Dyslexiathrough NLP Lense

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Pathology Dyslexia Marie Tolman 2014
NLP & Dyslexia
Neuro-Linguistic Programming (NLP) and related applications can be effectively applied to
improving the educational outcomes for students, teachers, administrators, and the
community. Blackerby (2002a) believes we have presupposed that students know how to
learn in the classroom and perform the academic tasks we assign to them and often they do
not; and a large number of students have been traumatized by their inability to succeed in
school. Craft (2001) believes that NLP offers a positive, practical view of learning as a way of
becoming consciously more effective in the world, as a learner of whatever age. Using NLP
principles we can utilize behavioural flexibility to approach the educational process in new
and exciting directions.
Learning States
Learning develops quickly and easily through fun and exploration in a total atmosphere that
supports learning through variety, surprise, imagination and challenge (Dryden & Vos, 1999).
The state that is best for stimulating long-term memory by activating subconscious learning is
believed by many researchers and teachers to be 8 to 12 cycles per second or alpha
brainwave (Dryden & Vos, 1999; James, 1996). Researchers have found that baroque music
can induce alpha partly because its main 60 to 70 beats per minute are identical to alpha
(Bandler, 1986; Stockwell, 1992). Georgi Lozanov, a Bulgarian psychiatrist and educator,
developed much of our recent knowledge about using music to induce states into a learning
format he named suggestopedia (Luzanov, 1978). Suggestopedia has been experimentally
documented, in an experiment with the U.S. Army, in successfully learning the German
language at a 661 percent increase, achieving more than twice the results in less than one-
third of the time as regular German language instruction (Dryden & Vos, 1999).
Dunn & Waggoner (1995) have compared the similarities of NLP with Lozano’s suggestopedia
and Rita and Kenneth Dunn's instructional system that responds to individual's learning
styles. All of these approaches share the belief that academic failure is caused by how schools
deliver instruction to students (Dunn & Waggoner 1995). These approaches all recognize that
learning is state dependant and work towards establishing optimal learning states in
students.
Neuro-Linguistic Programming (NLP) and Education
The overall goal of NLP applied to education is to provide a basic framework that is aligned
with the empirical experience of learning and training situations for the purpose of improving
the effectiveness and speed with which goal oriented learning can take place (Dilts & Epstein,
1995). NLP relates words, thoughts, and behaviours to goals and purposes by focusing on
effective communication with tools for taking perspectives on issues (Craft, 2001). NLP views
education from the relationship of the fundamental processes through which we acquire new
skills and achieve personal competence and excellence. This involves utilizing skills for

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developing conscious and unconscious competence through the establishment of new
programs and strategies (James, 1996). This covers a spectrum from learning disabilities and
problems to exceptional and accelerated learning programs. The content of learning is
constantly changing and it is important to develop skills that build on the how and why of
learning to start developing such skills as early in life as possible. Dilts & Epstein (1995)
suggest the following areas are covered by the application of NLP to education:
 Basic principles of learning
 Fundamental Neuro-linguistic processes involved in learning
 Dynamic assessment and self-assessment processes
 Levels of learning and learning strategies
 Interactive learning and cooperative learning processes
 Types of skills and learning styles Learning tools and teaching tools
NLP applications in education provide fundamental tools and strategies to help people to
update, acquire, filter, and retain new information as a constant, ongoing process (James,
1996). The basic applications of NLP to education revolve around the principles of dynamic
learning (Dilts & Epstein, 1995). Dynamic learning is about learning through experience. The
process of dynamic learning involves learning by doing, exploring different methods of
thinking, and acknowledges that the relationships between people are a key factor in learning
(Dilts & Epstein, 1995). If you want to understand then act, as the learning is in the doing
(Craft, 2001). Dynamic learning tools emphasize the skills of cooperative learning, co-
coaching, and mentoring. Dynamic learning methods use the modelling principles and tools
of NLP to release natural learning capabilities through awareness, exploration, and discovery
(James, 1996). The widening of choice is an important goal and the act of choice as necessary
to action is emphasized (Craft, 2001). Dilts & Epstein (1995) list the following outcomes of
application of NLP to education:
 Identifying and enriching personal strengths
 Enhancing memory and imagination
 Developing optimal learning states and strategies
 Dealing with resistances to learning
 Establishing beliefs that support learning
 Identify and reframe limiting beliefs relating to learning
 Management of multi-level learning interventions

