Rethinking Dyslexia: Specific→General, Word Analysis First, and Passion-Led Learning | Russell Van Brocklen

On Soul Sparks with host Pragya, New York State Senate–funded researcher Russell Van Brocklen challenges conventional dyslexia interventions. He explains why many programs miss the mark, how modern neuroscience (front-brain activation) supports a “word analysis → articulation” sequence, and why teaching through a child’s specialty unlocks motivation and measurable gains. From the Windward/Orton-Gillingham baseline to parent-led methods that use specific-to-general questioning and story-based structure, Russell lays out a practical path any parent or teacher can apply at home to move students to grade level faster—with fewer hours and lower cost.

About the Guest  :

Russell Van Brocklen is a dyslexia researcher and educator whose work was funded by the New York State Senate. He trains special education teachers, advises parents on at-home interventions, and is publishing a book that distills his classroom-tested, neuroscience-aligned approach.

Key Takeaways:

• The biggest blind spot: systems are optimized for “typical” brains—general→specific instruction—leaving dyslexic learners under-served.

• Neuroscience shows dyslexic learners often have higher activation in the brain’s front regions; tapping this with “word analysis → articulation” accelerates progress.

• Sequence matters: start with specific→general questions to organize thinking and produce clear written output.

• Motivation is the engine: teach through a learner’s specialty (e.g., Wolverine/X-Men) during the intervention period to ensure consistent effort.

• Story tools boost skills: define a hero, goal, and villain; extract universal themes and action words to build comprehension, vocabulary, and structure.

• Parent-led interventions can rival elite private programs when done three short sessions per week, focused and measured.

• Use writing as measurable output to force organization of fast “idea clouds” common in dyslexia and ADHD.

• Practical start: pick a high-interest topic, ask a specific→general question, identify one action word and one key concept, then write one evidence-based paragraph.

• Schools can work—after intervention. Bring students to grade level with targeted methods, then re-enter mainstream with minor supports.

• Results improve when progress is tracked against concrete reading/writing assessments and the sequence is followed consistently.

Connect with the Guest  

Website: dyslexiaclasses.comGet the free report (three top causes of school struggles due to dyslexia and how to fix them) and book a complimentary 30-minute consult via the “Download Free Report” button on the site.

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