November 2, 2025 • 31 mins
Russell Van Brocklen Sunday, November 2, 2025
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On A Winning Heart today (Sunday, November 2, 2025), Best-Selling Author, Win C welcomes Russell Van Brocklen. Dyslexia touches as many as 15–20 % of all learners, yet most families still hear “wait and see.” Russell flip that script. As the Dyslexia Professor, Russell translate structured-literacy methods proven most effective for struggling readers into bite-size actions parents can use tonight. Your audience leaves knowing exactly why multisensory routines beat generic worksheets and how to start seeing progress before the next report card. To learn more about Russell visit https://dyslexiaclasses.com/
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_01 (00:03):
Welcome to a winning hunt, you guys.
Today with me I have Russell,and I'm gonna let Mr.
Russell take it away and sharehis story.
SPEAKER_00 (00:16):
Hi everyone.
Uh my name's Russell VanBrocklin.
I'm a New York State dyslexia,uh New York State Senate
dyslexia funded researcher.
And my story, the mostinteresting part starts when uh
I was finishing up college inthe late 90s, and I wanted to
(00:37):
know how laws are created, notsome course I wanted to know.
So I signed up for the New YorkState Assembly internship, and I
went there and I said, Here's myneuropsychological evaluation.
I have a first grade reading andwriting level.
And the director just looked atthat and said, This is not going
(00:57):
to work.
This will not work with thisinternship, how it's set up.
So he went to the speaker'soffice, they formed a committee,
and they decided to move me fromthe legislative office building
over to the Capitol in theMajority Leaders Program and
Council's office because theyhad three administrative
assistants who could help withmy reading and writing, uh
especially my writing.
(01:18):
And it was much better for mebecause that was a graduate
internship, much better.
So, did that for the academicportion?
We had to do a major researchpaper.
Standard accommodation for meback then was to do a very long
presentation with a tough QAsection.
At the end, they recommended 15credits of A minus.
(01:40):
Goes back to the StateUniversity Center at Buffalo, to
their political sciencedepartment.
They reviewed the accommodationsand said, We don't like this.
So here's your 15 credits of F.
Do you have any idea what thatdoes to a gray point average?
SPEAKER_01 (01:58):
Wow.
Wow.
That's yeah.
SPEAKER_00 (02:03):
Yeah.
So in now remember, I'm the onlyundergraduate who's in the
Majority Leaders Program andCouncil's office.
They already had a grad studentthere.
So I'm treated like a graduatestudent.
So I was offered a lot of reallyinteresting jobs once I was
gonna, once I finished college.
But instead of doing that, I wassupposed to be a bureaucrat for
(02:25):
the New York State government.
Instead of doing this, I wasn'tsupposed to do this.
So I got so sick and tired ofthe discrimination that I asked
my professors, the ones that Iuh that I trusted, how do I go
to where do I go to grad schoolto force myself to learn to read
and write so I can show otherstudents?
They said law school.
So I went to law school.
(02:45):
I went to see a dyslecticprofessor called Professor
Warner.
Second day contracts, he callson me.
And this is where I've learnedlater that dyslectic students,
once we enter graduate school,we own the place day one.
And this is that that wascritical for how I help other
dyslectic students overcome thereading and writing issues.
(03:06):
So he calls on me.
What they typically do is theyuse the Socratic method.
They would call on a student,they wouldn't know the answer,
they'd ask them a few morequestions, embarrass the kid,
move on to the next one untilyou eventually assimilate it.
Didn't happen to me.
He asked me questions, Ianswered.
Then he asked harder questions,I answered.
Then he's looking confusedbecause he's not putting me
(03:27):
down.
And then we start getting reallyin, I mean, really intense.
I'm yelling at him, he's yellingat me.
It goes on five minutes, tenminutes.
Finally, at 15 minutes, he said,Russell, you couldn't be any
more correct.
In the interest of time, I haveto move on.
I learned to read within themonth, I learned to write within
the next couple of years.
To help other dyslectics not gothrough the hell I went through,
(03:50):
I said, okay, we got these,let's take the ideal.
Let's see what we can do withthe best students and the best
teacher.
So I focused on dyslecticstudents who were highly
intelligent, highly motivated,juniors and seniors.
And what we found out is thatthey were writing at the middle
school level.
So we took their best teacher atthe Averill Park Central School
(04:11):
District, Susan Ford, and withone class period a day for the
school year, the studentsincreased their writing to
average range of enteringgraduate school students.
Not high school, not college,entering graduate students.
Cost New York State less than900 bucks a kid.
All of them went on to college,all graduated GPAs of 2.5 to
(04:34):
3.6.
SPEAKER_01 (04:36):
I love it.
I absolutely love it.
Now, I presume, based on thatknowledge, you're an
entrepreneur, you work foryourself because I can tell you
work for yourself because I'mexcuse my French, you were sick
(05:00):
and tired of the bullshit.
SPEAKER_00 (05:03):
Yeah, I was tired of the discrimination.
And what um when I presentedthis material down in uh New
York City, uh, they asked a veryinteresting question.
Does this work for normal kidsand younger kids?
And I'm like, no way.
This is because then they saidthat I then I needed to adapt
(05:26):
it.
So just you know why this was sosuccessful is if you look at a
book called Overcoming Dyslexia,second edition, from Sally Shea,
which from Yale, she's a medicaldoctor.
The back part of the dyslexicbrain has basically almost
nothing going on, but the frontpart is about two and a half
times overactive.
That deals with two thingsarticulation followed by word
(05:48):
analysis.
So articulation, and then I usethe graduate records exam
analytical writing section.
Analytical articulation, aboutthe same thing.
That was the breakthrough.
But when I'm dealing with normalkids, I had to swap that out to
word analysis followed byarticulation.
(06:09):
And what I would like to do isjust kind of walk you through
that process.
So you're this is something thatyour kids that your fan that
your listeners can applytonight.
So do you know any dyslectic uhelementary school kids who are
writing what appear to berandomly placed misspelled
words?
Do you know any of those kids atall, or not really?
SPEAKER_01 (06:30):
I did.
I did.
Okay, I was a preschool teacherfor 10 years, and I did I was in
the special ed system myself forgod knows 20 years.
And so I did know about thisluck there.
SPEAKER_00 (06:51):
Okay, so tell me the make up a name for the kid who
is writing randomly placedmisspelled words.
What's their made-up name?
SPEAKER_01 (06:58):
Let's say Joey.
SPEAKER_00 (07:00):
Joey.
