included.
  • Abnormal neuroplasticity.
  • Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia, Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria 
  • Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive, Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus). 
  • Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other  Autoimmune diseases such as Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid Arthritis (again- hyp0-thyroid and thymus see Vertigo, Dyslexia under SPD-below)
  • Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
  • Addictions & Fetal Alcohol Syndrome
  • Aspbergers (more common). 
  • Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD) and & Sensory Integration Disorder (normally labeled SPD Problems/Issues)- Hypo-auditory processing such as Dsyphoentic Dyslexia, Dyscalculia, Dysgraphia, Dysomia, Vertigo (hypothyroidism), ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive Reading Dyslexia, Dyscalculia, Dysgraphia, Central Auditory Processing Disorder (CAPD); Hypo-Touch/Tactile …All included Aspbergers, Hypo-Taste/Gustatory …Social/emotional problems, eating disorders (Bulimia) all included Adspebergs; Hypo-Smell/Olfactory …Attention-deficit inattentive type (ADHD), Other Anxiety Disorders all included Adspebergs;  Hypo-Sight/Visual …Visual Processing Disorders- Hypoglycemia. 

Total Functional System Dominance– can be varied speed processing, plus cohabit with ADHD, combined type.

Cook’s Alternatives and Suggestions for Lateral Functional System Dominance

Dsyeidetic (visual) Dyslexia

AngerSympathetic System Functional Dominance- Students with this dominance need to know they are a child of God and Worthy.

Anger Parasympathetic Functioning System – is a freeze and “rest and digest” response which is related to the autonomic nervous system. The brain filters for long term memory based off of choices, meaning, and motivation based need for future reference,  and filters of past experiences, and perceptions of shame, freeze, and which dysfunction in your Vagus Nerve and RAS & HPA leads to slow speed processing (midbrain tries to equalize the distribution of the task, mainly right hemispheric functioning in the distribution of a task, sensory processing is hypo aka slow speed processing).

(I am worthy.)


auditory thinking-learning
auditory thinking-learning (hypo, hyper)*
non-fiction (note: unless interest-based and written out, complete steps required
analysis- form of logic
analysis- logical (break down category and sequence (steps)
avoids being personable- people oriented, social,
deep introspective about self- ego task oriented
Isolated-inverted, task-oriented
not philosophy/spiritually related learning
good with short term memory- names not faces
past (unless interest), present goal setting
sensitivity- balanced
decoding-sounding out words
vocabulary- interest, religion and philosophically oriented “language inventory”
“language inventory” states “I know already…”
vocabulary- non-interest oriented
works at “true meaning” part-whole
rhyming/alliteration- with language not so much rhythm & beat
isolated rhyming/alliteration language
interest of foreign language learning
foreign language learning
free flowing analysis of information
chopped up information- can eventually be made whole or complete
spelling (sight words) & spelling (phonetic)

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic System Functional Dominance- Students with this dominance need to know they are a child of God and Enough.

Shame Sympathetic Functioning System– is a fight-or-flight, flee response which  is a physiological reactive response: uses habits and addictions based off of facts, forms/functions along with meaning and reactions of being angry– dominate, fight/flight (flee) which dysfunction in your Vagus Nerve and RAS & ACC leads to accelerated speed processing (brainstem-prefrontal lobe and left lobe functioning in the distribution of a task, sensory processing is hyper- aka accelerated speed processing). 

