Synopses & Reviews
Does your child have difficulty with reading? Is your child's teacher complaining about behavior or attention issues? Is writing a chore for your child? Could your child be dyslexic?
You are in luck. "Dyslexic AND UN-Stoppable" is not just another book about dyslexia. It is uniquely designed for both the dyslexic and non-dyslexic reader. "Dyslexic AND UN-Stoppable" shows you how Lucie Curtiss, discovered her own dyslexia at age 25, developed tools and strategies to become a successful entrepreneur. She honed these tools as she helped her dyslexic son excel at school. She then enrolled her husband, Dr. Douglas Curtiss, a Yale-trained pediatrician, to contribute to this book. Together they show you how to implement these strategies in your life so that your dyslexic child can be UN-Stoppable. You'll find practical insights, real-life success stories, and online video tutorials to help your dyslexic child with reading, writing, spelling, math, and much more.
And if you are dyslexic yourself, "Dyslexic and UN-Stoppable" will Inspire and Empower you to live the life of your dreams by:
- Revealing the True Gifts dyslexia offers
- Describing two real-life Success Stories from a mother and a son with dyslexia
- Visually teaching you Tools and Strategies you can use every day
- Helping you blast through the limitations of dyslexia by Discovering Your Niche
- Showing you how to Navigate the School System step by step
- Reinstilling your natural Love of Learning
Another word for dyslexia is smart. So use these powerful strategies, discover your unique talents, and become UN-Stoppable!
Synopsis
Authors have a website: www.DyslexicAndUnstoppable.com that accompanies the book (with video tutorials) They are building an online academy for dyslexics called www.DyslexicAndUnstoppableAcademy.com. Here they will offer online lessons for reading, math, spelling, writing, fine motor skills, behavior, self-esteem, Ask Dr. Doug Q and A, etc... It's a membership site. (See website for more details)
Authors have a Facebook FanPage, Linked in profile, Twitter account, all related to Dyslexic and Unstoppable.
They have posted a YouTube video weekly on a subject related to dyslexia.
Authors will contact Yale Bookstore and RJ Julia Bookseller to do a book signing.
They will do local radio, tv, bookstores (including Yale Barnes and Noble Bookstore and RJ Julia Bookseller in Madison CT), Ansonia, Branford, New Haven local newspapers, PENN Club of NEW York and Yale. Video series with famous and non-famous people who overcame dyslexia, what were their struggles and how they overcame them and became UN-Stoppable. With two interviews done, including Saen Higgins (Tax Liens expert) the authors have a list of upcoming people they will interview. Will also interview people who help dyslexics such as teachers, school directors, therapists, and any positive and empowering person who helps dyslexics directly or indirectly.
They will be actively seeking donations and partnerships to sponsor children with dyslexia to help them receive the services they need. They would like to get sponsors from positive and uplifting organizations, health food companies, famous and non-famous dyslexics such as: Sir Richard Branson, Dr. John DeMartini, Daymond John (Shark Tank), etc... and sponsorships or collaborations with empowering people such as: Martin Hahn from SettingheartsFree.com, John Assaraf, Wendy Lipton-Dibner, etc... to help inspire dyslexics kids by integrating positive brain training and self-esteem.
Will be working on sponsorships for Academy and online Webinars, and selling products such as: hats, t-shirts, etc. with their Brand/Logo Sparky (Owl) "Rediscover Your Inner POWER with Sparky". Also video tutorials and cookbook (good-for-your brain foods/recipes), pediatrician (helping parents and children), Sparky To The Rescue series on reading, writing, math, and behavior.
About the Author
Foreword: Martin Hahn
Introduction: Why I Wrote This Book
The Word Dyslexia
Part 1: The Author's Journey with Dyslexia (1970s-Today)
Chapter 1: About the Author - My Story
Chapter 2: Ahhh, a Sigh of Relief! Finally, a Logical Explanation!!