Okay, the first thing we need todo is find out what Joey's
speciality is, his area ofextreme interest and ability.
So for Joey, what's his favoritething to do?
SPEAKER_01 (07:12):
His favorite thing to do is play soccer.
SPEAKER_00 (07:17):
Okay, soccer.
So what you're gonna do isyou're gonna write out 10 things
that Joey really, really likes,10 things that he really, really
dislikes.
So now what we're going to do iswe're gonna have you go to uh a
laptop computer, not an iPad,not an iPhone, certainly not
handwriting, and you're gonnatype out hero plus sign.
(07:38):
What are we talking about?
And then Joey's gonna copy that.
That's okay.
Professor James Collins,strategies for struggling
writers, default writingstrategy of copying.
Okay, so then what you're goingto do is you're gonna exchange.
Remember, we have hero plussign, what are we talking about?
We're gonna swap out hero forJoey.
(07:59):
Joey plus sign, what are wetalking about?
Then we're gonna swap out whatare we talking about for his
favorite things top on his list,what he likes, which is soccer.
Joey plus sign soccer.
See how we got there?
SPEAKER_01 (08:12):
I love the analogy.
I do see how we got there.
SPEAKER_00 (08:18):
But here I am.
Remember, you've been a teacherfor years.
I'm going to try to fool you byasking you the simplest
questions you will ever beasked.
And then at the end of this,you're probably going to have an
epiphany on what dyslexia reallyis.
Do you think I can fool you withthe simplest questions ever?
Here we go.
(08:39):
Here we go.
So here's the question (08:40):
we have to swap out the plus sign for a
word to complete the sentence.
So we have Joey plus signsoccer.
So here's my question (08:49):
Does Joey like or dislike soccer?
Like exactly, you did itexactly.
Perfect.
Now go ahead and create thesentence.
What is it?
SPEAKER_01 (09:07):
Joey likes soccer.
SPEAKER_00 (09:10):
Oh, you made the mistake.
Do you see what you did wrong?
SPEAKER_01 (09:17):
I did.
I do.
SPEAKER_00 (09:19):
What did you do wrong?
SPEAKER_01 (09:21):
I put like in.
SPEAKER_00 (09:25):
Okay, well, let's be very specific.
Now that you know what you didwrong, what's the sentence?
SPEAKER_01 (09:31):
Joey dislikes soccer.
SPEAKER_00 (09:34):
No, you know, it's his favorite thing.
He said he loves soccer.
That's not the mistake.
Do you see the mistake you made,or do I have you completely
confused?
SPEAKER_01 (09:42):
You love me completely confused.
SPEAKER_00 (09:46):
Okay.
So this is to everybody.
You're about to have an epiphanyon what dyslexia really is.
When I asked you, does Joey likeor dislike soccer?
You said it exactly correct.
Like, because that's what Iasked.
Yeah.
But when I asked you to put thatinto the sentence, you did what
almost every educated persondoes.
(10:07):
You added an S to make it aproper sentence.
Joey doesn't know how to add theS.
Oh.
SPEAKER_01 (10:16):
Okay.
I get it.
SPEAKER_00 (10:19):
Okay, so Joey would have said Joey liked soccer.
Now, if we were millionaires andwe used one of those private
schools at$75,000 a year, theywould use an Orton Willingham
multi-sensory structuredlanguage approach.
What the heck is that?
Well, it simply means you'regoing to see, touch, hear,
(10:41):
multiple senses to try to getthis to work.
And yes, if Bill Gate hadgrandkids with dyslexia, this is
exactly what he would be doing,and he'd be writing the check
for$75,000 a year just fortuition.
SPEAKER_01 (10:53):
Yeah.
SPEAKER_00 (10:54):
And that's for four or five years.
I'm thinking people don't, mostpeople don't have house money to
solve this.
So what we do is we need abetter way.
So what we do is I'm going toask Joey to read what he wrote
out loud, Joey likes soccer.
And I'd be like, Joey, does thatsound generally correct?
He's going to say, no, I'm goingto say fix it.
(11:16):
Joey likes soccer.
We practice that at least 10times for 10 things he likes, 10
things he doesn't like untilit's correct.
It's driven in.
So what we're doing here is doyou see how going through that
process, it's a very simple formof word analysis.
SPEAKER_01 (11:35):
Yes.
SPEAKER_00 (11:36):
So what I've done is I've moved learning this process
from the back part of Joey'sbrain, which has next to nothing
going on, and Gen Ed studentsare going crazy, to the front
part of his brain where he hastwo and a half times the
neuroactivity.
SPEAKER_01 (11:49):
Yeah.
SPEAKER_00 (11:49):
Give you a little hint, he learns a lot faster
that way.
All right.
Next, we have to do uharticulation.
So we then we go because, andthe reasons are articulation.
Does that make sense?
Yes.
Okay, so give me a very simplereason why Joey likes soccer
that's age appropriate.
SPEAKER_01 (12:13):
To kick to kick the ball.
SPEAKER_00 (12:17):
Okay.
Joey likes soccer because helikes to kick the ball.
SPEAKER_01 (12:22):
Yes.
SPEAKER_00 (12:22):
Now, do you see how we got a whole mess of
misspelled words there?
I do.
Okay.
So how do we fix this?
We ask Joey to put a perioddown, and then we tell him if
there's a major, and I meanmajor grammatical mistake, he's
got to retype the sentence.
Only do that for horrificallybad major grammatical errors.
(12:46):
Number two, if there's aspelling mistake, he's got to
retype the entire sentence.
And so what's Joey going to do?
He's going to say, I'm not goingto make that mistake again.
And he does.
And then he keeps saying thatand he keeps making the
mistakes.
So he's going to startconcentrating harder and harder
until around nine to thirteentimes he could be concentrating
(13:08):
so incredibly hard that you canactually see sweat coming down
his forehead sometimes.
And eventually he's not going tomake that mistake.
You make sure he gets itcorrect, and then you move on to
the second like.
And you keep doing that for the10 likes and 10 dislikes until
they're all correct.
Then you go on to reason one andreason two, same thing.
(13:29):
Reason one, reason two, andreason three.
Okay?
Now, what you've done, if thisis a fifth grader, you're
talking two to six grade.
Typically.
If you're talking about a thirdgrader, it's the entire
semester.
But this is something thatparents can do at home.
All right.
And you're going, and if thekid's writing randomly placed
(13:50):
misspelled words, their writingis normally around kindergarten,
beginning, first grade level.
This will increase it to the endof second, beginning third grade
level.
Also, I don't teach reading.
