Jumpstarting™ Learning Skills: Your Destination for Dyslexia Support & Solutions

Discover How Mental Imagery is The Essential Key to Unlocking Learning Success

Is your child navigating the challenges of dyslexia, dyscalculia, or other learning difficulties?

Explore the groundbreaking and strength-focused methodology at Jumpstarting™ Learning Skills, proven to help master the essential language and math proficiency skills in individuals facing dyslexia and often related challenges like dyscalculia, dysgraphia, and ADD/ADHD.

Beyond the ordinary academic advantages, our approach leverages inherent strengths, whilst simultaneously fostering mental resilience and overall wellbeing.

By implementing our groundbreaking method, individuals can gain the following benefits:

Improved Academic Performance: Our process has proven to rapidly improve proficiency in reading, spelling, handwriting, numerical skills, and time-telling, promoting significant academic progress
Empowered Self-Confidence: We are dedicated to empowering individuals with robust self-confidence, which rapidly grows as they triumph over their challenges in reading, spelling, and mathematical problem-solving.
Mastering Independent Learning: Uniquely guiding individuals, our approach transforms the frustration tied to learning difficulties into a springboard for growth. Armed with the right tools and strategies, individuals navigate challenges independently, fostering a state of calm and optimal focus.
Cultivation of a Positive Mindset: Our distinctive process actively cultivates a positive mindset and belief system toward learning, encouraging individuals to see academic challenges as opportunities to leverage their unique strengths for further improvement.

At Jumpstarting™ Learning Skills, we celebrate the distinctive strengths embedded in our approach. Recognising that dyslexia is not a hindrance but a unique learning style, our personalised process aims not only to enhance academic performance but also to foster mental resilience. We have witnessed hundreds of students flourish academically, emotionally and socially.

We see learning difficulties such as dyslexia,
not as a disabilities, but as expressions of neurodiversity, pointing to a discrepancy between how
those students learn and how they are taught.

Sara Haboubi & Paula Montie :
The Jumpstarting™ Team

The visual process has been fab and we have particularly noticed the benefit when learning the weekly spellings – it has taken less than half the time and the heartache we used to go through in order to learn the spellings has been pretty much eradicated!

I have been telling anyone who will listen how remarkable mental imagery is!

Mother of Girl - Aged 8

I used to think I was dumbest kid in the class, now I KNOW I am not stupid! I am so happy!

Student - Boy Aged 14

If your child does not already have an official diagnosis, you may be wondering whether to get a formal assessment or not? Before you do, check out the pros and cons of pursuing a formal assessment and access our FREE dyslexia symptoms and strengths checklist.

Access Checklist

How The Jumpstarting™ Process Works

Whether you are engaging in a one-to-one coaching package, attending a live training or working your way through the pre-recorded course for educators, the Jumpstarting™ Process follows the same format throughout...

1. Identify the key areas that need addressing regarding word and number skills. (The checklist we have created helps to start this process.)
2. Use the Jumpstarting™ Discovery Questions to identify the student's current mental imagery skills for pictures, words and numbers.
3. Teach the student how to access the optimal learning state (relaxed body and alert mind). This is also used to help overcome test anxiety.
4. Coach the student to stabilise, control and develop effective mental imagery for words and numbers.
5. Apply the new mental imagery skill and a global, big picture approach to expanding the word bank.
6. Apply the same mental imagery skills to expanding number bonds, maths facts and solving word problems in maths.
7. Apply mental imagery skills to improve handwriting and taking notes from the board.
8. Apply mental imagery skills to improve all other academic subjects.

Jumpstarting™ Coaching and Courses

From what I am seeing mental imagery is the missing piece of the puzzle for a number of children who are struggling with phonics and it can be used with any phonics scheme. The Jumpstarting™ Process excites me more than anything else I have seen in over 30 years of teaching.

Muiríosa McCarthy (Vice Principal - Junior Infant Teacher)

The Jumpstarting™ Learning Skills Online Programme is really well put together. The information is very clear and makes complete sense. My son is thrilled that this new method works so well. This finally seems to be a method that is worth sticking with!!
My son said, ' This is too easy! It must be cheating!!'

Mother of Boy - Aged 9

"I have found that grounding works very well for all children. It is particularly useful when starting off work in the morning and after break times when the children can be a little giddy or unsettled after break times. The children themselves have commented on how calm the classroom is after we use it. I have also started to let the children talk us through the grounding.

Going to swimming lesson one of our Junior infants was worried that she would sink to the bottom when she was swimming as she knew she would be swimming without her armbands that day. She said to her Mum, I know I’ll do my grounding and I’ll blow out my worries about sinking to the bottom!!

I have used visualising for spellings, maths, geography, (learning counties). I have one child who would have dyslexic tendencies and has difficulty with spelling, it has done wonders for her. It makes remembering spelling easier for her. Another child in fifth class who is very bright all round but can have a difficulty with spelling has really taken to it. Her mums comment to me was.. “This visualising is amazing, she can even spell the words backwards now”

Michelle uses grounding and visualising in Junior room. She’s using it for spellings and maths tables and has found it very helpful for both. One senior infant has a difficulty with phonics, he knows all his individual sounds but cannot blend his words. He is finding it easier to learn his words by visualising.

We have a child with Down Syndrome in second class (age 7). His first time writing any word from memory was since we started using visualising with him.

We are delighted that we did the Jumpstarting™ course and can already see the benefits it has for the children’s learning.

Aideen O Mahoney
Principal Clohanes NS, Co Clare