Here’s What Happy Parents Had To Say About The Amazing Service We Provided Their Children & The Fantastic, Life Changing Results We Achieved For Them!

He can now sit still for more than 5 minutes without becoming agitated

“They’ve really progressed and matured. And even Connor’s dyslexia assessor is quite surprised how more advanced he is than what she thought he would be. He was having a lot of trouble – being bullied at school and getting into fights. He now is able to calm himself. He’s coping a lot better with his schoolwork. His concentration has progressed unbelievably!”

“They’ve both come out of terror – they’re now both so calm. What you guys have done and what you’ve implemented has just been fantastic!” Joslyn Picton, Mother of Connor aged 10 & Aaron aged 4

Audio Testimonial from Joslyn Picton

My Son Gained Confidence and Now Reads By Himself.

”After 3-4 months he picked up a book and started reading it all by himself. It was just beautiful. This was a massive step for him. He even told others he was reading a book all by himself! I would recommend this tutoring for sure. I am just so happy we found it.” Brooke Davis, Mother of Nathan aged 8

From a T.V. Addiction to a Book Addiction

“Relief.  Finally there were answers. A total overall approach. Looking at the whole book not just the cover. Had been trying to get Emma help for 5 years. Don’t know what Diana does but she does it BRILLIANTLY.” Jane De Long, Mother of Emma aged 11

He wants to do his homework!

“My son had always resisted doing his homework… Now his self-confidence and willingness to read and write and attempt work has grown to the point where he actually wants to do his homework. Can’t thank you enough.” Denise Scoltock, Mother of Eli aged 8

It isn’t a fight anymore!

“The biggest thing I’ve noticed, is that Kayla will self-motivate herself to do the work. It used to be a fight. It isn’t a fight anymore. Now she’ll go sometimes and do it without me asking her.” Kerri Clapper, Mother of Kayla aged 10

She’s a lot calmer

“Miranda is doing really, really well. She loves it! Before she couldn’t seem to grasp the concepts at school and anything to do with learning. She really struggled and was constantly saying I’m stupid, I’m stupid! Now she can concentrate better. She is nowhere near as frustrated. Also, her handwriting has improved. Overall, she’s enjoying school more.

When she gets frustrated and angry, she can do her exercises to calm herself down. She even uses the techniques to calm her brothers down.

Keep doing what you’re doing!” Melissa McPherson, Mother of Miranda aged 9

Audio Testimonial from Melissa McPherson

She now wants to put in for a leadership role at school

“She’s picked up 10 fold! Her teacher said she’s picked up a whole grade in most things and that her confidence has grown. She is now seriously thinking about putting in for a leadership role at school. At the start of the year, she was keeping herself back because she was afraid people would laugh at her because she couldn’t read. She’s starting to shine!” Kylie Mallet, Mother of Paige aged 10

 

Audio Testimonial from Kylie Mallot

 

She was thinking about committing suicide!!! I owe Diana my daughter’s life…

“I really believe that our daughter would have self-destructed if it weren’t for Diana and her amazing program. She was 3 years behind and convinced she was dumb. Diana’s program changed all that. In 8mths our daughter regained her self esteem and caught up with her class.” Stephen Walsh, Father of Amber aged 9

Case studies: (after just 12 sessions – 1 hour per week)

ADHD student

Year 7 student whose teacher felt he would need to fail the student due to his level of competency. 12 weeks later – teacher was confident to pass this student into year 8 due to the rapid increase in self-confidence and ability. Teacher comment: “Keep up what ever it is you are doing because it is working!”

Dyslexic student

Mother and teacher evaluated students’ performance in recent NAPLAN test. They thought they knew in which areas the student was struggling. 
Teacher talking to mother: “Student (X) has been struggling in this area…Oh. No she’s not.” (Flicking a few more pages)
“Student (X) has also been struggling in this area…Oh. No she’s not. ”
And, so on throughout the rest of the NAPLAN test.

Dyslexic, ADD student

8 year old student – From no confidence and minimal reading ability to growing self-confidence and willingness to read and write and attempt work. Actually wants to do his homework!

 

COMPREHENSIVE CASE STUDY 1:

Age: 9

Gender: Female

Educational History: Struggled from beginning of school, repeated Grade 2. Had tutor for 12 months and had made no progress. Had actually fallen further behind with the tutor.

Emotional State: Normally a happy outgoing child. Had become suicidal, sullen, depressed, outbursts of rage. Parents concerned as child had displayed suicidal tendencies and spoke often of killing herself.