Chapter 3: Back into Learning
Chapter 4: Coping (Part One)
Chapter 5: Coping (Part Two)
Chapter 6: What Do Dyslexia and Having Kids Have in Common
Determination and Perseverance
Part 2: The Author's Son's Journey with Dyslexia Today
Chapter 7: The Second Time Around, We Caught It Early
Chapter 8: Let's Fix This
Chapter 9: The Right Tools at the Right Time
Chapter 10: Observations We've Made along This Journey
Chapter 11: Dear Teachers
Part 3: Tools and Strategies
Part 4: Dyslexic and UN-Stoppable: A Pediatrician's and Dad's Perspective
Epilogue
Final Thoughts: Dyslexic---So What? My Top 10 Accomplishments
Extra: FéZander's Letter to Other Dyslexic Kids
Table of Contents
As you all know, we all live our lives according to our "story." The story we believe to be absolutely true without a shadow of a doubt. The story we repeat to ourselves and to others we interact with daily. The story that propels us to take action or the story that stops us dead in our tracks. You know what I mean? That little voice in our heads that dictates our journey through life until the day we realize we have had enough of this story. So we decide to change it and live a different life. We can all change that story and be who we want to be, not who we think we should BE. The following chapter recalls my "story" growing up along with excerpts of my journey with Dyslexia (from childhood to the end of my college years).
This chapter shows you how I coped with Dyslexia. (**Keep in mind, I was not aware I was Dyslexic, as I only figured it out around the age of 25.)
Between 1 and 3 Years Old
One of the earliest significant indicators of Dyslexia in my life appeared between the ages of 1 and 3 years old. My parents noticed that I wasn't expressing myself verbally. Most of the time, I was quite happy just pointing to objects instead of using words to convey my needs. My vocabulary consisted of very few words and was mostly limited to gestures. And my parents were somewhat concerned at that point. Then, all of a sudden around the age of 3, I leapt from speaking just a few words to full sentences without any meaningful explanation or remediation.
On a side note, I do feel compelled to mention that my Dyslexia was not "missed" because of a lack of education or a lack of involvement on my parents' part. Like most parents of Dyslexic kids, my parents wanted the best for me. My father is a brilliant doctor who was always a top student throughout his entire schooling (from elementary school to the end of Medical School). And my mother is a nurse and a gifted piano player. It's just that, in those days, Dyslexia was even more misunderstood than today, and parents and teachers were not as aware of it as we are now. By the way, we are talking about 30-40 years ago and our understanding of Dyslexia has changed and evolved drastically since those days. Remember, I'm not blaming anyone in this book. This is a book about hope and the progress we've made in the remediation of Dyslexia. In this chapter, I'm simply illustrating the difference between Dyslexia then and now, and showing you my coping mechanisms. Everyone (my parents, my teachers, my friends, my family, etc.) did the best they could at the moment and that's all that matters.
In Elementary School
I remember when I was a little girl, I LOVED school. I was usually found sitting upright in the front row eager to learn. I would come home after school and do my homework right away, all by myself, and I never needed any help. I remember overhearing my mother talking to friends and family and saying to them how smart I was and that she didn't worry about me as I was responsible with my homework and did great in school.
Today, looking back at my school years and old report cards with a different perspective, I now see that, by 3rd grade, signs of Dyslexia were showing up in my academic life. But, in those days we weren't fully connecting the dots. It's like putting all the evidence together after the crime has been committed. It's hard to piece it all together when it's happening. In hindsight, you can see the whole picture.
Nowadays, we know that 3rd grade is often when Dyslexia is first recognized since that's when kids start to read to learn new concepts and not read just to be able to sound out the words. By 3rd grade we need to comprehend and interpret what we are reading. Before 3rd grade learning to read is the main goal. By 3rd grade, however, it is assumed that children know how to read and can use reading to explore new subjects. This is why Dyslexia becomes evident at this age.
On my 3rd grade report card, my grades were all higher than 90% in every subject during all three semesters. And, yet, stapled to this report card, I found a note stating that even though I had met the minimum 3rd grade reading objectives, my progress was non-satisfactory and that I needed to continue my oral reading every day during the summer vacation.
In another part of the report card, there's a section called: "The student progresses well in reading." And each semester the teacher had to check yes or no.
First semester: The teacher checked yes
Second semester: The teacher checked yes
Last semester: NO check (left blank)
**Interesting, right? It all seems a little contradictory to me.