Dyslexia

Dyslexia is a learning difference that makes reading, spelling and decoding far harder than a child's intelligence would predict, and it often shows itself before the first reading lesson. At WIN in Houston and San Juan we evaluate children, teens and adults for the auditory, visual, motor and medical factors that can sit underneath dyslexia, then build an individualized protocol that trains those systems directly and supports your child's accommodations at school.

What is dyslexia?

Dyslexia is a specific difficulty with decoding: connecting the sounds of language to the letters that represent them, quickly and automatically. Reading depends on the brain hearing the sounds inside a word, holding them in sequence and matching them to print; in dyslexia one or more links in that chain work slowly, so reading stays effortful even after years of practice.

It is one of the most common learning differences and it runs in families. Dyslexia is not a vision problem, not laziness and not low intelligence; many children with dyslexia are bright, verbal and creative, which is why their struggle with print confuses parents and teachers.

Early signs parents notice

Dyslexia is usually identified around second grade, but the clues show earlier.

Before reading (ages 3–5)

• Does not enjoy rhyming games or cannot tell which words rhyme
• Trouble learning letter names or the sounds letters make
• Mixes up sequences: days of the week, counting, a familiar song
• Confuses left and right well past the usual age

School age

• Reads slowly and guesses at words from the first letter
• Spells the same word three different ways on the same page
• Reverses letters or numbers (b/d, 6/9) long after classmates stopped
• Reads a passage correctly but cannot say what it was about
• Avoids reading aloud or melts down at the homework table

If several of these describe your child, especially with a family history of reading difficulty, evaluate now rather than waiting for school to "catch it."

What causes dyslexia, and why that matters for treatment

Research points to differences in how the brain processes the sounds of language, with a strong hereditary component. WIN evaluates the systems that must work together for reading to become automatic. Auditory processing is central: if the brain does not clearly hear the difference between "pin" and "pen," matching sounds to letters becomes guesswork. Visual tracking matters too, since the eyes must move smoothly across a line.

WIN also looks for retained primitive reflexes, which can interfere with eye movement, posture and sitting still over a page, and for medical factors such as nutritional deficiencies, food sensitivities or middle-ear fluid in the years when sound processing was being wired. Each finding points to something specific to treat; WIN does not stop at the label.

How WIN evaluates dyslexia

In Phase I, the initial medical evaluation gives Dr. Báez-Franceschi about 1 to 1.5 hours with your child (roughly 3 hours in the office) to review developmental, medical and school history and run medical and neurodevelopmental tests. Specialized laboratories for learning concerns commonly include nutritional deficiencies, a food allergy panel and metabolic panels, with genetic testing when indicated.

Two WIN neurodevelopment evaluations carry the most weight for dyslexia. The Franceschi Method development test maps motor, visual, sensory and cognitive skills, showing which foundations under reading are still immature. The listening test (CAPD) assesses how the brain organizes and interprets sound, the raw material of phonics. The tympanogram rules out middle-ear problems, and the primitive reflex test flags reflexes that may interfere with eye tracking.

Parents leave with a written, individualized treatment protocol in language a school team can use.

How we treat dyslexia: the three phases

Phase I — Evaluation and planning. The initial evaluation, specialized labs and follow-up appointment establish whether there is a medical or nutritional piece to address first; correcting a deficiency does not teach reading, but it gives the brain the fuel to learn.

Phase II — Evaluation results and protocols. Dietary modification and individualized nutrition and supplementation begin, based on the labs. The WIN neurodevelopment evaluations then shape a therapy plan aimed at auditory processing, visual tracking, primitive reflexes, attention and memory.

Phase III — Multisensory and psycho-emotional therapy. For dyslexia the plan typically includes the Franceschi Neuro-Auditory Protocol (Integrated Listening System) to sharpen the sound discrimination phonics depends on, neurofeedback to strengthen attention and processing speed, and gym and sensory room work to integrate retained reflexes and build the balance that steadies the eyes on a page. Progress is measured constantly, and parents receive reports and training to reinforce the work at home, following the Franceschi Method®.

WIN's reports can be shared with your child's school to support an IEP or 504 plan in the United States, or acomodos razonables in Puerto Rico. Therapy at WIN complements structured reading instruction rather than replacing it.

What families can expect

After the Phase I visits, therapy sessions run on a regular schedule over several months, with re-evaluations along the way. Medical appointments can be done by telemedicine from Texas, Florida and Puerto Rico; in-office therapies happen in Houston or San Juan, and families from elsewhere plan trips around them.

Reading fluency gains are measured over months, not weeks. Parents often notice the first changes outside reading: steadier handwriting, less fatigue after homework, more willingness to try. Your role is active, from home exercises to telling us what the teacher sees; those observations shape the protocol.

If your child is bright but reading is a daily battle, or you recognized the pre-reading signs above, an evaluation can show what lies underneath. Request an orientation for Houston, San Juan or telemedicine. Contact WIN to begin.