"My eyes are reading but my brain is not." Is this your student?
Today, we explore the subtle—and sometimes surprising—signs teachers might overlook in the classroom that point to underlying visual issues. We share powerful real-life stories from our patients, and explain how behaviors like excessive fidgeting, difficulty finishing assignments, or needing extra time might not be academic problems—but visual ones.
You'll hear how something as simple as asking "What do the words do when you're reading?" can open a window into a child's visual experience.
We'll answer:
Join us as we highlight the essential role educators play in early detection and offer practical ways to approach these red flags with curiosity and care. Whether you’re a parent, teacher, or practitioner, this episode is a heartfelt reminder that high performance doesn’t always mean smooth sailing—and noticing the struggle is often the first step toward support.
Recommended read: Red Flags for Elementary Teachers
(00:00) Intro
(01:13) "What do the words do when you're reading?"
(04:01) Subtle Red Flags in High-Performing Students - Movement, Posture, and Falling
(05:40) Understanding Motor Overflow
(07:11) Energy Use & Processing Auditory Input While Seeing
(10:42) "My Eyes Are Reading But My Brain Is Not"
(12:50) The Lost Steps: Why Skipping Early Movement Matters for Vision
(17:15) Classroom Strategies: Using Gross Motor Brain Breaks
(19:26) From Obvious to Subtle
(20:00) It Could Be Both: Vision Issues Beyond Eyeglasses
(22:50) COVID: Parents Becoming Teachers
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