August 7, 2025 • 14 mins
Reading struggles in children often mask a surprisingly simple issue that goes undetected by standard eye exams. In this eye-opening conversation, Leah Stine of Vision Reading Academy shares the transformative approach that's helping children overcome reading difficulties by addressing eye muscle coordination problems rather than assuming learning disabilities.
Leah reveals how each eye contains seven muscles—meaning 14 total muscles must work in perfect harmony for smooth reading. When they don't, children experience tremendous difficulty that traditional interventions can't fix. "My son went from kindergarten reading level to sixth grade reading level in just five months," Leah explains, describing her own journey from desperate parent to academy coach after witnessing her son's remarkable transformation.
The signs of these vision-related reading challenges manifest in various ways: letter reversals, irregular writing, skipping lines, repeating passages without comprehension, or context-filling (making up content while reading). Most poignantly, Leah shares the emotional impact these difficulties have on children's self-esteem. "We get the broken kids," she notes, describing students who've been beaten down by years of unexplained struggle. The program's holistic approach incorporates specialized exercises, pressure points, and reading drills that permanently train the eyes to work properly together—no ongoing therapy required.
Parents who suspect their child might benefit can receive free assessments where they can literally see their child's eye coordination issues firsthand. While some medical professionals remain skeptical, the results speak for themselves—like the student who, after beginning to read independently, excitedly grabbed birthday cards announcing, "Let me read your card!" Ready to discover if vision could be the missing piece in your child's reading journey? Contact Coach Leah at coachleah@visionreadingacademy.com or visit visionreadingacademy.com to learn more.
Free Assessment:
https://oncehub.com/newassessmentcoachleah
http://www.visionreadingacademy.com
coachleah@visionreadingacademy.com
Leah Stine
Vision Reading Academy
visionreadingacademy.com
Info@visionreadingacademy.com
+1 801-589-1154
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
This is the Fredericksburg Neighbors Podcast
, the place where localbusinesses and neighbors come
together.
Here's your host, Dori Stewart.
Speaker 2 (00:12):
Welcome back to another episode of the
Fredericksburg Neighbors Podcast, where we share the stories of
our favorite local brands.
Today, joining me is Leah Steinwith Vision Reading Academy.
Leah, welcome to the podcast.
Thanks for having me.
Well, I'm excited for thisepisode.
You and I go way back and I'veactually interviewed you before,
(00:34):
so I am ready to dive in.
Share with us a little bitabout Vision Reading Academy.
Speaker 3 (00:41):
So Vision Reading Academy is not my business.
The owner is Crystal and shestarted it after finding, going
through all these differentsteps to try to find a way to
help her daughter read, just sosomething wasn't meshing.
And you know, it just was tothe point where she was just
trying everything and anythingand discovered this the way of
(01:04):
getting all the muscles and your, your eye muscles and all the
things to work together so thatit could help.
So my son went through theprogram because I was, he was
going into fifth grade, couldn'tread and we couldn't figure out
why.
I mean, I homeschooled him so Ihad, you know, all the time and
(01:24):
the energy to spend on it, butnothing was working.
We started over, we trainedcurriculums, we tried everything
.
I was about to go get a dyslexiadiagnosis to try to see if that
was it, but unfortunatelydyslexia diagnoses are based
mostly on reading and read.
They're going to a lot of timesthey're automatically okay,
well, they're dyslexic.
(01:44):
So luckily, I came across thisprogram instead and within a
couple months, within fivemonths, he went from
kindergarten reading level sixthgrade reading level.
He's done.
He doesn't ever have to do itagain because his eyes are
working how they're supposed tobe working Really?
Yep, so we're not visiontherapy because we're not
medical they're supposed to beworking.
Really, yep.
(02:05):
So we're not vision therapybecause we're not medical, we're
not anything like that, becausewe work on the whole muscles,
all the things Like part oftheir exercises is they do
massages and pressure points anddifferent reading exercises and
gaze point exercises, wherethey have to watch certain
things that they do.
It's been amazing for us, itwas a, it was life changing for
(02:27):
us.
So when she was like, hey, I'mgoing to expand my business, do
you, would you be interested inbecoming a coach, I was like yes
, please.
So that's how it started and Ilove it.