If a student can write it, theycan read it.
So again, if the student canwrite it, they can read it.
So the reading tends to comebehind it by about six months.
(14:12):
Make sense?
Yeah.
SPEAKER_01 (14:13):
Yeah.
Definitely.
SPEAKER_00 (14:14):
Okay.
So basically, that is the thirdstep of the model.
Word analysis followed byarticulation.
But this comes back to theproblem that I had when I went
from the super motivated kids totypical students.
I couldn't get them to doanything.
Motivation of zero.
And then I remember back to mytime in law school, where I was,
(14:38):
it just so happened I was reallyinto it.
And I was like, okay, I went andI talked to other successful
professors, and they said, justabout always, they were top of
their class day one or soonthereafter, because grad school
is their speciality.
So I said, okay, let's focus onthe kids' speciality, their area
of extreme interest and ability.
(15:00):
My favorite student I like totalk about with this is um uh
I'm sorry, my favorite studentthat I like to talk to about
this is Casey.
I want everybody to know I neversaw this before, Casey.
I will never see this again.
It's a one-off, just completelyunique.
Why?
The most motivated kid ever.
(15:21):
Casey was fifth grade, 10 yearsold, she turned 11 over the
summertime, reading at thesecond grade level.
So I assigned her the rise oftheater Roosevelt, which she she
wanted to learn about TheaterRoosevelt.
It's a book that's 900 pagesthat won the Pulitzer.
It's grade the grade level is10th grade to first year
(15:43):
college, depending on who youask.
I told Casey, well, here's amodified way to do the reading.
Maybe you do this 20 minutes anight a couple of times a week.
Not Casey.
She did two to three hours anight, six to seven nights a
week.
That's what that's just what shedid.
For six months, her mom, theparents could afford me for an
(16:06):
hour a month.
So I worked with her for 15minutes a week.
This was all her.
At the end of the six months,she could read every word she
was reading at the tenth gradelevel.
So then I decided, hmm, let'ssee what happens if I gave her a
book she doesn't like.
Like by far the most popularbook I teach is Walt Disney, The
(16:28):
Triumph of the AmericanImagination, because the kids go
to Disney World and they want tofind out what's the Disney
magic.
It's two universal things.
So she's going through that bookfor a couple of months.
Her mom gave permission, and shesays, I hate this.
And I said, you know, how muchdoes your motivation drop,
Casey?
And she said, about 50%.
(16:51):
When I'm dealing with normalkids, it's about 75 to 80%.
So let's recap that.
These students like to spend alltheir time, you know, six
months, a year, two years, onone book.
The school wants to do a wholebunch of books outside of their
speciality.
So for most kids, you're down75-80% right at the top.
(17:14):
Yeah.
Number two, the schoolsgenerally teach from the general
to the specific.
For a dyslectic, that's likegrabbing fog.
There's nothing to grab onto.
We need to, we can't ask adyslectic, what effect did
Martin Luther King's famous IHave a Dream Speech have in the
1960s civil rights movement?
(17:36):
It's like grabbing fog.
Nothing there.
We need to ask a specific to ageneral question.
What personally compelled MartinLuther King to want to give his
famous speech?
And this tends to get a lot ofpeople quite confused.
Let me show you why.
This is so critically important.
If you ask a dyslexic in theirspecialty, do you have ideas
(18:00):
flying around your head at lightspeed?
Key question, but with little tono organization, they're going
to say yes.
So what we have to do is toforce the brain to organize
itself by using writing as ameasurable output.
So again, it's to force thebrain to organize itself by
using writing as a measurableoutput.
(18:22):
So this is again during theintervention period to bring the
kid to grade level.
We focus on their speciality,their area of extreme interest
and ability.
We focus on teaching them fromthe specific to the general, and
then word analysis followed byarticulation.
How successful is this?
I to answer that, I went and Ifound a volunteer parent.
(18:44):
Her name is Kimberly.
We met on December 27th, 2024.
She's homeschooling her sonReed.
She just spent 700 bucks to havethe state of Ohio test her kids.
Reed was reading and writing atthe beginning third grade level.
So if he were in public schoolfor the next for the rest of the
(19:06):
school year, they would haveexpected him to increase by two
to two and a half points.
That didn't happen.
Kimberly spent an hour and ahalf a week with him.
I taught her for half an hour aweek.
And at the end of that, Reed wasincreased by 20 points.
Not two, two and a half, 20.
(19:28):
His reading went from the 11thpercentile to the 65th.
His writing from the 4th to the64th.
This is the important point.
Over the summer, Reed's friendscame to him, said, We want you
in public school for socialreasons to be with us, to be
with us at lunch in class.
If this was January, they wouldhave put him in special ed away
(19:51):
from his friends.
Unhappy kid.
Now he's in sixth grade.
He's do because Kimberly didwhat every parent dreams, and
now he's doing just fine.
SPEAKER_01 (20:04):
Isn't that amazing?
That is amazing.
Now, I have a question for you.
You have dyslexia yourself.
SPEAKER_00 (20:15):
Yes, I have the worst case of dyslexia you'll
ever see.
New York State specifically gotthis tested by a SUNY
distinguished professor inpsychology.
I have a base reading andwriting level at the first grade
level that I can jump up to gradlevel when I turn my system on.
SPEAKER_01 (20:32):
Wow.
Jeez.
So you know the expansive firstgrade level turn the system on,
jump up to grad grad schoollevel.
SPEAKER_00 (20:45):
Right.
And this is something I had todevelop myself.
I was that dyslectic kid, and Ihad to come up with all my own
solutions.
I just happened to connect it.
One of the things that the NewYork State Senate required, so
did the education department, isI had to connect it with current
research.
That was connecting it toProfessor James Collins' book,
Strategies for StrugglingWriters.
(21:06):
I took it from mild dyslexia tosevere dyslexia.
He approved that in under twoweeks, and then I connected it
to Yale's research in overcomingdyslexia.
SPEAKER_01 (21:16):
Wow.
Good for you, Chief.
That's a lot, but good for you.
Now, what was your biggeststruggle as a kid?
SPEAKER_00 (21:27):
Oh, I couldn't take notes.
I had to remember everything.
I would go to class and theywould be talking about uh, you
know, what started World War II,and then the question would come
up on a test or quiz weeks ormonths later, and I had to say,
look back, oh, this is what theprofessor said at class, and I
would just write it out whatthey said.
Yeah.
And they thought that was freakybecause how do we how did I
(21:51):
remember something that theysaid, you know, two months ago?
