Dyslexic Twins Success Story

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This week on the Dyslexia Success Stories! podcast, we feature the remarkable story of Dyslexic identical twins Trevor and Elliot McGehearty. Despite years of private Dyslexia school and popular Dyslexia structured literacy/phonics programs, at 15 years old their functional reading and spelling skills were at early elementary grade levels and their phonological awareness was below the 10th percentile. Then, both boys received peer-reviewed, evidence-based, online training from the NOW! Programs® company, to empower their dyslexia. • • What makes gregarious, witty and fun-loving Trevor Elliot‘s journeys especially unique is that identical twins, like them, have played a pivotal role in understanding the genetic link behind dyslexia in families. Identical twins presenting with dyslexia have provided key information that furthered our understanding of the genetic factors that play one part in dyslexia. Interestingly, many times both identical twins do NOT have Dyslexia, despite having identical genes, environments / upbringing and educational experiences. Thus, genetics is only one of several factors that lead to a likelihood of being diagnosed with Dyslexia. Join this podcast to learn more about all of the factors that impact a Dyslexia diagnosis. • • Trevor and Elliot’s story highlights the importance of twins in advancing Dyslexia research. Research plays a key role in helping empower more individuals with Dyslexia to their full potential. For example, the three different NICHD funded, Randomized Controlled Trials (RCTs) research studies published by Dr. Tim Conway and his senior colleagues in peer-reviewed research journals (ie, Torgesen et al, 2001; Torgesen, Alexander et al, 2001; Torgesen et al, 1999; and other case studies like Conway, et al, 1998) are key parts of the Science of Reading research. For example, the Torgesen…..Conway (2001) RCT research study proved that the NOW! Foundations for Speech, Language, Reading Spelling® program empowered reading skills from the 5th to the 45th percentile—an extraordinary mean gain for a large group of students with Severe Dyslexia (reading at or below the 5th percentile). These research and other research studies continue to shape the future of even stronger dyslexia empowerment. • • Tune in to hear how Trevor and Elliot empowered their dyslexia through evidence-based intervention and how their success story contributes to a broader understanding of genetic dyslexia and the advancements in dyslexia remediation. • • For more information about the 20+ years of peer-reviewed, published research that Dr Tim Conway and his colleague published in professional research journals before branding that large, high caliber body of research as the NOW! Programs®, including links to Dr. Conway's list of published research studies and professional training as a clinical scientist, downloadable copies of the research papers published by Dr Tim Conway and his colleagues on their modified version of the Lindamood's (1969) Auditory Discrimination In Depth Dyslexia empowerment program [NOTE: later Dr Conway branded and brought the Dyslexia empowerment program to consumers under the new program name of the NOW! Foundations for Speech, Language, Reading Spelling®, please visit the link: https://www.NOWPrograms.com • *Post show clarification: Trevor and Elliot are receiving inclusion services through special ed at their school. They are not used to hearing the terminology of sped . They stay in the regular classroom and get help if they need it. They are using assistive technology for writing for some reading on tests, etc. Using assistive tech is a habit for them, so they are also continuing to practice their eye reading skills with their parents every week day.*

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