Speaker 2 (02:38):
That is fascinating, so that so you can dive in to a
little bit of, I guess, thescience of it, how your eyes
have to do with your reading.
Tell me a little bit about howthat works.
Speaker 3 (02:57):
So you probably don't know this Most people don't, I
didn't.
Each eye to control your eyemuscle, like there's seven
muscles in each eye.
So, there's 14 muscles that haveto work together to make you
see correctly, to get your eyemovement to work correctly.
Okay, for all those things.
Plus, there's also tension thatruns all the way through these
(03:18):
nerves, all the way through your, your head and your fascial
system.
So everything's connected andby loosening up those muscles
and those nerve endings and themuscle attached, like where they
attach those, all of it workstogether.
So it's not just okay here, golook at these things and it's
(03:38):
all.
Things have to be done together.
Speaker 2 (03:41):
Okay.
And so with your son as anexample when he went was going
through the exercises.
How did that correlate toreading?
Speaker 3 (03:52):
So, okay, Think about if you're looking at a word
okay.
Let's just use cat, for example.
Okay, he was using so muchenergy to get his eyes to go
like this and focus on thatletter, the c to sound out, k,
the a to go at, the t to go, sothat when he saw the whole word,
it wasn't a word, it was justthese letters.
But he couldn't really see himcorrectly because his he had to
(04:14):
look at each letter individually.
Speaker 2 (04:17):
Wow.
Speaker 3 (04:18):
So it took so much energy for his eyes to even go
together when we did hisassessment.
It was crazy because, like, oneof the things we do is we just
go like this and have to look atthe tip and one eye just
wouldn't move, it didn't evenfollow the tip, and they were
like are you looking at it?
He's like, yeah, I'm looking atit.
It didn't even follow the tipand they were like are you
(04:38):
looking at it?
He's like yeah, I'm looking atit.
Wow, he thought he was lookingat it, you know.
So he saw all along this way.
He's never known anythingdifferent, so how would he know
that it's size?
We went to an ophthalmologistthat was one of the things that
we did before, like when wefirst started the journey and
(05:01):
they're like nope, his eyes lookgreat.
He has 2020 vision, wow.
So, like, it's not evensomething they look for.
Yeah, because they don't.
You know, it's just, it's notas enough well known and um, a
lot of times the other diagnosestake over and they're like oh,
that's it, you know.
So it was interesting, the gamechanger for us.
I mean, he couldn't even seegraph papers, like I didn't know
it.
But I'm like put your numbersin the squares, you know.
I mean I even enlarged it.
And he's like, okay, and hethinks he's doing it because in
(05:25):
his mind he's doing it right andit's all over the place.
And like when he his eyes wereworking better, I gave him graph
paper again and he's like oh,that's graph.
Wow, that's what you meant byputting in the squares.
Wow, you couldn't even see it.
And here I am like, why aren'tyou doing it?
Speaker 2 (05:44):
You know he's probably like a different kid.
Yeah, like his confidence andeverything he's.
Speaker 3 (05:49):
Probably it goes through all my students.
I mean I have an older studentwho's he just turned 15 and he
couldn't read three letter wordsand like you know he had, he
struggled very badly with kindof attitude in our sessions,
things like that.
But I'm like, okay, you know,this is part of it.
Unfortunately we get the brokenkids.
(06:10):
We get the kids who are broken.
They've been beat down becausethey haven't been able to read.
They don't know what's wrongwith them.
Their parents don't know what'swrong with them.
They think something's wrongwith them.
And it's not something wrongwith them.
It something wrong with them,it's easily fixed and so so by
this point they're broken andthey're struggling and their
confidence is shot and like theturnaround from him is just
(06:30):
amazing.
He's been with me for fourmonths I think, and like he gets
on the sessions, heparticipates, he's, you know,
happy to be there, he's nice andlike it's like that little bit
of confidence changes everythingfor them.
Speaker 2 (06:47):
Yeah, what important work you're doing and how
satisfying and just rewardingfor you to be able to be a part
of that transformation.
That's so cool.
Speaker 3 (06:59):
You just don't even know.
I'm about to start cryingbecause it's like so emotional
to me because, like we wouldn'thave found it, I mean he
probably still wouldn't be ableto read.
And same for myself.
I mean I have a student, myfirst student, graduating, um,
probably next month.