And I said, Well, I don't haveother options, I can't write
this out.
SPEAKER_01 (22:40):
Yeah.
Yeah.
Wow.
Wow.
So as we wrap this interview up,I know you have a ton of
questions for me.
SPEAKER_00 (22:54):
Uh well, um, as far as I'm just happy that as a
teacher, did this help youunderstand dyslexia any better?
SPEAKER_01 (23:04):
Yes.
This help help me understanddyslexia.
And I hope it helped my audienceunderstand dyslexia.
SPEAKER_00 (23:19):
Well, the main thing that I wanted to get across you
is like, remember when I asked,you know, does does this Joey
like or dislike, you know,soccer?
And when you add, I mean, I Iwas impressed that you actually
answered it correctly, like.
Because most people don't dothat.
They do they add the they addthe yes.
But when you you put it into asentence, you are so trained to
(23:43):
do it correctly, to do itproperly, you automatically
added the yes.
Yeah.
But that's the problem Joey has.
So the the what I gave youthere, does it sound generally
correct?
That's how we get the thegrammar to autocorrect.
Because when I did my originalprogram, remember, I'm dealing
with most advanced kids thereare, the teacher, Susan's Ford
(24:06):
spent very little time onspelling and grammar.
It autocorrected from a mess tothe clean at graduate level.
So then the other one, havingthem retype it until it's
correct, okay, and having themjust keep doing that until they
eventually get it right.
When they're thinking when themore they get it wrong, they
say, I'm not gonna make thatmistake, and they make the
(24:27):
mistake, the more that theyfocus and hyperconcentrate.
That's where that magic happens.
So now you don't have to bestuck for years trying to do
spelling and grammar.
Now, does it work perfectly?
No.
It's gonna get you to the pointwhere Gen Ed teacher can start
to do their job.
How do you permanently fix it?
You're not gonna like thissolution, but this is the best
(24:49):
one I found.
You go to Amazon, you find the10 or 20 most common grammatical
mistakes that college studentsmake, something like that.
And then you spend literally,you tell a typical kid two to
three times they get the rule.
Dyslectic, it's 50, 100, 200times.
And then you slowly go throughthat list over a couple of
years, and then typically what Ifind is I don't get them to uh
(25:14):
basically to a uh B level incollege, somewhere usually 2.5
to 3.6, usually we're under 3.0.
And I tell parents you're gonnahave to be happy with that.
SPEAKER_01 (25:28):
Wow.
That was that is amazing.
And that was amazing becauseyeah, dyslexia is a woman for
those hard disabilities, aphysical disability is a hard
disability, but I can't imaginehaving I think my disability is
(25:53):
hard, but I can't imagine havingdyslexia and screwing up
writing, screwing up the Englishlanguage.
SPEAKER_00 (26:01):
Right, but remember, I just had Kimberly did this in
a little under six months athome.
She did she did this faster thanthe top than the dyslexic
private schools.
And if you'd like to learn morehow to do that, it's simply just
go to dyslexiaclasses.com.
That's the dyslexiaclasses.com.
(26:24):
There's a button there that saysdownload free guide.
Just answer a few questions.
You'll get a document that saysthe three reasons your child's
having trouble in school due todyslexia.
And then the most importantthing is actually go and click
on the link to actually set up a30-minute appointment so I can
speak with you and your child soI can find out what your kid's
speciality is and find theirbook and audiobook.
(26:47):
I tried writing how to do this,I can't do it.
I got to do this with the kidexactly in order to make this
work.
So just go ahead and do that.
It caught it doesn't cost youanything, and you will leave
knowing what what book your yourchild should be using to
overcome the reading and writingissues.
SPEAKER_01 (27:07):
Wow, amazing, amazing, Mr.
Russell, amazing that you havedone all this, and I hope you
guys enjoyed another fabulousepisode.
I certainly did.
I learned a lot, and I hope thatyou guys go to Russell's site
(27:28):
and support his work and supportyour child in their educational
journey because if you don'tknow any anything, you might as
well start somewhere.
And when it comes to this lexia,Russell is one of the experts
(27:49):
out there.
So I hope you guys enjoyedanother fabulous episode.
I certainly did.
I learned a lot.
And so where can people findyou, Russell, if they wanted to
find you?
SPEAKER_00 (28:10):
Uh, best thing to do is again just go to dyslexia
classes plural.
That's dyslexiaclasses.com.
There's a button there that saysdownload free guide.
Click on it, answer the threequestions that we ask, get your
downloaded guide.
But most importantly, go and setup as the appointment with me
online so we can have a videoconference.
(28:31):
I can walk your child, I cananswer them a few questions,
find their specialty, and walkthem through and say, is this
really how you want to overcomeyour reading and writing
concerns?
And the vast majority of timeit's yes, and there's no cost to
that.
SPEAKER_01 (28:46):
Wow.
So I hope you guys go toLussell's website if you think
your child has dyslexia.
Now, could a doctor diagnosedyslexia?
SPEAKER_00 (29:03):
Well, there are a few MDs that know about it.
Typically, it's psychologists.
And if you're in New York Stateand you think your kid has
dyslexia, go to yourpediatrician have with notes
from the from your teacher, fromthe kit your kid's teacher, and
have them submit it to theinsurance company because in New
York, your insurance companiesare supposed to pay$5,000
(29:26):
towards the neuropsych.
Anything over that, it's on you.
But you can you should be ableto find that, and that'll give
you the best possibleinformation about where your kid
is.
But just understand what thatis.
It's a PhD psychologist with alot of additional training, and
it's like two full days oftesting, and then they got to
write it up.
You're basically hiring them formost of the week.
(29:49):
But that'll tell you exactlywhat's going on with your child.
SPEAKER_01 (29:52):
Wow.
SPEAKER_00 (29:53):
If not, if you don't want to spend, if you're not in
New York, you don't want tospend the$5,000, set up a time
to speak with me through thatlink I told you about.
I ask two questions, and I canget you uh information that says
if your kids ADD, ADHD, ormildly dyslectic or severely
dyslectic.
Or if they're severely dyslecticand highly intelligent and
(30:13):
motivated, there's one morequestion and it becomes very
clear.
The kids are like, How did youknow that about me?
So I reduce the and that thatgeneral idea tells you how you
should how your kids should beeducated to get them to grade
level and beyond.
SPEAKER_01 (30:30):
Wow.
So I hope you guys really taketo heart what Russell's saying,
and I please.
Russell's time and I appreciateyou guys' time and listening.
