Helena had been told she had dysgraphia. Here’s what we saw…
Helena was doing well in school, although she did not enjoy writing, and a previous teacher had told her she had dysgraphia. One time she reportedly wrote an entire page of work in a mirrored fashion. Her tests often took her longer to complete, and she often lost her spot when copying from the board.
Helena worked very hard to achieve her academics, and was often incredibly stressed out. She would read to achieve at school, but hated reading otherwise. An avid musician, she loved to play the harp, but struggled with sight reading music and would often memorize her music instead.
We discovered that Helena had trouble with how her eyes worked together, how accurately they tracked, and visual processing deficits. (The technical terms for these issues are: ocular motor dysfunction, divergence insufficiency, convergence insufficiency, visual processing deficits.)
Helena immediately began neurovisual performance training, and we saw her for 50 minutes per week. Helena was also responsible for the home component of her vision therapy that amounted to close to 20 minutes 5 times weekly.
While we saw the visual skills improving in clinic week to week, it took 8 months for that to carry over to her academics.
At 7 months, the girl who announced she “hated reading” would enter the clinic with a book in hand. By 8 months she was receiving invitations to take part in reading competitions. At the end of her vision therapy, Helena, a girl who had been told she had dysgraphia, wrote a thank-you note in some of the most beautiful cursive I have ever seen.
Helena’s eyes now work efficiently and accurately. All previous diagnoses are no longer applicable. Her visual system now has the skills it needs to operate efficiently, and Helena continues to accelerate in her visual development. Helena’s musical abilities have soared, and her family has reported that her social circle has expanded as she is under less stress.