the same side of the body). Then I said,
“You just march in place, John, and I will
move your hands, touching the opposite
knee.” We did this for a few moments.
As soon as I stopped moving his hands,
the movements went back to the original homolateral fashion. Meanwhile, his
sister, who had been intently watching
this process, said: “Look at me. I can do
it! I can even do it going up the stairs,
like this. I can do it while singing a song.
Watch me!” John, who had been watching his sister do the cross-crawl without
any effort said, “This is boring.” (As we
know, boring is a euphemism for hard.)
After doing some easy interventions
with John at home, he began to write with
ease, without the disturbing mirror wri-ting. Later, he became a voracious reader,
and now he is in college, majoring in journalism because . . . he loves writing.
When working with John, I used two
simple interventions that parents can
easily do at home with their children.
These two interventions, if carried out
consistently and faithfully, can make a
huge difference in preparing a child’s
brain and nervous system for easy learning and information processing. These
interventions are ( 1) midline exercises
and ( 2) nutritional interventions, particularly the essential brain fats.
Mitigating the Symptoms of
Dysgraphia (fine motor or
Make sure your child crawls for a few
months. If you have a little one who
wants to walk early, without crawling,
then spend a few minutes several times
a day (at each diaper change, possibly)
touching the child’s knee to the opposite
hand. This will be perceived as “crawling”
by the brain, and it will make all the adequate hemispheric connections.
A child’s hand dominance is usually
established by age 4. If your child is still
“switching hands” after that age, then
do an easy midline-establishing exercise
called “Bilateral Drawing” to help the
brain establish the correct hand dominance. Stand behind your child at a sliding glass door. With an erasable marker
Researchers are finding
a strong correlation
between a deficiency of
DHA and Vitamin D
and dyslexia, dyspraxia,
ADD, autism, allergies
in each hand, help the child move each
hand, drawing from the midline outwards. At the beginning, both markers
touch each other, and then they should
move way out, as far as the arm will go.
Then slide them back to the middle, and
repeat this movement down the glass
door. Do this about five minutes a day
for four weeks. After this time, the brain
should have established a hand dominance for the child.
If a child does “mirror writing,” then
do some easy midline brain training.
Have the child lie on the floor. Kneeling
beside him, touch his opposite hand and
knee repeatedly, while the child’s eyes are
in the upper left position (stimulating
the right, automatic brain hemisphere). I
do this movement with the child for two
minutes. It helps to play some music with
this, which further stimulates the right,
automatic brain hemisphere. Do this
exercise two times a week for three
Mitigating the Symptoms of
Dyslexia (significant reading
Do step one, as described above, for your
non-crawler or quick walker.
If your child has a difficult time (has
to think about it) performing the cross-crawl movement standing up (touching
opposite hand and knee repeatedly for
one minute), then do the brain training
as described in step number three, above.
Since research shows that dyslexia,
dyspraxia, and ADHD run in families that have an essential fatty acid