| Through my many years teaching voice | | | | related to diaphragmatic breathing. When you |
| improvement, I have made some startling | | | | learn how to find your 'real' voice, a voice that is |
| discoveries regarding dyslexia, stuttering and even | | | | being powered by the chest cavity, in addition to |
| spasmodic dysphonia. Because my approach deals | | | | your other 4 resonators, you must be breathing |
| with learning how to breathe with the support of | | | | with this support. [It is important to understand |
| the diaphragm, my clients have benefited in ways | | | | that 99% of the population are not using their |
| unimaginable; and, this has become very apparent | | | | chest cavity in the production of voiced sound: |
| with those who are afflicted with dyslexia. | | | | they rely on their voice box, throat, mouth and |
| Part of the material I use in my training is from | | | | nasal cavities which result in a higher-pitched voice, |
| Edgar Allen Poe's, The Fall of the House of Usher. | | | | lacking in resonance. In addition, a voice that is |
| The work begins with these words, | | | | being amplified by the other 4 resonating cavities |
| During the whole of a dull, dark and soundless day | | | | is one over which you have no control.] |
| in the autumn of the year... | | | | Once you establish the breathing and speak with |
| I have found that in reading this out loud, those | | | | your optimum or 'real' voice, you will articulate |
| who have dyslexia always say dark, dull instead | | | | more distinctly. In the case of my clients who |
| of dull, dark. After a few years of hearing this | | | | have dyslexia, they are able to focus on their |
| mistake, I started to question my clients and | | | | words because they have control over their |
| discovered that most of those who transposed | | | | speed and over their voice. |
| the two words had dyslexia. | | | | It is this control, only possible when one is |
| What was so enlightening, however, was that | | | | breathing correctly, that makes all the difference. |
| after they learned how to breathe with the | | | | While I am not advocating voice training for |
| support of their diaphragm, their ability to read | | | | children, I am advocating that we teach our |
| out loud became much improved; and, it happened | | | | children how to breathe properly at a young age. |
| in every single case. They no longer transposed | | | | It can make all the difference, especially with this |
| those words or any other words or numbers. | | | | particular learning disability. It will give them an |
| Their reading was no longer choppy and their flow | | | | advantage and make learning much easier for |
| of words was smooth. | | | | them and much more enjoyable. |
| The reason for the improvement is directly | | | | |