Volume 4 #5 May
You never know where some useful piece of information is
going to come from. For over thirty years I have stumbled
onto odd bits of knowledge from a dozen or more fields, none
of which apparently had anything to do with dyslexia. They
have included such a variety of areas as epilepsy, high speed
photography of athletes, depression, ADD, eye motions, Buddhism,
strokes, and 3-D television. Yet in each specialty it turned
out that there was some piece of information that fitted
with others like parts of a jigsaw puzzle to add to our understanding
For years it has appeared that the poky interhemispheric
transfer of information from one side of the brain to the
other had to be part of the problem. This delay could be
seen with high speed photography and in the erratic eye motions
and double regressions characteristic of dyslectic reading.
It also accounted for the fact that when we by-passed that
slow corpus callosum, we could teach the kids to read. Unfortunately
this isolation was only possible in the auditory system.
The wiring of the visual system makes it impossible to isolate
a signal to one hemisphere. To read, you need to use the
fovea, and the fovea sends its information to both sides
of the brain.
For over thirty years I wished I could find a way to stimulate
the language areas with a visual signal as well. Recent information
indicates that I may have been going at it backwards. Instead
of cutting out the slow one and using only the fast signal,
it now appears that you can simply speed up the slow one!
For many years people in a variety of different fields have
known that a brighter visual signal travels faster than a
darker one. Now why didn’t I know that?
A psychotherapist has been using special glasses he devised
that enable the wearer to deliver a brighter signal to one
eye than to the other. He had no interest in dyslexia. He
just needed something that would stimulate the left hemisphere,
because such stimulation has been demonstrated, especially
in studies of Buddhist monks, to have a remarkable calming effect that
reduces depression. I have known for years that when we stimulate
the left side auditorily, it also reduces depression, but
I just regarded that as icing on the cake.
Nowadays I have
a student put on the glasses when he comes in for his lesson
and keep them on until he goes home. He keeps them on as he reads the phonics
book and even while he is doing a spelling exercise. The results have been
quite startling. Not only have the students’ learning speed doubled,
but the Jumping Jacks calm down. If you want to find out more about these
glasses, check out the web site: www.neuviewglasses.com.
No, I don’t sell the glasses
nor have anything to do with their inventor. But if you decide to try them,
please, please, let me know how it works. We need more data. This could
be a real breakthrough.