Success Stories:

Read real stories of our students. Please note names have been changed for privacy considerations.

Avery:

At the end of Avery’s first grade, her standardized tests reflected poor academic performance. I was stunned. I knew she didn’t read as well as her older siblings but I was stunned at the test scores. I had always been afraid of learning labels, expecting that different children progress academically at different rates. Later I discovered Avery was avoiding reading in Sunday School, making a restroom trip to avoid embarrassment. The final straw was when I found her weeping in her bed one night. When asked “What is wrong?” Avery replied “What will happen to a girl who can’t read, Mom?”

Avery’s reaction forced me into action. Testing revealed my daughter had a learning disability and Dr. Verdile suggested I call NILD. Thank heaven I did! Through NILD Educational Therapy, my daughter received individual targeted strategies to improve her cognition. The staff worked steadily with my daughters areas of difficulty in a safe environment. While we did not have funds for this help, an understanding grandmother quietly paid for NILD. After one year, Avery’s Sunday School teacher came to my husband and asked “What are you doing to help Avery? She is a capable reader in class now.” Everyone could see Avery returning to her confident, lively personality.

We completed NILD Educational Therapy several years ago and Avery continues to progress. She has strategies for working hard; she perseveres when things are tough. She is a student who knows when to ask for help and advocate for herself. No one around her would guess what a struggle she had in those early elementary years. I am so proud of Avery’s achievements and grateful for the transformation in her life. Success-in-Mind changed my daughter’s life script from struggling learner to overcoming achiever.

Jason: 

Our second son was a handful. When Jason was diagnosed with learning disabilities, my husband and I knew we needed help. Convinced that there would be no college for Jason until he could learn more easily, we took money from the “college fund” to pay for help through NILD. This program was a gift from God for our family.

Incrementally we saw changes in Jason. It was a help to have the NILD teacher on our family team. We could discuss problems and have a unified approach to solving the problems. At one point, my husband had a job opportunity in Texas near the rest of our family. We were thankful to have stayed in the Washington area so that our son could continue to grow through the targeted intervention offered by Mindfull Learning. Family harmony improved as Jason's learning disabilities became less pronounced. Our son is now known for his accomplishments rather than for being a handful – a significant transformation indeed.

Bobby:

Bobby struggled to read. School was a battle every day, even with help. Fortunately, Bobby was a good athlete so his success in sports helped him not dissolve into discouragement. While math came easily for Bobby, anything involving reading or words was more challenging. When tested in the fifth grade, the tester remarked “He has definite learning disabilities but will receive no services in the public schools since they can only help the most severely challenged.” Anyone who met my son could see he was bright but the learning challenges made schoolwork a chore.

In addition to reading struggles, Bobby couldn’t remember things explained orally. School was an enigma for Bobby. Then we found NILD through the recommendation of Dr. Verdile and another parent. Bobby appreciated that his teacher shared his interests in sports and humor, making each session lively. By coming in as an older student, Bobby knew he needed help and partnered wholeheartedly with the program. His progress was steady. Though I am an accredited teacher myself, I found the NILD teacher could push Bobby harder and motivate him. I enjoyed being his mother as he assumed responsibility for his homework. I was happy to give up the job of checking behind him, watching his transformation into an independent learner.

I remember after three months of NILD work, my son wrote a letter to a friend – without any prompting! It read well and I thought it had been produced by his older sibling. Bobby also became able to express things in words to me like why he was mad at his brother. This growing use of words brought help to our family as frustrations could be discussed now. After Bobby graduated from the NILD program, his progress continues. This year, he was a class leader in history discussions. I know this is due to the targeted exercises of NILD therapy that unlocked language for Bobby. He has grown in competence and confidence. Bobby graduated high school this year. He may never choose to read for fun but he has learned how to study and how to persevere. He has strategies for studying and success. He took difficult courses at the community college this year and did well. Bobby knows when to ask for help and was successful in gaining admission to the college of his choice. My husband and I are grateful for the role NILD has played in Bobby’s accomplishments.

Michelle:

When we brought two daughters, Nicole and Michelle, home via an international adoption, there was so much for us to learn about each other. We had different languages, cultures, and family expectations. As we settled into routines, I noticed that our daughter, Michelle, seemed slow to catch onto certain things. At 10 ½, Michelle knew her alphabet but was behind on reading and math. She could not read at all in her native language despite several years of school in her birth country.

Something didn’t seem quite right. As Nicole raced ahead in learning, Michelle proceeded haltingly. Finally, our family obtained testing through the public school system. The eligibility meeting was very discouraging as the results pointed to Michelle being a slow learner for which there were no services. Schools have programs for gifted and talented students; schools have programs for specific learning disabilities; but there were no programs to help our Michelle. Discouraged, I continued to review basic reading and math with my Michelle. Michelle’s work included reversals. She seemed to learn things and then forget them. Her math work was flawless (albeit several grade levels behind) but took forever to complete.

In addition, Michelle was extraordinarily capable in other areas. She was well-organized, got along well with everyone, worked very hard, and had a sweet personality. I came to rely on her help at home in so many ways. Michelle’s capability in life skills seemed at odds with the public school testing results. After talking with others, I learned of the NILD program and found an instructor in our area. With new testing, we had a better understanding of Michelle’s profile and learning difficulties.

Michelle partnered well with her NILD teacher and the transformation began. The program took time but the results were measurable. One year, testing revealed four grade levels of improvement in reading. Michelle was excellent at memorizing and learned how to maximize her educational strengths while allowing extra time in her areas of difficulty. She gained tools and learned to make connections across the curriculum. She budgets her time well, allowing extra time (and effort) for challenging assignments. Michelle is studying to be a nurse. Because of her academic success at Northern Virginia Community College, Michelle qualified to tutor struggling learners. She is an excellent teacher, helping classmates in biology and anatomy voluntarily!

NILD is a program that is not quick, nor inexpensive, not easy – but Michelle’s transformation is proof that lasting change is possible through the combination of student, family , and teacher effort. I have been able to recommend Success-in- Mind to other families whose children have similar stories of hope and positive change.

Doug:

Our son was intelligent, we could tell by the questions he asked and the conversations that ensued. He was excellent at imitating moves on the basketball court and was coordinated beyond his years. He learned well orally. When we read aloud long chapter books at night, he could remember many more details than my husband or me. When he didn’t pick up reading in the first grade, I didn’t worry at all – anyone who conversed with Doug observed his intelligence and I knew that many boys read a bit late. However, at the end of second grade, reading still was a puzzle for Doug.

Doug’s brother started kindergarten; we all could see how easily reading progressed for our second son and soon Doug was asking his younger brother how to spell words. What’s a mother to do? After asking advice of many people and teachers, our family began receiving help through NILD and the transformation began. When Doug began, he could read books with not more than two sentences per page – any more sentences would produce real frustration. After targeted intervention, our son could read chapter books with no pictures. Doug’s confidence has steadily grown. He has strategies for problem solving and success.

Doug’s progress has been a lasting change. As he enters 7th grade, he still prefers sports to reading but knows he can keep pace with his classmates. This year he found a study strategy to achieve the “A” in spelling that was his goal. He is determined and a strong problem solver. We are thankful for NILD, a program that produces lasting change rather than mere compensations and accommodations.