I have other students who werelike I mean I have these two
brothers and they were just theydidn't want to do it, they were
fighting with mom every day.
They're like I can read, fine,I don't need this, I I'm fine, I
(07:23):
don't need it.
And um, we do benchmarkingvideos to record like just
snippets of them reading.
And um, they were like I saidthey were fighting mom.
We're like, okay, let's make adeal, we'll try it for one month
.
If you do your exercises everyday and you really try and put
in your effort and your energy,um, then in a month we'll
reevaluate and see where we'reat and see if you believe it or
(07:45):
not believe it, you know.
So I showed them theirbenchmarking videos and both of
them jaws dropped and they werelike oh my gosh, I can't believe
that I missed that word.
I can't believe I missed that,you know, and I thought I was
reading it correctly, you knowit's just crazy.
It's just crazy so like, andyou don't know, because this
progress is slower.
You know it's not.
It's not an immediate thingyeah, yeah.
Speaker 2 (08:08):
So how are parents learning about what you're doing
?
How are they finding you?
Speaker 3 (08:14):
word of mouth pretty much all of our students are by
just people who know, peoplewho've done the program or um,
we are.
We accept a lot of scholarships.
Like the owner actually livesin Utah.
So there's like a Utah fits allscholarship, so we're a part of
their network and open ed,which is another one, the
(08:36):
Virginia one, that is no longeravailable.
They were part of that one, sothat's a good way to is to get
the word out yeah, yeah it's.
Speaker 2 (08:46):
It seems like ophthalmologists and
pediatricians need to be trainedtoo right?
Speaker 3 (08:52):
well, unfortunately we have.
You know, ophthalmologistsdon't like what we do, because
we're fixing them.
Oh, I see there are some thatare very open to it and are like
, well, that's great, you know.
But then there are some thatare very open to it and are like
, well, that's great, you know.
But then there are some thatfeel threatened and not even
fair because, honestly, we'rejust helping the kids.
Speaker 2 (09:10):
Yeah, yeah, Wow.
So what advice would you giveparents who you know they're
thinking well, my kid isstruggling, struggling, you know
what is?
Maybe some signs that thismight work for their child?
Speaker 3 (09:29):
um, if you think they're dyslexic, if you start
seeing those signs, they'reflipping their letters, they're
flipping their numbers, they'rewriting funky like up and down.
They're not on the line.
Um, they skip lines when theyread.
They read the same thing overand over again and have no idea
what they read.
They potentially could wellmost of my students context fill
(09:53):
.
So they make it up as they go,they make up the story of what
they think it should say.
They change the endings ofwords.
So, even if they are a goodreader, they change the endings
of words.
I mean, like I have one studentwho's a very good reader Like
he's actually reads pretty wellbut he takes and he removes S's
from the end of words and headds S's and then he flips the
(10:15):
whole sentence to make it makesense with or without that S.
So they don't know they'redoing it Right.
So those are like the big keythings is you know, just not
knowing where to go from here.
Speaker 2 (10:29):
I mean that's the biggest thing.
Speaker 3 (10:32):
We have free assessments.
So it's like no harm, no foul,like try it, you know, and we
will definitely not lie and belike oh yeah, that's the problem
, Like you can see it, like youcan see it yourself.
We always say okay, mom, looklook at what we're doing, and
turn to mom, show her what youreye is doing, and so you can
like literally see it, and sothere's no way to like be
(10:54):
shiesty about it.
Speaker 2 (11:02):
Yeah, yeah.
Well, that's good.
That's good that you're able toassess them on and and get
pretty good data that whether ornot the program would work for
them.
That's actually really big.
Speaker 3 (11:06):
Yeah, it's a lot of commitment.
I mean that the kids have to becommitted, because it's not
like just going and gettingglasses that they just have to
put on every day.
They have to do their exercises.
They have to do the readingexercises.
You know, the more they do it,the quicker they go through the
program, you know.
And once they're done, we wantthem to be gone.
We don't want to ever see themagain.
The only time we want to seethem is when they're saying hey,
look, I got into this college.
(11:27):
You know, like we want tocelebrate their wins but we want
to push them out, get them ontheir way, because this is it's
not a thing we'll have to doagain, right?
Speaker 2 (11:37):
Well, that's amazing that it's a fix.
