Teaching Through Passion: Dyslexia, ADHD & Turning Kids’ Interests Into Learning Superpowers — with Russell Van Brocklen

On this episode of Sacred Harmony, we unpack a practical framework for helping kids learn—especially those with dyslexia, ADD/ADHD—by starting with what they already love. Guest Russell Van Brocklen explains how to flip the script from “general-to-specific” to “specific-to-general” questioning, and why engaging the front-of-brain word analysis → articulation pathway fuels better outcomes. From comic-book lore and soccer drills to Walt Disney biographies, Russell shows how parents can create measurable progress using short, consistent sessions, audio tools, and writing as a feedback loop. Real case studies (including a 6-month jump from grade-2 to grade-10 reading) illustrate how passion-based learning builds organization, confidence, and resilience—without expensive specialized schools. This is a direct, no-fluff conversation about what actually works at home and in class.

About the Guest  :

Russell Van Brocklen is an educator and learning strategist focused on dyslexia and attention-related learning challenges. Drawing on lived experience, policy exposure, and years of hands-on coaching with families, he helps kids organize thinking, accelerate literacy, and re-enter mainstream classrooms with confidence.

Key Takeaways:

• Start with the child’s specialty (music, sports, comics, faith stories): curiosity drives effort and retention.

• Use specific → general questions to force natural organization of ideas; finish with articulation (explain it back).

• Anchor reading/writing to one compelling text over time (e.g., a Walt Disney biography) to build deep comprehension.

• Make progress measurable: short writing outputs act as objective feedback loops.

• Keep sessions short and consistent (e.g., 3×30 minutes/week); progress compounds faster than long, infrequent blocks.

• For dyslexia/AD(H)D, audio + text (TTS apps) lets kids study material slightly above current level—creates a productive “stretch.”

• Collaborate with teachers on small accommodations (e.g., extra time for written work) once the child re-enters mainstream class.

• Expect some resistance after intervention; set boundaries while protecting the child’s new competence and confidence.

• Parents don’t need elite schools: targeted home practice can outperform costly programs.

• Values matter: respect, patience, and clarity help communities support neurodiverse learners.

 

How to Connect with the Guest  

• Website & contact form: dyslexiaclasses.com → “Contact Me”

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Disclaimer: This video is for educational and informational purposes only. The views expressed are the personal opinions of the guest and do not reflect the views of the host or Healthy Mind By Avik™️. We do not intend to harm, defame, or discredit any person, organization, brand, product, country, or profession mentioned. All third-party media used remain the property of their respective owners and are used under fair use for informational purposes. By watching, you acknowledge and accept this disclaimer.  

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