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 Transforming perceived failures into positive feedback
 Exploring interactive learning processes
 Learning Strategies
Effective learning is seen to be largely the result of the cognitive strategies a person employs
in the process of acquiring a new mental or behavioural skill. Learning strategies are one of
the seven basic classes of strategies identified by NLP (along with memory, decision making,
creativity, motivation, reality, and belief) (James, 1996). Learning strategies relate to the
sequence of cognitive steps of operations the people go through an order to develop new
thinking skills and behavioural capabilities. Like all successful strategies, effective learning is
seen to take place through the Test-Operate-Test-Exit (T.O.T.E) feedback loop that is based
on computer modelling (James, 1996). In the model of NLP defining a learning strategy
involves identifying the particular sequence of representational systems a person uses within
this feedback loop in order to acquire a mental or behavioural skill. Of particular significance
in eliciting a learning strategy is defining the specific sensory modalities (visual, auditory,
kinaesthetic) a person uses during the process of acquiring a certain ability or competency.
Helm (1990) experimentally has found no discernible differences between sexes or races as
to the distribution of visual, auditory, and kinaesthetic learning modalities. The sense
modalities are seen as the key to processing information and the mind and body are seen as
mutually influencing each other (Craft, 2001). Related to this NLP strategy concept is research
conducted by Gardner (1993) to document that each person possesses at least seven
different types of intelligence: linguistic intelligence, logical-mathematical intelligence, visual-
spatial intelligence, bodily-kinaesthetic intelligence, musical intelligence, interpersonal
intelligence, and interpersonal intelligence. Gardener sees that individuals can excel in one
area but not the others and that other types of intelligence can also exist.
A single and universally effective learning strategy does not exist. Certain sequences of
representational systems tend to be more appropriate for some learning tasks and they may
be inefficient in other situations. The task of learning algebra or organic chemistry is most
effectively achieved with a strategy involving internal visual and auditory recall of formulas
and diagrams and this strategy is less effective when applied to the task of learning a physical
activity like basketball or soccer which require a greater attention to external visual and
kinaesthetic experience (Dilts & Epstein, 1995). It is important to have a wide range of
different learning strategies in order to be successful in a variety of different types of tasks.
NLP believes it is better to develop flexibility to learn through several different strategies,
rather than rigidly using one (James, 1996). NLP seeks to create and provide tools to help
people to learn through many different strategies and for many different modalities of
teachers.
Learning Disabilities

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NLP followers believe that when people experience difficulties in learning, it is often the
result of either the underdevelopment of particular representational systems (usually visual
or auditory), inappropriate or ineffective learning strategies, limiting beliefs/expectations
related to learning, a negative learning state anchored to classroom subjects or situations, or
a mismatch between the learning strategy of the student and teaching style of the teacher
(Dilts & Epstein, 1995). Helm (1991) has experimentally determined that grade inequalities
exist between visual, auditory, kinaesthetic, and combination learning modalities. Learning
difficulties may also result from traumatic learning experiences in childhood (Dilts & Epstein,
1995).
Attention Deficit/Hyperactivity Disorder (ADHD) has the typical symptoms of an inability to
stabilize or hold a thought and a feeling of racing and out of control cognition (DSM-IV-TR,
2000). Blackerby (1996) believes that ADHD symptoms are a result of a combination of:
trauma (past or ongoing); anxiety or stress; excessive sugar and poor diet; allergies and yeast;
communication gaps between teacher and learner; and boredom. Individuals who are
kinaesthetic learners or those with unique learning strategies are also sometimes mistakenly
diagnosed with ADHD (Dilts & Epstein, 1995). Blackerby (1996) sees ADHD as not simply a
behaviour problem as it involves issues on multiple levels and the key to dealing with the
condition is addressing the belief that the mind cannot be controlled or that the mind is in
control of the individual. Armstrong (1995) does not believe ADHD exists and sees that these
children may have a different styles of thinking, attending, and behaving, but believes that it
is the broader social and educational influences that create the disorder. Blackerby (2002b)
believes that many of these children are genius or near genius and have the kind of mind that
we want when we want creativity such as in brainstorming sessions.
Dyslexia involves difficulties in reading and spelling with frequent transposition or reversal of
letters. Dyslexics have difficulty analyzing spoken or written words into smaller units of
sound, or phonemes, and connecting phonemes with the images of specific letters (Dilts &
Epstein, 1995). NLP treats dyslexia as mainly an issue of developing appropriate cognitive
strategies and capabilities as, for example, dyslexics eye movements indicate their difficulties
in linking sounds and images (James, 1996). NLP has a high degree of success in helping
dyslexics and particularly the NLP Spelling Strategy (that teaches learners to form mental
pictures of words) has been shown to improve the spelling abilities of dyslexics dramatically
(Dilts, 1997; Dilts & Epstein, 1995).
NLP works with learning disabilities by encouraging the development of metacognition (an
awareness of personal thinking processes) and focuses on using specific thinking strategies
and skills in purposeful ways in approaching tasks, monitoring if personal actions are
achieving desired outcomes, and attributing successes to consistent application of personal
plans and strategies (Dilts & Epstein, 1995). Helm (2000) has recommended using NLP with
the organic disabilities of congenitally and non-congenitally visually impaired individuals to
impart an additional learning strategy to assist them in achieving their full intellectual

