Who We Teach
Dyslexics are big thinkers who may have trouble processing the details. A child with dyslexia may go on to pen a blockbuster screenplay. But he may not use any punctuation in the treatment. A child with dyslexia might also go on to engineer the tallest skyscraper to date. She may do this, however, without ever memorizing her multiplication tables.
Dyslexics often become superior artists, architects, photographers, poets, athletes, engineers and entrepreneurs who use divergent thinking and creative problem-solving to achieve success.
Despite being bright, creative and engaged, children with dyslexia struggle with the acquisition of specific language skills such as reading and spelling. Difficulty with handwriting, known as dysgraphia, and difficulty with math, known as dyscalculia, are also grouped under the dyslexia umbrella. We teach students with any and all of these learning profiles. Conditions like ADHD and anxiety often co-exist with dyslexia, however, dyslexia is always the primary challenge for our students.
Armstrong students come to us from all across the Bay Area. Some travel more than an hour each way to access our research-based teaching methods, which are proven to unleash their full potential.
Dyslexia affects one in five children in the United States and is the number one cause of illiteracy and school dropout. But nearly every Armstrong student graduates high school, the vast majority attend college, and many go on to obtain post-graduate degrees. We are proud to say that we have a long list of accomplished alumni.
Dyslexic children become dyslexic adults like Charles Schwab, Richard Branson, Gavin Newsom and hundreds of other successful people that owe a good part of their success to their unique minds. In fact, many of these individuals have spoken on the Armstrong campus.
You can do anything you set your mind to and to be proud of who you are.
“ Seventh grade was very difficult for me. I was challenged to do academic things that I could not handle. Too much was asked of me and I wasn’t given the appropriate accommodations to meet my needs. I fell so far behind that my teachers were doubtful that I could ever catch up. I tried my best to prove them wrong, but I just couldn't. Then I realized that I really did need help and that the school I was at wasn’t a good fit for me for my last year. I shadowed at CAS, and I realized that I needed to come back.
Here I am, and I just wanted to thank this school for everything. When I was little, the teachers at CAS taught me about how my brain worked, what made me special, and they helped me to be confident who I am. Without this school, I would be someone much different. I would be quiet, shy, and hate school. I can't imagine being anywhere else for 8th grade.
I am so proud of who I am, someone who I never knew I could be. I always thought I would never be someone who would know the answer or someone who put herself out there. I can’t believe that this is who I am. The kid who tries to have her hand up first, the kid that doesn’t believe she is stupid, the kid that loves to learn. ”
Excerpt from her 8th grade graduation from Charles Armstong School, 2015