dyslexia and vision

We specialize in the diagnosis and treatment of neuromuscular and perceptual-developmental delays related to learning and reading disabilities, dyslexia, ADD, ADHD, developmental coordination disorders and acquired brain injury.  Since 1981, we have developed extensive experience in diagnosing and treating neuromuscular and perceptual-developmental delays.


Things to Watch For In Learning Disabilities, ADD and ADHD

Physical Signs

Squinting of eyes

Rubbing of eyes

Dropping of head to read

Low reading endurance  


Blurred vision

Stomache upset




Functional Signs

Letter reversals

Number reversals

Skipping of words

Loss of place

Rereading of lines

Letter transpositions

Word transpositions

Poor word recognition  

Poor letter recognition

Low attention

Poor comprehension



Neuromotor Control Signs

Balance is poor

Timing is off

Poor anticipation

Rhythm not satisfactory

Poor ball catching ability

Left-right confusion


Head or body tracking

Poor eye tracking accuracy

Poor general coordination



Acquired Brain Injury

After concussion or trauma to the brain, an individual may find themselves inadequately recovered even after what may seem to be sufficient rest and rehabilitation.  When recovery is incomplete and the individual does not regain the level of function they were at prior to the trauma, perceptual-developmental therapy is available to systematically recover brain efficiency.  If you experience visual or cognitive confusion, memory lapses, balance or coordination difficulties, inability to concentrate, timing difficulties, abnormal sensitivity to light and sound, and/or continuing headaches, perceptual-developmental therapy is available to assist in your recovery.


Sample results

Patient   A.W.  age 7

Handwriting before and after developmental training:

Learning disability, handwriting, dyslexia, before training
A.W. Before training, switching from one hand to the other. Letters are actual size.
Learning disability, dyslexia.  Handwriting after developmental training
A.W. After training, using one hand only. Letters are actual size.

Patient   R.A.  age 8

"It was in December that I caught Dr. Mah's presentation on BCTV and made an appointment for the first week of January.  Ryan's improvement was almost overnight after he began wearing his glasses.  In five weeks of wearing glasses Ryan is now reading and successfully sounding out words.  This is a drastic improvement.  Ryan is still below grade level but rapidly catching up.  Along with his reading ability, Ryan's confidence has improved drastically.  He now believes that he has the ability to read.  He no longer is a difficult child to handle in the class and can sit and concertrate for longer periods of time.  At home, he is more willing to do homework and sit down and read to us.  Ryan offers no resistance to wearing his glasses, and has verbalized that he can see better.


It has been a very frustrated process in helping Ryan to obtain reading skills.  Ryan has always been a very bright and well spoken child.  He has never had any social difficulties and has developed quickly in all other areas.  I think this was the confusing part for everyone involved.  His father and I as well as Ryan kept hearing that he had the ability to read and it would just take some time.  I knew that there was something that we were missing but was unaware where to start.  Ryan's improvement in his school work, attitude, self esteem and behavior is dramatic now that he is wearing glasses. "

Mother, C.A.

Patient   N.C.  age 8

"To whom it may concern.  Since Nolan has been wearing his glasses, I have noticed that he is able to read without as much stress and fatigue.  He is reading at a faster rate with fewer errors.  Nolan has indicated that although he does still have some headaches they definitely occur less often than previously."


Ms. S.A., Learning assistance teacher, school district 36, Surrey

Patient  L.A.  age 10

History:  L.A. had a learning disability, reading problems, inconsistent word recognition, left-right confusion, letter reversals, loss of place, headaches, skipping of words, speech delay of 1.5 to 2 years and low general coordination.  Vision was 20/20 both eyes without correction.

Findings:  An underlying hyperopic refractive error causing visual strain and poor reading efficiency was found.

Results:  L.A. immediately read three books after glasses were gotten.  Headaches and poor reading resumed when glasses were mislaid.  Achieved Most Improved Award one year later, grades at 80%.

Father, KA  Yukon Territory


Patient B.J.  age 7

Fine motor control, handwriting and ability to take dictation before and after developmental training:

Handwriting before training
B.J. Handwriting before developmental training. Able to copy text but poorly. Unable to take dictation.
Handwriting after training
B.J. Handwriting after developmental training. Copying of text much better. Now able to take dictation.


College of Optometrists in Vision Development 

American Optometric Association