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potential. The ultimate goal of all NLP interventions is to take individuals away from being at
effect and to put them at cause in their life.
Another effective intervention for learning disorders has been developed by educational
kinaesilogists who have been effective in treating learning disorders, such as ADD and
dyslexia, and have developed body exercises using pressure-points, muscle testing, and
coordination patterns to reorient the electrical patterns of the brain (Dryden & Vos, 1999).
Learning disabilities are seen to result from stress overwhelming and short-circuiting the
brain and the exercises work to defuse this blockage between the left and right sides of the
brain. Stokes & Whitehead (1987) have reported that 80 percent of learning disabilities are
related to stress and have responded to kinesilogical treatment.
Blackerby (2002a) has proposed that students experience problems in school because of the
following behavioural presuppositions that exist in our schools:
 Students naturally know how to learn in the classroom.
 All students learn at the same rate and in the same way.
 A certain percentage of students will fail and/or do poorly in school.
 The school system is more important than the individual student.
 More money will solve all the problems of our schools.
 Students are motivated only by punishment and/or reward.
 Learning activities cause learning to occur.
 Something is wrong with a student who does poorly in school.
 The better the teacher, the better the learning.
Blackerby (2002a) suggests that we should instead adopt empowering presuppositions and
he asks "imagine for yourself, ...what it would be like to be in a school system operating out
of the following presuppositions as a student, a teacher, a school official, a parent, or the
public at large" and he presents the following:
1. All behaviour has a positive intention behind it.
2. There is no such thing as failure, there is only feedback.
3. We choose the best behaviour based upon the choices we know and our model of the
world.
4. More choice is better than limited choice.
5. If it is possible in the world, it is possible for me to learn.
6. Anything can be learned if it is chunked properly.

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7. The map is not the territory; it is only a perceptual filter. [n.p.]
NLP Applied in Schools
Helm (1989,1991) has proposed that classes and possibly entire schools be established for
singular learning modalities so the modality strength of the individual can be optimally
enhanced. Rawlins & Eberly (1991) have suggested using NLP in test interpretation,
interpreting internal processes, noticing behavioural sequences, focusing on the processes of
communication instead of the content, and educating how to learn and not just what to
learn. Stanton (1998) has reported single session success with treating extreme examination
anxiety with a combination of hypnosis and NLP. Helm (1994) has suggested the use of NLP
for school administrators to use in establishing rapport with students, staff, and the
community.
NLP can be used in classrooms to make use of different learning modalities and strategies. It
is important to discover each student's combination of learning styles and talents to cater to
it while simultaneously encouraging the development of all potential abilities (Dryden & Vos,
1999). Helm (1989, 1991) has proposed dividing classes into preferred learning modality
sections. Using the eye calibration of modality techniques presented by Bandler & Grinder
(1979) it has been found that 80 percent of the population is normally organized with looking
up and to their left for visual remembered, left and middle for auditory, and down to their
right for kinaesthetic. The rest of the population is known as reversed organized and follow
the reverse pattern. Classroom application of this is when presenting in front of a class stand
to the left of the students when presenting intellectually oriented information to speak to the
student's right ear and left brain; and stand to the right if your presentation involves right
brain information and also to enhance auditory learning (Helm, 1989; James, 1996).
Generally for visual modality students, information should be written up and to their left,
auditory students should have information presented to their middle left, kinaesthetic
students should have information presented to them down and to their right (Bandler &
Grinder, 1979). Modification to the general pattern can be made for individual variations.
Conclusion
Neuro-Linguistic Programming has demonstrated an excellent potential for improving
educational approaches. The positive and practical viewpoint of NLP makes it a desirable
framework from which to approach educational activities. Although NLP is still a very young
approach it has had a powerful impact in its short life. Researchers outside the NLP
community continue to validate the wisdom of the basic concepts of the theory, such as
auditory, visual, and kinaesthetic learning styles. Further research needs to be conducted to
validate the more controversial views of NLP such as its view of learning disabilities and NLP
interventions for changing these ineffective learning strategies. NLP provides the tools and
techniques with which educational excellence can be achieved and maintained.

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References
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