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Annie no longer has problems with reversals. She seems to understand left from right better than before. In conjunction with her tutoring at school, she is reading at her grade level. Her school put her through comprehensive testing to see if she had learning problems. She scored 98 out of 100 for children her age on all subject matters. We need to continue to help her practice reading and help her with phonics.

We feel your program along with her tutoring, helped her improve dramatically since last fall. Her teachers feel the same way. She now picks up books and reads them cover to cover by herself.

Kathryn P.

Again, of course I would recommend vision therapy! I came with the attitude it was going to be a tool, not a cure. Sean has a spectrum disorder of autism -Sean is slowly improving-he’s beginning to sound out words. Reading will always be difficult-but he has come a long ways!

Colleen C.

Natalie is reading faster and comprehending more. She can read continuously without having to stop because of a headache. She no longer sees double when reading.

Linda G.

I believe that an enormous degree of the success in Jamie’s vision — therapy was due to her motivation (she wanted to get her driving permit) and her therapist’s technique (consistently, challenges and positive reinforcement). As a result of vision therapy, Jamie reports:

1.) no headaches
2.) limited eye strain in school
3.) reading faster and for longer periods of time
4.) no double vision (up close)
5.) takes less time to complete schoolwork

Gayle R.

I have had two children in therapy. Even though the younger one (9) was a lot worse off than the 11 year old, the therapy was a success for both of them. I do feel it is better o start them younger because it seems to be easier for them to learn the new stuff for therapy. I would recommend vision therapy to anyone who asks me about it.

Sherri M.

When we heard about Christenson Vision Care Eye Therapy we felt hope. We knew that Dallas wasn’t reading to his potential. However, we couldn’t figure out what the cause was. His low reading ability was causing problems academically, but also with self image. Since eye therapy Dallas is reading more fluently and he actually finishes reading books!! He would always ask me to read things to him, but now we see him reading himself. He attempts even the “hard looking” words with confidence. We are convinced that the eye therapy is exactly what Dallas needed! We are excited to see more results in 6-12 months.

Angie H.

I cannot say enough good things about how much vision therapy helped Trent not only struggled academically, but also with self-image. Prior to therapy Trent was more than a year behind his peers academically in reading. At the end of therapy he is able to read at his
his grade level.

This has tremendously helped his self-image. He enjoys school again!

Sherry P.

In the beginning Bailey hated to go to school. She struggled in almost every area. When she arrived home she would only want to watch t. v. or play by herself. She would also do whatever her sister told her to. She 44 always said she needed help with her homework. She would say she just couldn’t do it and give up leaving the table angry. Never would she pick
up a book to read herself. She always wanted to be read to. About a month after starting therapy Bailey started coming home with less homework and when she got home she would find a book and sit down and start to read and she wouldn’t stop until she finished the book— not even to play with her brother and sister. She started asking for help with homework less and would actually yell at me and her sister for helping too much. Her teacher had nothing but praise for her. She could not believe her improvement. During Bailey’s second exam we discovered that she needed glasses, unfortunately it was at the end of school, but I expect even better improvement next year with the help of the glasses. I have already recommended Christenson Vision to others I know with children who are having trouble. You people are the best. Bailey really enjoyed Pam, she really knew how to excite Bailey with how well she was
doing and could always get her to do more. Bailey now has more confidence and stands up for herself much more.

Teresa O.

I’ve seen great improvement in Ryan’s cooperation, hand and eye coordination. His reading is improved. I feel therapy helped him tremendously. I started to notice significant improvement after about 4 sessions. I would definitely recommend this program!

Cindy G.

It was the first time that Brian was eager to work on his homework. The techniques and solutions that Pam used with Brian were easy to replicate at home and were fun for him to do. We have seen an improvement in the way in which Brian approaches his reading. Instead of guessing what workds are, he takes the time to sound them out.

Julie R.

Mariah has more confidence this year in school. She finishes her homework in school and no longer has to stay in at recess to finish incomplete work. This in turn helps her feel “smarter”. She even utilizes her free choice time in school to complete work or assignments that are meant for home. She smiles and holds her head a little higher in her
classroom this year. We don’t know how to thank you-it’s wonderful to see the frustration gone!! Thank you.

Kris R.