(I am enough.) https://youtu.be/oZvKJl1kK8g 

holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic
interest-appreciative based learning
interest based learning- other content ex birds, travel brochures
empathic, empathetic
large gross motor ability w/body awareness w/ well balanced EF
fantasy based- storytelling (fiction)
body awareness EF (hyper/hypo)
list-form thinking- poetry, anecdotal notes
narrative and expository writing
understands “true meaning”- whole-part-whole like philosophical
sensitive (hyper, hypo)*- low self-esteem, emotional intensity
sight words- learned words easier
creativity- “outside of the box” thinking
visualization/imagery- “movie cinema” thinking
imagination-concrete thinking
synthesis- logical
PP intuitive- future oriented goal setting
philosophy/spiritually related learning
inductive reasoning- observation
evaluation- form of logic
good with long term memory- faces not name
long-term memory unless an EF, phonological deficient and neither “break down tools”
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”
visual-spatial thinking-learning
visual-spatial thinking-learning (hypo,hyper)*
kinesthetic/tactile thinking- learning
kinesthetic/tactile thinking- learning (hypo,hyper)*
smell-taste balance
smell-taste (hyper, hypo)*
Total Functional System Dominance Strengths
Exercises & Activities for Lateral (Para/Sym-above)  & Total Functioning System Dominance-It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial level, color/sound therapy, yoga, meditation, prayer/praise & worship, affirmations and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace, harmony, gratitude, comfort and unconditional love (removing all fear).
*discuss with me Total Functional System DominanceWITH HELP THEY”LL BE ALRIGHT (ask me which one is Para/Sym.)graphic organizers for solving math word problems, geometry
solving word math problems, operations
list-form-separated out reading
smooth & fluent reading- audiobooks & modeled reading
(RR) recall and repetition in the “short-term” memory stage
synthesis- weed out important information with graphic organizers
organizing- categorically and sequentially the information already weeded out with certain text book (ask me)
comprehending- future/past with Socratic method
comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations, Cartoons, or Anecdotes
internalizing language (receptive language)- JOURNAL
externalizing language (expressive language) or vice versa- DEBATE
emotional -dramatic, intense, emotional coaching
dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama
non-focused, impulsive- needs to volunteer with kids with physical impairments at ball field
inattention (hyper, hypo)- needs “listening skills”
focus- needs to record
multi-sensory and underdevelopmentaly explicit phonics instruction

Cook’s Alternatives and Suggestions for Lateral Functional System Dominance

Dsyeidetic (visual) Dyslexia

Anger= Sympathetic Functional System Dominance–  Student has overstimulated, hyperspinning of the chakras: including Soma and  RAS (chakras 6-8) hyperactivated), or stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from accelerated-slow so one and so forth. Goal is to regulate the deactivated or hyperactive chakras by slowing down the needed chakras (see below). Do number #3 for anger/strength, and # 5 for hatred/courage,  #2 for peace/bliss then do #7 (visual-I see): lastly, end in  RAS do #8 do 6-8th and soma together for the unity of abundance, unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now see me too!

Dysphonetic (phonetic) Dyslexia

Shame= Parasympathetic Functional System Dominance– Student has understimulated, hypospinning of the chakras: including Alta Major and RAS (chakras 6-8 are hypoactive ), or inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied from trying to regulate, align, equalize by moving from slow-accelerated so one and so forth. Goal is to stimulate the deactivated or hypoactive chakras by speeding up the needed chakras (see below). Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then do #6 (auditory- speaking, hear & listen); lastly, for RAS do #8 do 6-8th and alta major together for the unity of abundance, unconditional love & I’m enough!  Note:  #8 is also (auditory- speaking, hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear and speak of God. I am enough.  Others now listen, hear/speak to me too!

Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory processing, accelerated and varied speed processing will be regulated!!! Students will no longer have—Known as being analytical-literal, verbal linguistic, strong auditory processing, logical-mathematical, 2-D learner. (Can be good in math, comprehension well). Needing Autonomy- ex. I can do it! I am Worthy! Under stress, is known for  fight-or-flight, flee response which is a physiological reactive response. They can be ultra-religious. They consider what they do for God. Note: Students with Sympathetic System Function Dominance have a serotonin deficit; therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).  

Speaking of the heart and not feeling “worthy”- They may have problems with receiving strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives resistance, judgment based off logic (outward appearances, not seeing the heart of someone), patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra (chakras 6th-8th). 