That's huge that it's notsomething that they have to live
with for the rest of theirlives, Like no, that's pretty
awesome.
Speaker 3 (11:52):
What is something that you wish the listeners knew
about Vision Reading Academy.
Just that it exists, honestly,because it's so.
Like I said, it's word of mouth, you know and nobody knows
about it.
And if you don't know about it,you're just sitting there again
and again twiddling your thumbssaying why is my kid doing so
bad in school?
Why are they not getting it?
Why is you know they might notbe able to read that great, but
why are they suffering inhistory?
(12:13):
Because it all goes together,right All of it.
And every subject there'sreading, there's writing, right
All of it.
In every subject there'sreading, there's writing, and if
they can't read, they can'twrite.
If they can't see thingscorrectly, they can't do any of
it and they already feel reallybad.
They're sorry.
I'm gonna start, I'm gonna geta little upset, um, because it's
(12:35):
it's heart-wrenching to thinkabout what these kids feel like
yeah my son.
Like at the first birthday afterwe started the program, he was
like mom, it felt so good to beable to read my birthday cards.
I mean, like I didn't know itwas a thing, like I didn't even
know.
That was like a, that'ssomething he felt, right, you
know, and like monopoly, and hewas like let me read your card,
(12:56):
let me read your card, let meread your card, you know.
Like he's grabbing every bigcards, right, you know.
It's like I didn't know thatwas a thing that he cared about,
right, clearly it was hurtinghis heart, you know that he
couldn't do these things andyeah, well, what you're doing is
so important.
Speaker 2 (13:15):
So thank you for thank you for sharing it with us
.
Speaker 3 (13:18):
Yeah, thank you for having me.
Speaker 2 (13:19):
Yeah.
Speaker 3 (13:20):
So important.
I love it, I just love all ofit.
Speaker 2 (13:23):
If the listeners want to reach out to you or learn
more about Vision ReadingAcademy, what's the best way for
them to find you?
Speaker 3 (13:32):
Well, I can share my link for an assessment.
They can email me.
I don't know if you want me toverbalize that or if you want to
write.
Speaker 2 (13:40):
I can put it all in the show notes if it's a link
that they can click on.
Speaker 3 (13:45):
Yeah, so just coachleah at
visionreadingacademy.
com Pretty easy, and the websiteis visionreadingacademy.
com and there's a AI bot onthere that can answer additional
questions if there's somethingin particular that you know
they're looking for.
And yeah, and we try to keepthe prices low so that you know
(14:07):
we're not trying to get avacation home, we're just trying
to help kids.
Speaker 2 (14:11):
Yeah, keep the business.
Speaker 3 (14:13):
Yeah.
Speaker 2 (14:14):
Leah, what you're doing is so important.
Thank you so much for joiningme on the podcast today and
sharing Vision Reading Academywith us.
Yes, thank you for having me.
Speaker 1 (14:26):
Thank you for listening to the Fredericksburg
Neighbors Podcast.
To nominate your favorite localbusinesses to be featured on
the show, go tofxbgneighborspodcast.
com.
That's fxbgneighborspodcast.
com, or call 540-534-4618.
This is the Fredericksburg Neighbors Podcast
, the place where localbusinesses and neighbors come
together.
Here's your host, Dori Stewart.
Speaker 2 (00:12):
Welcome back to another episode of the
Fredericksburg Neighbors Podcast, where we share the stories of
our favorite local brands.
Today, joining me is Leah Steinwith Vision Reading Academy.
Leah, welcome to the podcast.
Thanks for having me.
Well, I'm excited for thisepisode.
You and I go way back and I'veactually interviewed you before,
(00:34):
so I am ready to dive in.
Share with us a little bitabout Vision Reading Academy.
Speaker 3 (00:41):
So Vision Reading Academy is not my business.
The owner is Crystal and shestarted it after finding, going
through all these differentsteps to try to find a way to
help her daughter read, just sosomething wasn't meshing.
And you know, it just was tothe point where she was just
trying everything and anythingand discovered this the way of
(01:04):
getting all the muscles and your, your eye muscles and all the
things to work together so thatit could help.
So my son went through theprogram because I was, he was
going into fifth grade, couldn'tread and we couldn't figure out
why.
I mean, I homeschooled him so Ihad, you know, all the time and
(01:24):
the energy to spend on it, butnothing was working.