At the beginning of the program Nick didn’t care to read or write. He will now pick up a book and read. He was never interested in his gameboy games, he now doesn’t put it down. I always wondered why other mom’s said they had to take the gameboy away.

Maggie A.

Jacob’s eye coordination has improved immensely. I believe he has learned what to look for when his eyes begin to drift and how to correct or that he needs a break.

Carol H.

At the beginning when an eye examination was suggested, I was skeptical, because a year earlier Micayla’s eyes were examined and she had 20/20 vision. Then after the Dr.’s examination and his explanation of Micayla’s problem with focus both near and far, and how she was working so hard to focus, that it not only made her frustrated with her abilities, but it made her physically tired as well. This part of her problem we had seen for ourselves, but didn’t know the cause. After the therapy was explained and a plan was laid out to help Micayla, we knew it was the right thing to do. Week after week Micayla would have therapy, and work at home, and the improvement was very noticeable right away. We will never regret our decision to get therapy for Micayla. Thank you so much Dr. Christenson, Pam, and Carole.

Jerome L.

Thank you, Pam for helping Mary to enjoy the hard work of visual exercises. You helped her to challenge herself, and she was happy with and proud of the results. I especially appreciated that there was no fighting, bribing, and pleading to get VT done at home.

Jody G.

Karl had difficulty copying math from the book to his paper. His paper would be messy and disorganized. He is now able to copy math problems onto graph paper. The numbers stay inside the squares and are well organized.

Susan P.

Our child has been able to work more comfortably at his desk at school He is now able to focus for a longer periods of time on classroom instruction and on verbal communication. Zach actually enjoys reading now- it doesn’t hurt to read anymore.

Chris E.

Our son missed one hour of school each time of therapy. Our son had to ride in a ar for two hours each day of therapy, in addition to the time in therapy. He did this without ever a complaint, even though he’s never missed a day of school in 4+ years, because he hated the thought of missing school. At the end of therapy, when we asked our son if he was happy it was all over, his response was a genuine “No” he said, “I’ll miss Sandi.”

Melinda S.

I was very impressed with the vision therapy. Dalton has done very well. The therapist has taught him a lot of great rules for reading and spelling and he is still using them. Thank you very much. Pam and Sandi are awesome people and great at what they do!!

Lois S.

First we noticed her confidence and self image improved greatly, to know:” why the problems, and then do the treatment. Always been creative in Irving to do the work with her vision problems-shows how smart she real is. She was feeling stupid in class from mistakes, but not now. She is picking up math and reading better now too. She wants to read on her own
now. Eager to learn and not so squirrelly while doing homework has been noticed. I will continue to emphasize the procedures used during vision treatment. It was amazing to see how off her eye teaming was for reading which explains the problems we were having. Vision homework slowly showed improvement, and I would stress vision homework to all parents,
makes a huge improvement. At first exercises seem odd, but there are results! Pam was excellent with Karina, she was supportive, enthusiastic, and persistent. Thank you.

Elaina M.

In the time Noah has been in therapy he has made very noticeable improvements. Noah was going into fifth grade and was reading at a 2nd grade eight months level and now according to his teachers at school he will most likely be reading at a late fourth grade middle fifth grade level. Pam really helped Noah want to work hard and achieve the goals. His self confidence has greatly improved. We don’t fight during homework anymore. All around it has been the most wonderful experience and beneficial thing we have done for Noah. All the benefits Noah has gotten from therapy has more than outweighed the trying to get him here twice a week, the 45 minute drive, and the inconvenience of the costs. I would and
will probably bring my other son if he has the same problem. He has confidence in himself now it shows how smart he really is!

Penny Q.

I have seen her make a complete changes, she has made a wonderful the improvement. Once school starts back up we will be able to really see difference. Thanks so much for everything you have done.

Brenda C.

Nathan’s grades went from D’s and F’s to straight B’s in one quarter. He says he just understands everything better now, it isn’t so hard. He use to hate school and he loves going to school now. I don’t have to struggle with him like I had to about school and homework.

Donna 0.

Nick is more eager to read and do school work with less complaining and at greater speeds than before therapy. He doesn’t loose his place in reading anymore and now has the tools to soar higher than he would have without the vision therapy. He isn’t frustrated as much anymore with close work or board work at school. There have been fewer behavior problems at school.

Sandy P.