And I as I said, I hope you takeum time to understand what
(30:50):
Russell's trying to teach here.
And we'll have Russell'sinformation in the show notes.
I'll put Russell's informationin the show notes.
And as I said, I hope you guysenjoyed this episode.
Thank you, you guys.
And I hope you will tune in nexttime.
(31:11):
Thanks to you guys.
Bye you guys.
Welcome to a winning hunt, you guys.
Today with me I have Russell,and I'm gonna let Mr.
Russell take it away and sharehis story.
SPEAKER_00 (00:16):
Hi everyone.
Uh my name's Russell VanBrocklin.
I'm a New York State dyslexia,uh New York State Senate
dyslexia funded researcher.
And my story, the mostinteresting part starts when uh
I was finishing up college inthe late 90s, and I wanted to
(00:37):
know how laws are created, notsome course I wanted to know.
So I signed up for the New YorkState Assembly internship, and I
went there and I said, Here's myneuropsychological evaluation.
I have a first grade reading andwriting level.
And the director just looked atthat and said, This is not going
(00:57):
to work.
This will not work with thisinternship, how it's set up.
So he went to the speaker'soffice, they formed a committee,
and they decided to move me fromthe legislative office building
over to the Capitol in theMajority Leaders Program and
Council's office because theyhad three administrative
assistants who could help withmy reading and writing, uh
especially my writing.
(01:18):
And it was much better for mebecause that was a graduate
internship, much better.
So, did that for the academicportion?
We had to do a major researchpaper.
Standard accommodation for meback then was to do a very long
presentation with a tough QAsection.
At the end, they recommended 15credits of A minus.
(01:40):
Goes back to the StateUniversity Center at Buffalo, to
their political sciencedepartment.
They reviewed the accommodationsand said, We don't like this.
So here's your 15 credits of F.
Do you have any idea what thatdoes to a gray point average?
SPEAKER_01 (01:58):
Wow.
Wow.
That's yeah.
SPEAKER_00 (02:03):
Yeah.
So in now remember, I'm the onlyundergraduate who's in the
Majority Leaders Program andCouncil's office.
They already had a grad studentthere.
So I'm treated like a graduatestudent.
So I was offered a lot of reallyinteresting jobs once I was
gonna, once I finished college.
But instead of doing that, I wassupposed to be a bureaucrat for
(02:25):
the New York State government.
Instead of doing this, I wasn'tsupposed to do this.
So I got so sick and tired ofthe discrimination that I asked
my professors, the ones that Iuh that I trusted, how do I go
to where do I go to grad schoolto force myself to learn to read
and write so I can show otherstudents?
They said law school.
So I went to law school.
(02:45):
I went to see a dyslecticprofessor called Professor
Warner.
Second day contracts, he callson me.
And this is where I've learnedlater that dyslectic students,
once we enter graduate school,we own the place day one.
And this is that that wascritical for how I help other
dyslectic students overcome thereading and writing issues.
(03:06):
So he calls on me.
What they typically do is theyuse the Socratic method.
They would call on a student,they wouldn't know the answer,
they'd ask them a few morequestions, embarrass the kid,
move on to the next one untilyou eventually assimilate it.
Didn't happen to me.
He asked me questions, Ianswered.
Then he asked harder questions,I answered.
Then he's looking confusedbecause he's not putting me
(03:27):
down.
And then we start getting reallyin, I mean, really intense.
I'm yelling at him, he's yellingat me.
It goes on five minutes, tenminutes.
Finally, at 15 minutes, he said,Russell, you couldn't be any
more correct.
In the interest of time, I haveto move on.
I learned to read within themonth, I learned to write within
the next couple of years.
To help other dyslectics not gothrough the hell I went through,
(03:50):
I said, okay, we got these,let's take the ideal.
Let's see what we can do withthe best students and the best
teacher.
So I focused on dyslecticstudents who were highly
intelligent, highly motivated,juniors and seniors.
And what we found out is thatthey were writing at the middle
school level.
So we took their best teacher atthe Averill Park Central School
(04:11):
District, Susan Ford, and withone class period a day for the
school year, the studentsincreased their writing to
average range of enteringgraduate school students.
Not high school, not college,entering graduate students.
Cost New York State less than900 bucks a kid.
All of them went on to college,all graduated GPAs of 2.5 to
(04:34):
3.6.
SPEAKER_01 (04:36):
I love it.
I absolutely love it.
Now, I presume, based on thatknowledge, you're an
entrepreneur, you work foryourself because I can tell you
work for yourself because I'mexcuse my French, you were sick
(05:00):
and tired of the bullshit.
SPEAKER_00 (05:03):
Yeah, I was tired of the discrimination.
And what um when I presentedthis material down in uh New
York City, uh, they asked a veryinteresting question.
Does this work for normal kidsand younger kids?
And I'm like, no way.
This is because then they saidthat I then I needed to adapt
(05:26):
it.
So just you know why this was sosuccessful is if you look at a
book called Overcoming Dyslexia,second edition, from Sally Shea,
which from Yale, she's a medicaldoctor.
The back part of the dyslexicbrain has basically almost
nothing going on, but the frontpart is about two and a half
times overactive.
That deals with two thingsarticulation followed by word
(05:48):
analysis.
So articulation, and then I usethe graduate records exam
analytical writing section.
Analytical articulation, aboutthe same thing.
That was the breakthrough.
But when I'm dealing with normalkids, I had to swap that out to
word analysis followed byarticulation.
(06:09):
And what I would like to do isjust kind of walk you through
that process.
So you're this is something thatyour kids that your fan that
your listeners can applytonight.
So do you know any dyslectic uhelementary school kids who are
writing what appear to berandomly placed misspelled
words?
Do you know any of those kids atall, or not really?
SPEAKER_01 (06:30):
I did.
I did.
Okay, I was a preschool teacherfor 10 years, and I did I was in
the special ed system myself forgod knows 20 years.
And so I did know about thisluck there.
SPEAKER_00 (06:51):
Okay, so tell me the make up a name for the kid who
is writing randomly placedmisspelled words.
What's their made-up name?
SPEAKER_01 (06:58):
Let's say Joey.
SPEAKER_00 (07:00):
Joey.
Okay, the first thing we need todo is find out what Joey's
speciality is, his area ofextreme interest and ability.
So for Joey, what's his favoritething to do?
SPEAKER_01 (07:12):
His favorite thing to do is play soccer.
SPEAKER_00 (07:17):
Okay, soccer.
So what you're gonna do isyou're gonna write out 10 things
that Joey really, really likes,10 things that he really, really
dislikes.