Response: Better with short-term memory using habits and addictions based off of facts, forms/functions. They tend to focus again on the present and immediate situation. Which dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied processing. 

Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability (cerebral palsy). They are active and about doing things. 

Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they are known as `runners”. They think of the present and reacting instantly gets them to the What? Much faster. Therefore, for them what Is important to answer. 

Hyper-visual processing leading to convergence and other visual processing issues (Third-eye chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance= Autism can have Irlen Syndrome which is a problem processing light (more common). 

See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases. Stimulating your liver with the detoxification layout releases toxins and encourages your lymphatic system to remove them, bringing about a physical cleansing.  A Yellow Jasper or Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz, Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the body.

Also, it leads to abnormal neuroplasticity. 

Students with Shamea Parasympathetic System Function Dominance…Therefore, hypo-sensory processing, slow and varied speed processing will be regulated!!! Students will no longer have—Known as being evaluative- visual spatial reasoning learns best by “doing”, “whole-picture”, “out-side of the box” thinkers, 3-D learner. Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest” response which is related to the autonomic nervous system. They can be ultra-spiritual. They consider how they feel for God. Note: Students with Parasympathetic System Function Dominance have a dopamine deficit; therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation). 

Speaking of the heart and not feeling “enough”- They may have problems with receiving empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation (outward appearances, not listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy, attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras 6th-8th).

Response: Better with long term memory based off of perceptions and choices for meaning (past and future) and motivation (autonomy and attunement), based on past experience and need for future reference. Therefore, they tend to focus and filter based on the past/future. Which dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of shame, subordinance, freeze, and slow speed and varied processing.  

Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be considered less active and have poor handwriting. .  

Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval). Filters with shame and have slow speed processing and short-term memory issues. Remember, they are thinking of the past/future not so much the present. Their meaning is not present related as much as the need for the future and past. Why? Therefore, for them why Is important to answer. 

Right-lateral dominance: Dyslexia, aspergers, can have language deficits including dysnomia, dyspraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-Lateral Dominance= Autism can have language deficits including dyspraxia (speech disability) and even dysphasia with both possibly having dyscalculia (less common).  

Hypo-auditory processing leading to dyslexia and other central auditory processing issues and sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra #8 RAS (chakras 6th-8th). 

Also, it leads to abnormal neuroplasticity.

NOTE: Total Functional System Dominance can have all. Exercises & Activities for Lateral (Para/Sym-above)  & Total Functioning System Dominance- It is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of electromagnetism with mainly complementary to medicine such as: On a physical, mind and sensorial level, color/sound therapy, yoga, meditation, prayer/praise & worship, affirmations and breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and attunement, release anger and/or shame and replace with strength and empathy to have bliss/peace, harmony, gratitude, comfort and unconditional love (removing all fear).


Essential Oils,  Foods, Herbs, Spices: shot of OJ with meal for absorption of nutrients which is deficit in both of the functional dominance systems!

*think of daily allowance of caloric intake along with sugar, caffeine, sodium

Avoid caffeine, sugar as stimulant

Dsyeidetic (visual) Dyslexia

Anger Sympathetic System Functional Dominance-

Dysphonetic (phonetic) Dyslexia

Shame Parasympathetic System Functional Dominance-



Blue Cyprus






Clary Sage








Vitamins B & C



Fish Oil


Kava Kava


Cabbage Rose

Chebulic Myrobalan

Belleric Myrobalan





Turmeric Curcumin with Bioperine

Jarrow Formulas Milk Thistle (Silymarin Marianum)

Ashwagandha, Mulungu, Hops, DLPA, Licorice Root, Valerian, Kava Kava, Passion Flower, Chamomile and Lemon Balm

Vata Massage Oil


Ylang Ylang


Blue Cypress









Dyslexia EO’s- peppermint, ginger, lavender, and lemon essential oils. Essential oils are inhaled through an infuser (1 hour, 3 X a day) or diluted in a carrier oil before being applied topically.




