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.
Squinting of eyes
Rubbing of eyes
Dropping of head to read
Low reading endurance
Skipping of words
Loss of place
Rereading of lines
Poor word recognition
Poor letter recognition
Neuromotor Control Signs
Balance is poor
Timing is off
Rhythm not satisfactory
Poor ball catching ability
Head or body tracking
Poor eye tracking accuracy
Poor general coordination
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.
Patient A.W. age 7
Handwriting before and after developmental training:
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. "
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:
College of Optometrists in Vision Development
American Optometric Association