The main difference we have noticed in Daniel is attitude and cooperation when it becomes to completing his school work. It really helps that he doesn’t come home with a headache nearly every day. He still brings most of his school work home because the one area that just would not budge was Daniel’s speed (despite therapy). But at least after a break, he’s ready to tackle his work. He is completing more and more of his homework on his own (without us sitting right at the table making him work). I think it really helped Daniel to know there was a physical reason why the writing process was hard for him and to know it was something we could work on.

Pam made visual therapy fun. There was never a Thursday that Daniel didn’t want to come.

Kay R.

My child has regained his self esteem and willingness to do his school work. Without this program he would not have come this far. School officials have noticed a great change in him. I would recommend this program to anyone.

Joy 0.

I no longer have to hold the book up close to my face (even with the bifocals) when I’m reading. I don’t get headaches anymore when Tread. My eyes don’t jump around as much when I’m trying to concentrate on an object, word or face. This program really helped me. I would recommend this program to anyone.

Robin A.

Brittany has vastly improved in all areas of functioning. Even her teacher noticed changes in class after a few weeks of being in this program. She feels better about herself, more confident in her ability to accomplish tasks not only in reading, but also in math, spelling, and writing. She is very proud of her hard work and performance.

Robin A.

Brandon had problems being consistent in visual exams at school. He had difficulty paying attention, completing his work and following directions. At the school’s request, we began medicating him with a stimulant to treat ADD/ADHD. Medication caused Brandon to lose weight and become easily upset. After talking with a neighbor whose son had
completed vision therapy, we came to Dr. Christenson. After beginning therapy, we saw less anxiety and better school performance. His ability to concentrate without becoming distracted has improved greatly. His confidence has improved so much that he “at the requires speech therapy. His standardized test performance is n°w,,nue to national average. We have every reason to believe that he will come Improve academically every year.

Susan R.

I was very impressed with all aspects of the program. I was surprised by the extent of improvement in my vision (reduction in eye strain, improved reading and computer use, and reduction in headaches) in such a relatively easy and short process. All staff ranging from reception, secretarial, therapist and doctor were very professional and welcoming. They all made me feel like a valued client. The personal touch was very evident-much different from a busy office where the patient is just a disease or a number.

Jacqueline B.

Taylor was having a real problem concentrating and not becoming frustrated with reading and other skills that involved ‘focus”. He was also developing a poor self-image about his reading skills. He has changed dramatically over the three months of therapy. He enjoys going to see his therapist and works hard on his exercises. He has completed all of his reading assignments in school with grades higher than before and his comprehension grades have also improved. Not only was the reading affected, though. The visual memory skills have helped him in his bible verse memorization and also in the memorization of his math facts. Ail over great progress!

Kelli S.

As a result of the VPT/DPT program Signe has made many strides on coordination. She is now riding a tricycle; she is able to get straight A’s on her spelling tests; she can read to herself and orally very proficiently. She now enjoys reading very much and school work is done with enthusiasm and promptly. Signe has also matured through this process and gained a great deal of confidence. She is now in a leadership position with her classmates. Beyond all this, Pam and Signe found a very close bond and this relationship was definitely the foundation for all the above advances. Thank you for everything, you have changed our lives!

Tracy S.

An Educational Success Story

Recently I had several paras and teachers remark to me how far my daughter Jacquelyn has come in her reading, her shyness, and how she has truly blossomed in 5th grade. She has gone from being a candidate for Special Education in 3rd grade to, now 2 years later, being asked to join the School Newspaper and Inventors Club. Remarkable, isn’t it?

Thoughts like: “must be maturity level, after all she is the youngest in her class”, or “the Title I from 1st to 3rd grade helped” or “multi-age classroom was the smartest choice” or “Dr. Christenson’s program is remarkable” and “her 5th grade teacher really tapped into her”. While all of these are certainly true, I believe all of these elements together formed the whole that resulted in her success.

The reason I am writing is that I know for a fact there are many more students like Jacquelyn who are not having the success that she is. District supervisors, Title 1, Special Education, and classroom teachers should really look at her success story and think of those other children that could be helped.