Vitamin B12

Vitamin D






Sacred Lotus




Superfoods (Red & Green Foods and Indian Mulberry)

Rosaceae (such a Rose Hips)

Beet Root

Pomegranate Extract



Omega 3 Fish Oil, Strawberry Flavor

Korean Red Panax Ginseng 1000mg – 1

North Atlantic Kelp


Rajat Bhasma

Kappa Massage Oil

#3 (anger-yellow) Solar plexus – pancreas – digestive system – gas, bloating, liver issues, stomach ulcers, eating disorders, lack of confidence, procrastination

  • Yellow foods
  • Carbohydrate
  • Fiber
  • Sweeteners
  • Whole grains
  • Legumes
  • Starchy vegetables
  • The Basics: Soluble fiber, vitamins and minerals
  • Blood sugar support
  • Digestive support
  • Liver support
  • Metabolism support

#6 Third eye (strength-violet) – pituitary – eyes – depression, poor eyesight, hormonal imbalances, poor intuition

  • Blue-purple foods
  • Flavonoid-containing foods
  • Cocoa
  • Caffeine/Alcohol
  • Amino acids for neurotransmitters
  • Fatty acids
  • Vitamins and minerals
  • Neurotransmitter support
  • Sleep support
  • Eye/Vision support
  • Cognition support
#1 Root (shame-red)– base – adrenals – colon issues, lower back pain, varicose veins, emotional issues around money and security.

  • Red foods: beet root, pomegranate, red apple, red tart cherry
  • Protein
  • Minerals
  • Root vegetables- slightly cooked
  • The Basics: Protein powders,
    insoluble fibers, vitamins and minerals
  • Adrenal support
  • Anti-inflammatory support
  • Immune health
  • Joint health

#4 Heart (empathy-green)– thymus – lungs – heart and lung problems, asthma, allergies, fear of intimacy

  • Green foods
  • Cruciferous vegetables
  • Leafy greens
  • Fruits and legumes: exotic rambutan, durian, mouse melon, soursop, kaffir lime, and jackfruit
  • Phytochemicals, phytosterols, phytoestrogens
  • Chlorophyll
  • The Basics: Specific amino acids and proteins
  • Vitamins and minerals
  • Blood lipid support
  • Circulation support
  • Coenzyme Q10
  • Green food powders
  • Certain Spices and Herbs: turmeric, ginger, paprika, clove and fennel
  • Dopamine Supplements: foods rich in Tyrosine. In order to make dopamine, your body needs tyrosine which can be found in almonds, bananas, avocados, eggs, beans, fish, and chicken. Probiotics.
  • Pre/Probiotics are live microorganisms that line your digestive tract
  • Mucuna Pruriens. Mucuna pruriens is a type of tropical bean native to parts of Africa, India and Southern China.
  • Ginkgo Biloba.
  • Curcumin.
  • Oregano Oil.
  • Magnesium.
  • Certain Spices and Herbs: cayenne, thyme, parsley, basil, cinnamon, cumin, fenugreek seeds, onion powder, rosemary,  mint, oregano, dill, sage, garlic  nutmeg, and vanilla.
  • Serotonin Supplements: Pure tryptophan. Tryptophan supplements contain much more tryptophan than food sources, making it possibly more likely to reach your brain.
  • SAMe (S-adenosyl-L-methionine
  • 5-HTP.
  • St. John’s Wort.
  • Pre/Probiotics.
  • Eggs. The protein in eggs can significantly boost your blood plasma levels of tryptophan, according to recent research
  • Cheese. Cheese is another great source of tryptophan
  • Pineapples.
  • Tofu.
  • Green Tea.
  • Salmon.
  • Nuts and seeds
  • Turkey
Color Therapy and Tapping

(Blue-see violet below) is associated with immortality, courage,  or protection (tap on the throat, or massage if hypersensitive)

(shame-red)– reduces shame excites us and inflames our passions, creativity (tap on the collarbones, or massage if hypersensitive) 

