The Dyslexia Rescue® Method

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The Dyslexia Rescue (DR) Method is a three-pronged approach: structured literacy instruction, executive functioning training and trauma-informed practices.

Leading with the most powerful type of reading intervention - structured literacy instruction, we quickly and efficiently get to the root of confusions and resolve them. With training in Orton-Gillingham and Reading Recovery, a Master of Arts in Education, Elementary Education Certifications and a presidential appointment under George W. Bush, Diana Finch, M.Ed., M.Div., brings master-level expertise to every structured literacy lesson. 

At the word level, our curriculum includes phonemic awareness, sound-symbol correlations, letter patterns that control vowel sounds, syllabication, affixes, Greek and Latin roots. Word level skills are integrated into reading running text, fluency, phrasing and comprehension. Our methods are multi-sensory, explicit, direct, structured, systematic, sequential and neuroscience informed. Curriculum and methods are research-based best practices, according to decades of the best research, as outlined in the National Reading Panel's report in 2000 and two and a half more decades of excellent additional research.   

With executive functioning skills development, trauma-informed practices and consistent emotional co-regulation, improvements are very often evident. 

Each human is born sovereign and divine, with a spiritual core of peace, a still point. But, abiding in this life  can disrupt that in many ways. Through consistent, compassionate, expert behavioral intervention and co-regulation throughout each structured literacy lesson, we build the child's awareness and skill in self-regulation, inhibitory control, goal-directed persistence, attention control, planning and organization, working memory and cognitive flexibility, restoring their connection to their still point.

Having a Bachelor of Psychology degree and a Master of Ministerial Science degree with a trauma recovery emphasis, Diana Finch, M.Ed., M.Div., weaves emotional recovery support throughout her structured literacy lessons. 

The cognitive dissonance of confusion is at the root of the emotional trauma response that often accompanies reading struggles. When core reading confusions resolve, pent-up emotions often release and restoration begins. Then, as we begin building knowledge and reading skills, confidence begins to return and a sense of wholeness is gradually restored.

Through authentic, compassionate support, relationship and mentoring  we hold the space for the child to heal on all levels: mental, emotional, social, familial and spiritual. As the cognitive and emotional dissonance of reading failure eases and fades, relationships come into balance, self-concept is improved and courage is  restored... flow is restored. That connection to their core becomes seated again, joy and flow return and the future looks brighter.

Through cognitive reframing, the student can learn to shift limiting beliefs or negative self-talk into healthier perspectives, integrating past experiences and processing suppressed emotions. Our whole-person approach integrates mind, emotion, environment and present moment awareness into each interaction, supporting each individual's innate drive toward wholeness. Mindfulness, centered breath and metacognition are offered in support of emotional regulation throughout each session. While holding safe space for the session, we rewrite the story of failure into one of wholeness and success through active listening and compassion, offering and cultivating insights into past experiences and new meanings.