So now what we're going to do iswe're gonna have you go to uh a
laptop computer, not an iPad,not an iPhone, certainly not
handwriting, and you're gonnatype out hero plus sign.
(07:38):
What are we talking about?
And then Joey's gonna copy that.
That's okay.
Professor James Collins,strategies for struggling
writers, default writingstrategy of copying.
Okay, so then what you're goingto do is you're gonna exchange.
Remember, we have hero plussign, what are we talking about?
We're gonna swap out hero forJoey.
(07:59):
Joey plus sign, what are wetalking about?
Then we're gonna swap out whatare we talking about for his
favorite things top on his list,what he likes, which is soccer.
Joey plus sign soccer.
See how we got there?
SPEAKER_01 (08:12):
I love the analogy.
I do see how we got there.
SPEAKER_00 (08:18):
But here I am.
Remember, you've been a teacherfor years.
I'm going to try to fool you byasking you the simplest
questions you will ever beasked.
And then at the end of this,you're probably going to have an
epiphany on what dyslexia reallyis.
Do you think I can fool you withthe simplest questions ever?
Here we go.
(08:39):
Here we go.
So here's the question (08:40):
we have to swap out the plus sign for a
word to complete the sentence.
So we have Joey plus signsoccer.
So here's my question (08:49):
Does Joey like or dislike soccer?
Like exactly, you did itexactly.
Perfect.
Now go ahead and create thesentence.
What is it?
SPEAKER_01 (09:07):
Joey likes soccer.
SPEAKER_00 (09:10):
Oh, you made the mistake.
Do you see what you did wrong?
SPEAKER_01 (09:17):
I did.
I do.
SPEAKER_00 (09:19):
What did you do wrong?
SPEAKER_01 (09:21):
I put like in.
SPEAKER_00 (09:25):
Okay, well, let's be very specific.
Now that you know what you didwrong, what's the sentence?
SPEAKER_01 (09:31):
Joey dislikes soccer.
SPEAKER_00 (09:34):
No, you know, it's his favorite thing.
He said he loves soccer.
That's not the mistake.
Do you see the mistake you made,or do I have you completely
confused?
SPEAKER_01 (09:42):
You love me completely confused.
SPEAKER_00 (09:46):
Okay.
So this is to everybody.
You're about to have an epiphanyon what dyslexia really is.
When I asked you, does Joey likeor dislike soccer?
You said it exactly correct.
Like, because that's what Iasked.
Yeah.
But when I asked you to put thatinto the sentence, you did what
almost every educated persondoes.
(10:07):
You added an S to make it aproper sentence.
Joey doesn't know how to add theS.
Oh.
SPEAKER_01 (10:16):
Okay.
I get it.
SPEAKER_00 (10:19):
Okay, so Joey would have said Joey liked soccer.
Now, if we were millionaires andwe used one of those private
schools at$75,000 a year, theywould use an Orton Willingham
multi-sensory structuredlanguage approach.
What the heck is that?
Well, it simply means you'regoing to see, touch, hear,
(10:41):
multiple senses to try to getthis to work.
And yes, if Bill Gate hadgrandkids with dyslexia, this is
exactly what he would be doing,and he'd be writing the check
for$75,000 a year just fortuition.
SPEAKER_01 (10:53):
Yeah.
SPEAKER_00 (10:54):
And that's for four or five years.
I'm thinking people don't, mostpeople don't have house money to
solve this.
So what we do is we need abetter way.
So what we do is I'm going toask Joey to read what he wrote
out loud, Joey likes soccer.
And I'd be like, Joey, does thatsound generally correct?
He's going to say, no, I'm goingto say fix it.
(11:16):
Joey likes soccer.
We practice that at least 10times for 10 things he likes, 10
things he doesn't like untilit's correct.
It's driven in.
So what we're doing here is doyou see how going through that
process, it's a very simple formof word analysis.
SPEAKER_01 (11:35):
Yes.
SPEAKER_00 (11:36):
So what I've done is I've moved learning this process
from the back part of Joey'sbrain, which has next to nothing
going on, and Gen Ed studentsare going crazy, to the front
part of his brain where he hastwo and a half times the
neuroactivity.
SPEAKER_01 (11:49):
Yeah.
SPEAKER_00 (11:49):
Give you a little hint, he learns a lot faster
that way.
All right.
Next, we have to do uharticulation.
So we then we go because, andthe reasons are articulation.
Does that make sense?
Yes.
Okay, so give me a very simplereason why Joey likes soccer
that's age appropriate.
SPEAKER_01 (12:13):
To kick to kick the ball.
SPEAKER_00 (12:17):
Okay.
Joey likes soccer because helikes to kick the ball.
SPEAKER_01 (12:22):
Yes.
SPEAKER_00 (12:22):
Now, do you see how we got a whole mess of
misspelled words there?
I do.
Okay.
So how do we fix this?
We ask Joey to put a perioddown, and then we tell him if
there's a major, and I meanmajor grammatical mistake, he's
got to retype the sentence.
Only do that for horrificallybad major grammatical errors.
(12:46):
Number two, if there's aspelling mistake, he's got to
retype the entire sentence.
And so what's Joey going to do?
He's going to say, I'm not goingto make that mistake again.
And he does.
And then he keeps saying thatand he keeps making the
mistakes.
So he's going to startconcentrating harder and harder
until around nine to thirteentimes he could be concentrating
(13:08):
so incredibly hard that you canactually see sweat coming down
his forehead sometimes.
And eventually he's not going tomake that mistake.
You make sure he gets itcorrect, and then you move on to
the second like.
And you keep doing that for the10 likes and 10 dislikes until
they're all correct.
Then you go on to reason one andreason two, same thing.
(13:29):
Reason one, reason two, andreason three.
Okay?
Now, what you've done, if thisis a fifth grader, you're
talking two to six grade.
Typically.
If you're talking about a thirdgrader, it's the entire
semester.
But this is something thatparents can do at home.
All right.
And you're going, and if thekid's writing randomly placed
(13:50):
misspelled words, their writingis normally around kindergarten,
beginning, first grade level.
This will increase it to the endof second, beginning third grade
level.
Also, I don't teach reading.
If a student can write it, theycan read it.
So again, if the student canwrite it, they can read it.
So the reading tends to comebehind it by about six months.
(14:12):
Make sense?
Yeah.
SPEAKER_01 (14:13):
Yeah.
Definitely.
SPEAKER_00 (14:14):
Okay.
So basically, that is the thirdstep of the model.