(empathy-green & pink) reduces shame tends to make people feel loved and protected but also can cause feelings of lethargy. (tap on the breastbone, or massage in a diamond shape if hypersensitive) 

(anger-yellow) reduces anger with represents joy or optimism and can calm you and help you think more clearly.  (tap on the top of the middle head on both sides, or massage in a diamond shape if hypersensitive) 

Cook’s Dyslexia Help Take Away for Classroom and Learning

Dsyeidetic (visual) Dyslexia

Anger- Sympathetic System Functional Dominance- 

Dysphonetic (phonetic) Dyslexia

Shame- Parasympathetic System Functional Dominance- 

Total Functional System DominanceStrengthsGames: https://pbskids.org/pinkalicious/games/pinkcredible-story-maker

For Sequencing, Categorizing and Visual Memory (Do Daily): (pic.-pic) http://jumpingfishes.com/memory/’ 

Why This article??? https://learningspecialistmaterials.blogspot.com/2018/01/dysphonetic-and-dyseidetic-dyslexia.html?fbclid=IwAR2k99emALSdT-ETmjhnOoFsN_l0CTXT1DQei4yZWleDD6O9B8CiCb59Ej0


Strengths of a NeuroDifferences– Cook’s Independent Tutoring, Coaching & Consulting Links: http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/ 

Brain research: http://www.bu.edu/research/articles/dyslexic-br ain/    


What is Dyslexia? Everything You need to Know: https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm

What is stealth dyslexia? https://www.understood.org/en/community-events/blogs/the-inside-track/2015/03/04/stealth-dyslexia-how-some-dyslexic-students-escape-detection?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

Multisensory Structured Language Teaching article/fact sheet: https://dyslexiaida.org/multisensory-structured-language-teaching/

Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175

What is CAPD and Filtering? https://therapyshoppe.com/therapists-corner/113-the-filter-that-changed-her-life

What are of  8 the most common VPD? https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/


What is Irlen Syndrome?  https://irlen.com/what-is-irlen-syndrome/

What does a reading specialist with OG do? https://www.understood.org/en/learning-thinking-differences/treatments-approaches/working-with-clinicians/what-is-a-reading-specialist

Could your child have slow speed processing? https://www.understood.org/en/learning-thinking-differences/signs-symptoms/could-your-child-have/im-concerned-my-child-might-have-slow-processing-speed-now-what?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

Should I  consider autism?Researchautism.org. (2019). [online] Available at: https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf [Accessed 16 Dec. 2019].

Autism-watch.org. (2019). [online] Available at: https://www.autism-watch.org/general/nimh.pdf [Accessed 16 Dec. 2019].

Autismspeaks.org. (2019). [online] Available at: https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].

https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.

http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines_general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.

Should I consider ADHD? https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/add-adhd/adhd-and-anger-what-you-need-to-know?_ul=1*dgj4z7*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.

Other Resources:

Dyslexia & Literacy Difficulty – Link: https://www.dyslexia-and-literacy.international/ONL/EN/Course/Media/Rosereport.pdf

Dyslexia in the Classroom What Every Teacher Needs to Know handbook from IDA: https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

Cracking the Code of Dyslexia: https://www.cbsnews.com/news/cracking-the-code-of-dyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNguuQ

See Dyslexia Differently: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share

 Brain research: http://www.bu.edu/research/articles/dyslexic-brain/                                      

Understanding Dyslexia (Child Mind Institute):  https://childmind.org/article/understanding-dyslexia/

Why We Should Teach All Kids Like They Have Dyslexia: https://www.tes.com/news/school-news/breaking-views/why-we-should-teach-all-pupils-if-they-have-dyslexia

20 Things Only Parents of Children with Dyslexia Would Understand: http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-would-understand

 Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082 

What I Wish Every Teacher Knew about Dyslexia: https://www.youtube.com/watch?v=303uulbfR3I

Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html

Article from the University of Nebraska on the benefits of coteaching and helping students achieve: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative

