Empowering Parents

According to The National Center for Learning Differences, parental involvement is a crucial factor in building a dyslexic student’s self-confidence. Those young adults who report having had supportive home lives credit their parents with understanding their learning and attention issues, helping them address those issues and, most importantly, believing in their potential for success.

NoticeAbility offers engagement seminars to families of NoticeAbility students. During each seminar, participants are introduced to dyslexia as a brain-based difference that it is not a function of low intelligence, bad parenting or poor student effort.

Caregivers explore the detrimental impact of negative reinforcement on student development and learn, by contrast, how student performance improves in a strength-based paradigm. The seminars share techniques that caregivers can use to support students enrolled in NoticeAbility’s enrichment curricula.

We provide assistance to caregivers who would like to see NoticeAbility courses offered through their child’s school, homeschooling association, or private tutor practice. If these options are not feasible, we provide families with remote learning options where students are taught through video conferencing platforms with other students their age.

Visit our learning platform to preview our curricula

78%

of students see their dyslexia more positively

82%

of parents report an increase in their child’s self-esteem

75%

of instructors see potential in students with dyslexia that they did not see before

Teaching to Strengths

NoticeAbility has created a new paradigm for educating middle school students with dyslexia. While remedial reading programs are essential to dyslexics’ early education, the traditional school curriculum does a profound disservice to millions of students by failing to mine the specific and powerful capabilities of the dyslexic mind.

NoticeAbility disrupts this narrative by introducing tailored enrichment curricula to students with dyslexia at the point (middle school) where the students have achieved a level of reading proficiency, but their negative self-image has not yet solidified. Once students come to recognize their strengths, they are more inclined to embrace their educational experience and fulfill their personal and professional potential.

Building SEL Competency

NoticeAbility’s focus on social-emotional learning (SEL) and executive functioning (EF) is grounded in research. Studies overwhelmingly support the case for helping students develop strong SEL and EF skills for positive educational and social outcomes including, but not limited to, a stronger sense of connection to school, improved classroom behavior, higher academic achievement, improved mental and physical health, and positive cognitive, social and psychological development.1-4

1. (Bryan, T., Burnstein, K., & Ergul, C., 2004), 2. (Reiter, A., Tucha, O., & Lange, K. W., 2005), 3. (CASEL, 2015; Durlak et al., 2011), 4. (Diamond, 2013)

Fostering Bonds

By providing educators and afterschool instructors insight into the strengths of dyslexia, NoticeAbility is shifting the traditional ‘one size fits all’ educational paradigm towards one that highlights the attributes of the individual, regardless of his or her learning differences. As facilitators lead their students through NoticeAbility’s project-based curricula, the dynamics of the classroom shift: camaraderie and authentic inquiry come to replace doubt and fear of failure.

I am a dancer, I play hockey, and I am dyslexic. At school, I feel like I have to work twice as hard as everyone else. Before I took the NoticeAbility class, I felt like people looked at me like I wasn’t as smart as them. When I came to the class, I felt like I could see things in a different way. Now when I am in my classroom, I use my other abilities to think and explain things in ways other people might not.
— Josie, Student