Let me expand on this. Jacquelyn thrived in Learning Readiness Preschool, she had a,, perfect score on her preschool screening, she was “more than ready for kindergarten despite her August birthday. She knew all her letter sounds at 4 years of age. At the kindergarten roundup meeting held at High School, I was told NOT to teach her to read, even though she was very interested. Kindergarten was fabulous. In First grade her love of learning crashed, and she was a different child. She was suddenly very shy. Her teacher said she was doing fine in fall but in spring, signed her up for Title I with Mrs. L. What happened? I volunteered in that room many times, I had many conversations with her teacher about Jacquelyn’s learning style.

Grade 2. Mrs. R. Learning Centers really was a big plus for Jacquelyn. She liked more of the the class and seemed to be turning a corner. Still, the reading was a big problem. Title 1 tried some unsuccessful strategies. Jacquelyn became very self conscience of having to go to the “special room” and her shyness deepened. She could not speak up and this frustrated everyone. I even had Jacquelyn in counseling.

Grade 3. Mrs. S. first multi-age class was a real boost. This teacher has a real talent with customizing learning styles. However, despite Mrs. L. sweet disposition and dedication to helping Jacquelyn succeed, Title I and her other paras were frustrated and at a loss how to help. Jacquelyn was more frustrated and was no longer willing to be pulled from class to go the “dumb kids” room. We had a meeting with Randi A. to enter her into Special Education. Randi states she is not a candidate for this. So now what? The district had no other options. I really wonder how many other parents would have just stopped trying at this point. For the past two years Jacquelyn has failed her eye test by the school health para. I had taken her at least three times to a chain eye store and even a hospital clinic and they said she is “borderline” and not to get glasses. Mrs. S. realized that as Jacquelyn read, she always needed a finger or a ruler and she suggested I go to a Pediatric Optometrist This observation and her advice was the golden key. I found my insurance provider listed A Chance to Grow (ACTG) in the New Visions School in NE Minneapolis. Dr. Janyce Moroz diagnosed a focusing problem for which glasses were prescribed. The glasses helped Jacquelyn eyes relax when she was performing near tasks. But that was not all. Additional testing at ACTG revealed a type of dyslexia called dysedesia, at last we had some clear understanding of the problem.

The fall of 4th grade, finds Jacquelyn with the same teacher in a multi-age class. She began a dyslexia remediation program of Dr. Christenson’s which uses a multi-sensory, bi- hemisphere approach to teaching the structure of written language. The insurance company told me the school should pay for this because it is remediation and the school district said the insurance company should pay because it is medical. This was a concern on a single income household, but we proceeded because we know early elementary school experience is critical to a child’s learning foundation. I fear others because without insurance we might not have gotten the therapy and would have fallen thru the( Title 1 /Special Education) cracks.

Jacquelyn completed the program in six quick months. She worked very hard twice a week and had additional “homework” from the program. She was learning things for her “bag of tricks” in deciphering words. At the end of the program she was re-evaluated and it seemed her dyseidesia had nearly resolved. She was greatly improved. Wow! Dr. Christenson, I believe we have a poster child! However, we were told she would always have some trouble with her spelling, but her reading was getting much better! Mrs. S. confirmed that. Jacquelyn as less shy and more confident and was asked to be in an Inventors Group, School Patrol, and she was showing much Art and Music talent! She was a great help in multi-age classroom to children who needed extra help. Mrs. S. is great at using kid’s talents and weaknesses for success.

Now in 5th grade, Mrs. C. is concerned about her spelling tests and we get her up to speed on her past. Mrs. C. has incorporated into her classroom a “word wall” to help with some of the non-rule English words. A simple tool that Dr. Christenson would applaud! His program used tools like that. And guess what! A few months later, Jacquelyn started bringing home perfect spelling tests! She is reading at grade level! The district and state tests also show this!

With one piece of this picture missing, we would not have a success story. In thinking of other children who are falling through the cracks, I implore the District to have a meeting with Dr. Christenson. He is more than willing to work within school districts to teach his Dyslexia Program Teaching (DPT) method. He used no special equipment-only tape, a floor vowel mat, cardboard, and a two pocket folder. Just think of how even much more ISD11’s already good reading scores can improve! With Special Education not fully funded, wouldn’t it be a $$$$ saver to incorporate some of Dr. Christenson’s techniques in the classroom and in Title I? Dr. Christenson’s program would also have a huge impact in ESL as well. I hope our educational success story can be an impetus for educational reform which will benefit other reading disabled children.

Jody R.

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