Word analysis followed byarticulation.
But this comes back to theproblem that I had when I went
from the super motivated kids totypical students.
I couldn't get them to doanything.
Motivation of zero.
And then I remember back to mytime in law school, where I was,
(14:38):
it just so happened I was reallyinto it.
And I was like, okay, I went andI talked to other successful
professors, and they said, justabout always, they were top of
their class day one or soonthereafter, because grad school
is their speciality.
So I said, okay, let's focus onthe kids' speciality, their area
of extreme interest and ability.
(15:00):
My favorite student I like totalk about with this is um uh
I'm sorry, my favorite studentthat I like to talk to about
this is Casey.
I want everybody to know I neversaw this before, Casey.
I will never see this again.
It's a one-off, just completelyunique.
Why?
The most motivated kid ever.
(15:21):
Casey was fifth grade, 10 yearsold, she turned 11 over the
summertime, reading at thesecond grade level.
So I assigned her the rise oftheater Roosevelt, which she she
wanted to learn about TheaterRoosevelt.
It's a book that's 900 pagesthat won the Pulitzer.
It's grade the grade level is10th grade to first year
(15:43):
college, depending on who youask.
I told Casey, well, here's amodified way to do the reading.
Maybe you do this 20 minutes anight a couple of times a week.
Not Casey.
She did two to three hours anight, six to seven nights a
week.
That's what that's just what shedid.
For six months, her mom, theparents could afford me for an
(16:06):
hour a month.
So I worked with her for 15minutes a week.
This was all her.
At the end of the six months,she could read every word she
was reading at the tenth gradelevel.
So then I decided, hmm, let'ssee what happens if I gave her a
book she doesn't like.
Like by far the most popularbook I teach is Walt Disney, The
(16:28):
Triumph of the AmericanImagination, because the kids go
to Disney World and they want tofind out what's the Disney
magic.
It's two universal things.
So she's going through that bookfor a couple of months.
Her mom gave permission, and shesays, I hate this.
And I said, you know, how muchdoes your motivation drop,
Casey?
And she said, about 50%.
(16:51):
When I'm dealing with normalkids, it's about 75 to 80%.
So let's recap that.
These students like to spend alltheir time, you know, six
months, a year, two years, onone book.
The school wants to do a wholebunch of books outside of their
speciality.
So for most kids, you're down75-80% right at the top.
(17:14):
Yeah.
Number two, the schoolsgenerally teach from the general
to the specific.
For a dyslectic, that's likegrabbing fog.
There's nothing to grab onto.
We need to, we can't ask adyslectic, what effect did
Martin Luther King's famous IHave a Dream Speech have in the
1960s civil rights movement?
(17:36):
It's like grabbing fog.
Nothing there.
We need to ask a specific to ageneral question.
What personally compelled MartinLuther King to want to give his
famous speech?
And this tends to get a lot ofpeople quite confused.
Let me show you why.
This is so critically important.
If you ask a dyslexic in theirspecialty, do you have ideas
(18:00):
flying around your head at lightspeed?
Key question, but with little tono organization, they're going
to say yes.
So what we have to do is toforce the brain to organize
itself by using writing as ameasurable output.
So again, it's to force thebrain to organize itself by
using writing as a measurableoutput.
(18:22):
So this is again during theintervention period to bring the
kid to grade level.
We focus on their speciality,their area of extreme interest
and ability.
We focus on teaching them fromthe specific to the general, and
then word analysis followed byarticulation.
How successful is this?
I to answer that, I went and Ifound a volunteer parent.
(18:44):
Her name is Kimberly.
We met on December 27th, 2024.
She's homeschooling her sonReed.
She just spent 700 bucks to havethe state of Ohio test her kids.
Reed was reading and writing atthe beginning third grade level.
So if he were in public schoolfor the next for the rest of the
(19:06):
school year, they would haveexpected him to increase by two
to two and a half points.
That didn't happen.
Kimberly spent an hour and ahalf a week with him.
I taught her for half an hour aweek.
And at the end of that, Reed wasincreased by 20 points.
Not two, two and a half, 20.
(19:28):
His reading went from the 11thpercentile to the 65th.
His writing from the 4th to the64th.
This is the important point.
Over the summer, Reed's friendscame to him, said, We want you
in public school for socialreasons to be with us, to be
with us at lunch in class.
If this was January, they wouldhave put him in special ed away
(19:51):
from his friends.
Unhappy kid.
Now he's in sixth grade.
He's do because Kimberly didwhat every parent dreams, and
now he's doing just fine.
SPEAKER_01 (20:04):
Isn't that amazing?
That is amazing.
Now, I have a question for you.
You have dyslexia yourself.
SPEAKER_00 (20:15):
Yes, I have the worst case of dyslexia you'll
ever see.
New York State specifically gotthis tested by a SUNY
distinguished professor inpsychology.
I have a base reading andwriting level at the first grade
level that I can jump up to gradlevel when I turn my system on.
SPEAKER_01 (20:32):
Wow.
Jeez.
So you know the expansive firstgrade level turn the system on,
jump up to grad grad schoollevel.
SPEAKER_00 (20:45):
Right.
And this is something I had todevelop myself.
I was that dyslectic kid, and Ihad to come up with all my own
solutions.
I just happened to connect it.
One of the things that the NewYork State Senate required, so
did the education department, isI had to connect it with current
research.
That was connecting it toProfessor James Collins' book,
Strategies for StrugglingWriters.
(21:06):
I took it from mild dyslexia tosevere dyslexia.
He approved that in under twoweeks, and then I connected it
to Yale's research in overcomingdyslexia.
SPEAKER_01 (21:16):
Wow.
Good for you, Chief.
That's a lot, but good for you.
Now, what was your biggeststruggle as a kid?
SPEAKER_00 (21:27):
Oh, I couldn't take notes.
I had to remember everything.
I would go to class and theywould be talking about uh, you
know, what started World War II,and then the question would come
up on a test or quiz weeks ormonths later, and I had to say,
look back, oh, this is what theprofessor said at class, and I
would just write it out whatthey said.
Yeah.
And they thought that was freakybecause how do we how did I
(21:51):
remember something that theysaid, you know, two months ago?
And I said, Well, I don't haveother options, I can't write
this out.
SPEAKER_01 (22:40):
Yeah.
Yeah.
Wow.
Wow.
So as we wrap this interview up,I know you have a ton of
questions for me.
SPEAKER_00 (22:54):
Uh well, um, as far as I'm just happy that as a
teacher, did this help youunderstand dyslexia any better?