Dyslexia: What Every Educator Needs to Know from Reading Horizons: https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-Book.pdf

Working Together to Address Dyslexia in the Classroom: https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA

Spelling “games”:  https://www.beatingdyslexia.com/spelling-games.html

Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teaching-reading

Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4th grade student video: https://www.youtube.com/watch?v=JiZvSvALo-4

Making Multisensory Tools for Your Classroom: https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share

Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share

Successful Careers: The Secrets of Adults with Dyslexia – http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf

Teacher Strategies for Dyslexics: https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/wp-content/uploads/2020/10/efdff-dyslexia_handbook_teacherstrategies.pdf

How to Help Build a Dyslexic Child’s Self Esteem  https://www.dyslexiafriend.com/2010/07/how-to-help-build-dyslexic-childs-self.html

Five Steps to Boost a Young Dyslexic’s Self Confidence:https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/

Assistive Technology Suggestions:

Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wireless-keyboard-and-mouse/

iPad Dyslexia Keyboard: https://www.ghotit.com/iPad-dyslexia-keyboard/

Monster 2 Keyboard: http://www.dyslexic.com/blog/monster-2-keyboard/

FREE Dyslexia Resource Links from Clever Classroom: https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776

Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten: https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-ways-to-build-phonological-awareness-in-pre-k-and-kindergarten

75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/

#dyslexia, #dyslexiahelp, #elbert, #epigentics, #learningdifference, #neurodiversity#myelbert: Checkout https://atomic-temporary-173470897.wpcomstaging.com, #neurounderstanding, #RAS


#dyslexia #dyslexiaawareness #adhd #autism #dyslexic #dyslexiaeducation #education #dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport #learningdifficulties #saydyslexia #specialneeds #dyscalculia #dyspraxia #neurodiversity #learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome #parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp
#ortongillingham #dyslexiamom #madebydyslexia #school #dyslexiatherapy #teachersofinstagram #dyslexiaismysuperpower #dyslexiateacher #in #anxiety #speechtherapy #homeschool #dyslexicthinking #occupationaltherapy #dyslexicandproud #adhdawareness #dyslexiaassociation #dyslexiaisagift #disability #dyslexickids #dislexia #homeschooling #art #dyslexiaawarenessmonth #teacher #children #parents #love #dyslexie #awareness
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Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

Dyslexia Screenings & Emotional Intensive Intervention - Staff Training - Online Courses- Consultancy- Tutoring-Reliance and Family Coaching I have a unique approach in helping individuals achieve their full potential. With over two and a half decades of experience, I have a passion for learning new techniques and being at the forefront of groundbreaking advancements in education. As a graduate of the renowned Auburn University, I have earned both her BA in ECE and Masters Degree in Secondary with Reading Specialist certification from the University of Alabama. I have experience at the Montessori School in Birmingham which has provided me with valuable insights into the best practices of teaching young minds. I have also developed training programs for teachers, providing essential support to students with neurodiverse needs such as dyslexia, ADHD, and autism spectrum. I have focus on developing a "whole child" pedagogy that caters to all modes of learning, I continually work with Dr. Joseph Nwoye on teaching and learning including DEI. I have helped develop programs and training with SDIG (systemicdiversity.org) in promoting the intersectionality of the complexities and complicated issues of diversity. I have credentials as a reading specialist with a speech pathology background expanded greatly while owning Cook's Independent Tutoring, Coaching, Consulting, LLC. I currently pursuing a Neurodiversity Family Coaching certification in the framework of the CReW Coaching Institute. Again, I have a commitment to being at the forefront of groundbreaking advancements in education. As an enthusiastic learner and educator, I am confident that I have the necessary skills to support others in achieving their goals (crw.life). For more information, contact Tricia Cook, Cook's Independent, Tutoring, Coaching and Consulting, LLC. (myelbert.com; https://sway.office.com/dXy5PpvjMeF4yxWh?ref=Link&loc=mysways) https://linktr.ee/tcooktutor

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