My daughter Francesca was diagnosed in 2nd grade with an auditory processing issue. She presented herself well verbally, but when it came to reading and writing mechanics, she struggled tremendously. To remedy the problem, we were advised to get her some tutoring, which we did.

But soon after we began the tutoring, I met Andrea, a friend of a friend, at a party and learned about the Harp Learning Institute. Her son had similar issues which she referred to it as dyslexia. Until then I was told by doctors and teachers that Francesca did not have dyslexia, and to never use that word. Yet in talking with Andrea I could tell that many of the issues were the same as with her son, and that regardless the training would work to strengthen all aspects of learning—brain connections, sight, hearing—so where ever there was a weakness, the program would address it. She also told me that with processing issues, tutoring which goes over the information presented in class in the same manner, does not help the child learn, because if the information didn't make sense the first time it was presented, it's not going to the second, third or hundredth time if it's always the same approach.

It took me a couple months to get past the term dyslexia to determine whether the work would apply to my daughter. In addition, we weren't noticing much improvement with the tutoring which made me think whether the tutoring was in fact ineffective. So I decided to have Francesca diagnosed by Lisa and see what she said. Needless to say, we started the program and 18 months later, she is an avid reader—above grade level in her reading abilities, she happy and confident and loves school and learning. Her spelling is still rather creative, but it too is improving. The change is dramatic and wonderful!