In this episode of The James Ibezim Podcast, I sit down with Russell Van Brocklen, a New York State Senate-funded dyslexia researcher, keynote speaker, and former severely dyslexic student whose personal journey inspired years of research into how children learn to read.
Russell challenges one of education's most deeply held assumptions: that reading should always begin with printed words. Instead, he developed the "Write First, Read Next" method—a speech-first approach that starts with spoken language, word analysis, and sentence construction before moving into writing and reading.
We explore why so many families are still told to "wait and see," why traditional interventions often fail struggling readers, how early support can change a child's future, and the strengths that frequently accompany dyslexia. We also discuss neurodiversity in the workplace, the role artificial intelligence could play in supporting learners, and what parents, educators, and employers need to understand about helping dyslexic individuals reach their full potential.
Whether you're a parent, teacher, school leader, student, or simply fascinated by how people learn, this conversation offers a fresh perspective on one of education's most misunderstood learning differences.
In this episode, we discuss:
Russell's journey from severe dyslexia to researcher
Why "wait and see" can delay life-changing support
The "Write First, Read Next" approach
Why many reading interventions fall short
Early signs of dyslexia parents should recognize
Confidence, self-esteem, and learning differences
The strengths of dyslexic thinkers
Neurodiversity in education and the workplace
AI's potential to transform learning for dyslexic students
Learn more about Russell Van Brocklen and his work:
https://dyslexiaclasses.com/
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