SPEAKER_01 (23:04):
Yes.
This help help me understanddyslexia.
And I hope it helped my audienceunderstand dyslexia.
SPEAKER_00 (23:19):
Well, the main thing that I wanted to get across you
is like, remember when I asked,you know, does does this Joey
like or dislike, you know,soccer?
And when you add, I mean, I Iwas impressed that you actually
answered it correctly, like.
Because most people don't dothat.
They do they add the they addthe yes.
But when you you put it into asentence, you are so trained to
(23:43):
do it correctly, to do itproperly, you automatically
added the yes.
Yeah.
But that's the problem Joey has.
So the the what I gave youthere, does it sound generally
correct?
That's how we get the thegrammar to autocorrect.
Because when I did my originalprogram, remember, I'm dealing
with most advanced kids thereare, the teacher, Susan's Ford
(24:06):
spent very little time onspelling and grammar.
It autocorrected from a mess tothe clean at graduate level.
So then the other one, havingthem retype it until it's
correct, okay, and having themjust keep doing that until they
eventually get it right.
When they're thinking when themore they get it wrong, they
say, I'm not gonna make thatmistake, and they make the
(24:27):
mistake, the more that theyfocus and hyperconcentrate.
That's where that magic happens.
So now you don't have to bestuck for years trying to do
spelling and grammar.
Now, does it work perfectly?
No.
It's gonna get you to the pointwhere Gen Ed teacher can start
to do their job.
How do you permanently fix it?
You're not gonna like thissolution, but this is the best
(24:49):
one I found.
You go to Amazon, you find the10 or 20 most common grammatical
mistakes that college studentsmake, something like that.
And then you spend literally,you tell a typical kid two to
three times they get the rule.
Dyslectic, it's 50, 100, 200times.
And then you slowly go throughthat list over a couple of
years, and then typically what Ifind is I don't get them to uh
(25:14):
basically to a uh B level incollege, somewhere usually 2.5
to 3.6, usually we're under 3.0.
And I tell parents you're gonnahave to be happy with that.
SPEAKER_01 (25:28):
Wow.
That was that is amazing.
And that was amazing becauseyeah, dyslexia is a woman for
those hard disabilities, aphysical disability is a hard
disability, but I can't imaginehaving I think my disability is
(25:53):
hard, but I can't imagine havingdyslexia and screwing up
writing, screwing up the Englishlanguage.
SPEAKER_00 (26:01):
Right, but remember, I just had Kimberly did this in
a little under six months athome.
She did she did this faster thanthe top than the dyslexic
private schools.
And if you'd like to learn morehow to do that, it's simply just
go to dyslexiaclasses.com.
That's the dyslexiaclasses.com.
(26:24):
There's a button there that saysdownload free guide.
Just answer a few questions.
You'll get a document that saysthe three reasons your child's
having trouble in school due todyslexia.
And then the most importantthing is actually go and click
on the link to actually set up a30-minute appointment so I can
speak with you and your child soI can find out what your kid's
speciality is and find theirbook and audiobook.
(26:47):
I tried writing how to do this,I can't do it.
I got to do this with the kidexactly in order to make this
work.
So just go ahead and do that.
It caught it doesn't cost youanything, and you will leave
knowing what what book your yourchild should be using to
overcome the reading and writingissues.
SPEAKER_01 (27:07):
Wow, amazing, amazing, Mr.
Russell, amazing that you havedone all this, and I hope you
guys enjoyed another fabulousepisode.
I certainly did.
I learned a lot, and I hope thatyou guys go to Russell's site
(27:28):
and support his work and supportyour child in their educational
journey because if you don'tknow any anything, you might as
well start somewhere.
And when it comes to this lexia,Russell is one of the experts
(27:49):
out there.
So I hope you guys enjoyedanother fabulous episode.
I certainly did.
I learned a lot.
And so where can people findyou, Russell, if they wanted to
find you?
SPEAKER_00 (28:10):
Uh, best thing to do is again just go to dyslexia
classes plural.
That's dyslexiaclasses.com.
There's a button there that saysdownload free guide.
Click on it, answer the threequestions that we ask, get your
downloaded guide.
But most importantly, go and setup as the appointment with me
online so we can have a videoconference.
(28:31):
I can walk your child, I cananswer them a few questions,
find their specialty, and walkthem through and say, is this
really how you want to overcomeyour reading and writing
concerns?
And the vast majority of timeit's yes, and there's no cost to
that.
SPEAKER_01 (28:46):
Wow.
So I hope you guys go toLussell's website if you think
your child has dyslexia.
Now, could a doctor diagnosedyslexia?
SPEAKER_00 (29:03):
Well, there are a few MDs that know about it.
Typically, it's psychologists.
And if you're in New York Stateand you think your kid has
dyslexia, go to yourpediatrician have with notes
from the from your teacher, fromthe kit your kid's teacher, and
have them submit it to theinsurance company because in New
York, your insurance companiesare supposed to pay$5,000
(29:26):
towards the neuropsych.
Anything over that, it's on you.
But you can you should be ableto find that, and that'll give
you the best possibleinformation about where your kid
is.
But just understand what thatis.
It's a PhD psychologist with alot of additional training, and
it's like two full days oftesting, and then they got to
write it up.
You're basically hiring them formost of the week.
(29:49):
But that'll tell you exactlywhat's going on with your child.
SPEAKER_01 (29:52):
Wow.
SPEAKER_00 (29:53):
If not, if you don't want to spend, if you're not in
New York, you don't want tospend the$5,000, set up a time
to speak with me through thatlink I told you about.
I ask two questions, and I canget you uh information that says
if your kids ADD, ADHD, ormildly dyslectic or severely
dyslectic.
Or if they're severely dyslecticand highly intelligent and
(30:13):
motivated, there's one morequestion and it becomes very
clear.
The kids are like, How did youknow that about me?
So I reduce the and that thatgeneral idea tells you how you
should how your kids should beeducated to get them to grade
level and beyond.
SPEAKER_01 (30:30):
Wow.
So I hope you guys really taketo heart what Russell's saying,
and I please.
Russell's time and I appreciateyou guys' time and listening.
And I as I said, I hope you takeum time to understand what
(30:50):
Russell's trying to teach here.
And we'll have Russell'sinformation in the show notes.
I'll put Russell's informationin the show notes.
And as I said, I hope you guysenjoyed this episode.
Thank you, you guys.
And I hope you will tune in nexttime.
(31:11):
Thanks to you guys.
Bye you guys.
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