Detailed Information on the Nicolay Reading/Writing Method^®

Answers to frequently asked questions.

How does the Nicolay Reading/Writing Method^® (NRWM) work?
-  Children learn to become aware of the thinking processes they use in reading and writing,
-  They discover how they can benefit from the thinking process of good readers and writers
-  and how they can apply these effective learning strategies.
-  A specially developed concept strengthens their capabilities to concentrate and relax.
-  Counterbalancing possible psychological, family or social disadvantages which have a negative effect on learning to read and write error free is an  important part of this method.

How long does it take before tangible improvements can be seen in reading and writing?
80% of children require only between three and ten individual sessions to acquire the learning style of the successful pupil at reading and writing and to achieve good grades within eight to twelve weeks with newly learned words and grammatical rules. Even children who could not be helped with other forms of therapy or were certified as incurable dyslexics can achieve error-free reading and writing. A pre-requisite is that a parent or coach is actively involved in the individual sessions and uses the practical guidelines learned to continue the work at home and to bring it to a successful conclusion.

When does NRM^® not work?
If the conflicts which arise between the parent and the child cannot be turned into constructive cooperation or if one fails to create the necessary requirements between the parents, the child and myself, then the method will not succeed.

Does the method also work for foreign languages?
Yes.

Can adults also apply the method successfully?
Yes, although it usually takes longer than in the case of elementary school children.

Is reading and writing difficulties/dyslexia an illness or a deficit in the child?
I am not of the opinion that reading and writing difficulties or dyslexia can be classified as a genetic trait. The unhappy development in Germany to argue the case for illness and therapy has the consequence that children who cannot manage with the way reading and writing is taught in the existing school system constantly are attributed new illnesses. A few years ago with a great fuss in the media the chromosome No. 15 (C15) was discovered which was supposed to be responsible for “genetic dyslexia”. According to this theory those in whom C15 had been detected were given no chance of a cure. Children with reading and writing difficulties were regarded by parents and teachers as hopeless cases. Correspondingly, the false impression exists that reading and writing problems can only be corrected, if at all, through tedious therapy. Years of application of the Nicolay Reading/Writing Method^® has shown thousands of children that this is not the case. This is confirmed by the parents (see list of references).

In my training and years of experience in the classroom and individual sessions I have discovered that every child who manages to get into school is capable of learning to read and write error free and to improve his vocabulary and grammar and that they can complete written tests (dictation) with the grade of 2 (minor mistakes). Children who develop problems with reading and writing at school, although concentrated, motivated and willing, unconsciously use a learning style unsuitable for correctly learning known words or for writing (orthography, written language acquisition). The following consideration I find important: When in one single teaching hour some children can learn to read and write while others cannot, it is possible that this learning method is not suitable for all children. Teachers should pay particular attention to this and adapt their methods to the children and not the other way around.

Family, social and other obstacles
These issues in the child’s environment can have a very negative effect on school performance but are no the cause or reading and writing difficulties. Even many children with not an ideal family or social environment can be good at reading and writing. I have not made the experience that alone an  improvement in the child’s learning environment can lead to a tangible improvement in reading and writing. The use of an effective learning style combined with improving the family and social learning environment is, in my opinion, the key to rapid and sustainable success.

You can find further information of the way NRM® works in the book, The Dyslexia Myth.

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