We started over, we trainedcurriculums, we tried everything
.
I was about to go get a dyslexiadiagnosis to try to see if that
was it, but unfortunatelydyslexia diagnoses are based
mostly on reading and read.
They're going to a lot of timesthey're automatically okay,
well, they're dyslexic.
(01:44):
So luckily, I came across thisprogram instead and within a
couple months, within fivemonths, he went from
kindergarten reading level sixthgrade reading level.
He's done.
He doesn't ever have to do itagain because his eyes are
working how they're supposed tobe working Really?
Yep, so we're not visiontherapy because we're not
medical they're supposed to beworking.
Really, yep.
(02:05):
So we're not vision therapybecause we're not medical, we're
not anything like that, becausewe work on the whole muscles,
all the things Like part oftheir exercises is they do
massages and pressure points anddifferent reading exercises and
gaze point exercises, wherethey have to watch certain
things that they do.
It's been amazing for us, itwas a, it was life changing for
(02:27):
us.
So when she was like, hey, I'mgoing to expand my business, do
you, would you be interested inbecoming a coach, I was like yes
, please.
So that's how it started and Ilove it.
Speaker 2 (02:38):
That is fascinating, so that so you can dive in to a
little bit of, I guess, thescience of it, how your eyes
have to do with your reading.
Tell me a little bit about howthat works.
Speaker 3 (02:57):
So you probably don't know this Most people don't, I
didn't.
Each eye to control your eyemuscle, like there's seven
muscles in each eye.
So, there's 14 muscles that haveto work together to make you
see correctly, to get your eyemovement to work correctly.
Okay, for all those things.
Plus, there's also tension thatruns all the way through these
(03:18):
nerves, all the way through your, your head and your fascial
system.
So everything's connected andby loosening up those muscles
and those nerve endings and themuscle attached, like where they
attach those, all of it workstogether.
So it's not just okay here, golook at these things and it's
(03:38):
all.
Things have to be done together.
Speaker 2 (03:41):
Okay.
And so with your son as anexample when he went was going
through the exercises.
How did that correlate toreading?
Speaker 3 (03:52):
So, okay, Think about if you're looking at a word
okay.
Let's just use cat, for example.
Okay, he was using so muchenergy to get his eyes to go
like this and focus on thatletter, the c to sound out, k,
the a to go at, the t to go, sothat when he saw the whole word,
it wasn't a word, it was justthese letters.
But he couldn't really see himcorrectly because his he had to
(04:14):
look at each letter individually.
Speaker 2 (04:17):
Wow.
Speaker 3 (04:18):
So it took so much energy for his eyes to even go
together when we did hisassessment.
It was crazy because, like, oneof the things we do is we just
go like this and have to look atthe tip and one eye just
wouldn't move, it didn't evenfollow the tip, and they were
like are you looking at it?
He's like, yeah, I'm looking atit.
It didn't even follow the tipand they were like are you
(04:38):
looking at it?
He's like yeah, I'm looking atit.
Wow, he thought he was lookingat it, you know.
So he saw all along this way.
He's never known anythingdifferent, so how would he know
that it's size?
We went to an ophthalmologistthat was one of the things that
we did before, like when wefirst started the journey and
(05:01):
they're like nope, his eyes lookgreat.
He has 2020 vision, wow.
So, like, it's not evensomething they look for.
Yeah, because they don't.
You know, it's just, it's notas enough well known and um, a
lot of times the other diagnosestake over and they're like oh,
that's it, you know.
So it was interesting, the gamechanger for us.
I mean, he couldn't even seegraph papers, like I didn't know
it.
But I'm like put your numbersin the squares, you know.
I mean I even enlarged it.
And he's like, okay, and hethinks he's doing it because in
(05:25):
his mind he's doing it right andit's all over the place.
And like when he his eyes wereworking better, I gave him graph
paper again and he's like oh,that's graph.
Wow, that's what you meant byputting in the squares.
Wow, you couldn't even see it.
And here I am like, why aren'tyou doing it?
Speaker 2 (05:44):
You know he's probably like a different kid.
Yeah, like his confidence andeverything he's.
Speaker 3 (05:49):
Probably it goes through all my students.
I mean I have an older studentwho's he just turned 15 and he
couldn't read three letter wordsand like you know he had, he
struggled very badly with kindof attitude in our sessions,
things like that.