School Situation: Was bullied at school by other children as she was seen to be ‘slow’, ‘stupid’ etc as she had repeated a Grade. Teachers were unsympathetic and unsupportive and refused to acknowledge the bullying. During the course of being tutored by us, she was moved to a new school with a more understanding teacher.

Educational Psychiatrist Report: Had impaired short term memory function, minimal phenome recognition, high levels of stress associated with reading and other recall situations, showed ability in some areas but the extent of her dyslexia meant that it was difficult to determine her academic ability.

When this child began the program her attitude to herself and to her learning was acutely negative. She viewed herself as dumb, stupid, not worthwhile, not capable of learning or remembering what she was learning. Her experience with school and her previous tutor meant that she didn’t trust anyone to put her needs as a priority – she needed someone to believe in her ability to learn. To believe in her.

The “Reach Your Potential Tutoring Centres” are built around building a child’s belief in themselves. After the first 6 weeks on the program her attitude towards learning had improved dramatically and she was beginning to participate enthusiastically in each session. Her confidence in her ability to remember sounds and sound drawing™ combinations was improving.

After 8 months in the “Reach Your Potential Tutoring Centre”, she had progressed to an age appropriate reading ability and her confidence in herself was dramatically improved. She was willing to attempt new work and her schoolwork at her new school had improved as well. While she would never perform well when put in a stressful, timed recall situation, she could recall and remember facts, figures, words, spelling etc when given time to think about her answer and was not continually pressed to deliver the answer.

By the end of the 8 months her imagination and her ability to convey her thoughts, when written down had improved dramatically and she now enjoyed reading age appropriate books. She had begun to write her own stories and dialogues and her spelling ability was improving – what she now wrote was at least phonetically correct and was legible. The size variance of her writing was evening out and she wasn’t spending most of her time “perfecting” her letters. The pressure she applied to write with was lessening and her writing wasn’t as laboured.

Her short term memory recall had improved as well and she could now follow a 3 step instruction EG: “Get your pencil and book and put them on the table. Remember your glasses.” At the beginning of my tutoring, she had difficulty following a 2 step instruction.

The difference in the child from the beginning of the program to 8 months later was astonishing. Whilst her dyslexia wasn’t “cured” and never could be, she was learning strategies to help her live her life normally and to cope in a school situation. Her expectation that everyone would understand her condition sometimes caused her stress but she could accept that not everyone would know that she had a learning difference as she now presented herself as a confident and capable student.

COMPREHENSIVE CASE STUDY 2:

Age: 12

Gender: Male

Educational History: Struggled with reading from the beginning of Prep. By beginning Year 2 had mid-prep reading level and was not progressing at all in the classroom.

Emotional State: Was a bright outgoing child, confident in his ability until 2 years of schooling had convinced him that he was dumb, lazy, stupid etc. Was becoming frustrated and aggressive, often periods of depression.

School Situation: Was belittled by teacher and teased by classmates. School refused to acknowledge that child was struggling and in need of help.

Educational Psychiatrist Report: Had impaired short term memory function, impaired recognition of sounds – could decode 3 sound words (eg. cat) but not 4 (eg tent). Had minimal recognition of Advanced Code sound combinations. Had difficulty following more than 1 instruction at a time, had difficulty with comprehension of what had been read as child continually lost his place within a sentence. Had some difficulty with confusion of mathematical symbols. Extremely intelligent but unable to be given a score as his dyslexia skewed the results to show a much lesser ability.

When this child began at the “Reach Your Potential Tutoring Centre”, his attitude towards learning was severely negative. Would hyper-ventilate when confronted with a new sound combination or new situation. His self-belief was low. He believed that he couldn’t “do it” so therefore there wasn’t any point in trying. He had given up entirely.

After completing the entire 2 1/2 year “Reach Your Potential Tutoring Centre” program, this child, who was 18 months behind his peers was achieving similar academic success. His reading ability had improved dramatically. His writing had improved – although he preferred using computers, his ability to convey his thoughts through writing had improved. His ability to follow a 3 – 4 step instruction was significantly improved. Overall confidence in his ability to learn had improved dramatically and his willingness to try new things had increased to that of a normal child. He had learned strategies to help him achieve academic success, even though that wasn’t his main priority.

 

DISCLAIMER:  The above testimonials and case studies are no guarantee of the results your child may achieve.  Each child is an individual and therefore results may vary.  The above results are an average of children who have completed some of or all of the “KinaLearn Method” as used in the “Reach Your Potential Tutoring Centres.”