But I'm like, okay, you know,this is part of it.
Unfortunately we get the brokenkids.
(06:10):
We get the kids who are broken.
They've been beat down becausethey haven't been able to read.
They don't know what's wrongwith them.
Their parents don't know what'swrong with them.
They think something's wrongwith them.
And it's not something wrongwith them.
It something wrong with them,it's easily fixed and so so by
this point they're broken andthey're struggling and their
confidence is shot and like theturnaround from him is just
(06:30):
amazing.
He's been with me for fourmonths I think, and like he gets
on the sessions, heparticipates, he's, you know,
happy to be there, he's nice andlike it's like that little bit
of confidence changes everythingfor them.
Speaker 2 (06:47):
Yeah, what important work you're doing and how
satisfying and just rewardingfor you to be able to be a part
of that transformation.
That's so cool.
Speaker 3 (06:59):
You just don't even know.
I'm about to start cryingbecause it's like so emotional
to me because, like we wouldn'thave found it, I mean he
probably still wouldn't be ableto read.
And same for myself.
I mean I have a student, myfirst student, graduating, um,
probably next month.
I have other students who werelike I mean I have these two
brothers and they were just theydidn't want to do it, they were
fighting with mom every day.
They're like I can read, fine,I don't need this, I I'm fine, I
(07:23):
don't need it.
And um, we do benchmarkingvideos to record like just
snippets of them reading.
And um, they were like I saidthey were fighting mom.
We're like, okay, let's make adeal, we'll try it for one month
.
If you do your exercises everyday and you really try and put
in your effort and your energy,um, then in a month we'll
reevaluate and see where we'reat and see if you believe it or
(07:45):
not believe it, you know.
So I showed them theirbenchmarking videos and both of
them jaws dropped and they werelike oh my gosh, I can't believe
that I missed that word.
I can't believe I missed that,you know, and I thought I was
reading it correctly, you knowit's just crazy.
It's just crazy so like, andyou don't know, because this
progress is slower.
You know it's not.
It's not an immediate thingyeah, yeah.
Speaker 2 (08:08):
So how are parents learning about what you're doing
?
How are they finding you?
Speaker 3 (08:14):
word of mouth pretty much all of our students are by
just people who know, peoplewho've done the program or um,
we are.
We accept a lot of scholarships.
Like the owner actually livesin Utah.
So there's like a Utah fits allscholarship, so we're a part of
their network and open ed,which is another one, the
(08:36):
Virginia one, that is no longeravailable.
They were part of that one, sothat's a good way to is to get
the word out yeah, yeah it's.
Speaker 2 (08:46):
It seems like ophthalmologists and
pediatricians need to be trainedtoo right?
Speaker 3 (08:52):
well, unfortunately we have.
You know, ophthalmologistsdon't like what we do, because
we're fixing them.
Oh, I see there are some thatare very open to it and are like
, well, that's great, you know.
But then there are some thatare very open to it and are like
, well, that's great, you know.
But then there are some thatfeel threatened and not even
fair because, honestly, we'rejust helping the kids.
Speaker 2 (09:10):
Yeah, yeah, Wow.
So what advice would you giveparents who you know they're
thinking well, my kid isstruggling, struggling, you know
what is?
Maybe some signs that thismight work for their child?
Speaker 3 (09:29):
um, if you think they're dyslexic, if you start
seeing those signs, they'reflipping their letters, they're
flipping their numbers, they'rewriting funky like up and down.
They're not on the line.
Um, they skip lines when theyread.
They read the same thing overand over again and have no idea
what they read.
They potentially could wellmost of my students context fill
(09:53):
.
So they make it up as they go,they make up the story of what
they think it should say.
They change the endings ofwords.
So, even if they are a goodreader, they change the endings
of words.
I mean, like I have one studentwho's a very good reader Like
he's actually reads pretty wellbut he takes and he removes S's
from the end of words and headds S's and then he flips the
(10:15):
whole sentence to make it makesense with or without that S.
So they don't know they'redoing it Right.
So those are like the big keythings is you know, just not
knowing where to go from here.
Speaker 2 (10:29):
I mean that's the biggest thing.
Speaker 3 (10:32):
We have free assessments.
So it's like no harm, no foul,like try it, you know, and we
will definitely not lie and belike oh yeah, that's the problem
, Like you can see it, like youcan see it yourself.
We always say okay, mom, looklook at what we're doing, and
turn to mom, show her what youreye is doing, and so you can
like literally see it, and sothere's no way to like be
(10:54):
shiesty about it.
Speaker 2 (11:02):
Yeah, yeah.
Well, that's good.
That's good that you're able toassess them on and and get
pretty good data that whether ornot the program would work for
them.
That's actually really big.
Speaker 3 (11:06):
Yeah, it's a lot of commitment.
I mean that the kids have to becommitted, because it's not
like just going and gettingglasses that they just have to
put on every day.
They have to do their exercises.
They have to do the readingexercises.
You know, the more they do it,the quicker they go through the
program, you know.
And once they're done, we wantthem to be gone.
We don't want to ever see themagain.
The only time we want to seethem is when they're saying hey,
look, I got into this college.
(11:27):
You know, like we want tocelebrate their wins but we want
to push them out, get them ontheir way, because this is it's
not a thing we'll have to doagain, right?
Speaker 2 (11:37):
Well, that's amazing that it's a fix.
That's huge that it's notsomething that they have to live
with for the rest of theirlives, Like no, that's pretty
awesome.
Speaker 3 (11:52):
What is something that you wish the listeners knew
about Vision Reading Academy.
Just that it exists, honestly,because it's so.
Like I said, it's word of mouth, you know and nobody knows
about it.
And if you don't know about it,you're just sitting there again
and again twiddling your thumbssaying why is my kid doing so
bad in school?
Why are they not getting it?
Why is you know they might notbe able to read that great, but
why are they suffering inhistory?
(12:13):
Because it all goes together,right All of it.
And every subject there'sreading, there's writing, right
All of it.
In every subject there'sreading, there's writing, and if
they can't read, they can'twrite.
If they can't see thingscorrectly, they can't do any of
it and they already feel reallybad.
They're sorry.
I'm gonna start, I'm gonna geta little upset, um, because it's
(12:35):
it's heart-wrenching to thinkabout what these kids feel like
yeah my son.
Like at the first birthday afterwe started the program, he was
like mom, it felt so good to beable to read my birthday cards.
I mean, like I didn't know itwas a thing, like I didn't even
know.
That was like a, that'ssomething he felt, right, you
know, and like monopoly, and hewas like let me read your card,
(12:56):
let me read your card, let meread your card, you know.
Like he's grabbing every bigcards, right, you know.
It's like I didn't know thatwas a thing that he cared about,
right, clearly it was hurtinghis heart, you know that he
couldn't do these things andyeah, well, what you're doing is
so important.
Speaker 2 (13:15):
So thank you for thank you for sharing it with us
.
Speaker 3 (13:18):
Yeah, thank you for having me.
Speaker 2 (13:19):
Yeah.
Speaker 3 (13:20):
So important.
I love it, I just love all ofit.
Speaker 2 (13:23):
If the listeners want to reach out to you or learn
more about Vision ReadingAcademy, what's the best way for
them to find you?
Speaker 3 (13:32):
Well, I can share my link for an assessment.
They can email me.
I don't know if you want me toverbalize that or if you want to
write.
Speaker 2 (13:40):
I can put it all in the show notes if it's a link
that they can click on.
Speaker 3 (13:45):
Yeah, so just coachleah at
visionreadingacademy.
com Pretty easy, and the websiteis visionreadingacademy.
com and there's a AI bot onthere that can answer additional
questions if there's somethingin particular that you know
they're looking for.
And yeah, and we try to keepthe prices low so that you know
(14:07):
we're not trying to get avacation home, we're just trying
to help kids.
Speaker 2 (14:11):
Yeah, keep the business.
Speaker 3 (14:13):
Yeah.
Speaker 2 (14:14):
Leah, what you're doing is so important.
Thank you so much for joiningme on the podcast today and
sharing Vision Reading Academywith us.
Yes, thank you for having me.
Speaker 1 (14:26):
Thank you for listening to the Fredericksburg
Neighbors Podcast.
To nominate your favorite localbusinesses to be featured on
the show, go tofxbgneighborspodcast.
com.
That's fxbgneighborspodcast.
com, or call 540-534-4618.
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