• Leonardo Da Vinci
  • Harrison Ford
  • Albert Einstein
  • Pablo Picasso
  • Whoopi Goldberg
  • Thomas Edison 
  • David Boies
  • Kiera Knightley
  • George Patton
  • Magic Johnson
  • Richard Branson
  • Vince Vaughn
  • William Hewlett
  • Walt Disney
  • Steven Spielberg
  • Muhammad Ali
  • F. Scott Fitzgerald
  • Woodrow Wilson
  • John Lennon
  • Andy Warhol
  • Alexander Graham Bell
  • Tommy Hilfiger

Source: www.dyslexia.com/famous.htm


History 


The Wellington-Alexander Center of Scottsdale, Arizona was founded by Ann Alexander, MD, a neurodevelopmental pediatrician. The Center opened its doors in June of 2003, but its establishment is preceded by more than 25 years of research, knowledge, experience and success achieved at Dr. Alexander's Morris Center in Gainesville, Florida. The Morris Center was awarded federal research grants by the National Institute of Child Health and Human Development (NICHD) to scientifically assess the efficacy of the language interventions for children with dyslexia, both for the short-term and the long-term. 


Two five-year grants allowed them to treat and follow 120 severely dyslexic children in 3rd-5th grade performing at 2 %ile or below, discovering that:

  • After 9 weeks (65 hours) of intensive (daily) intervention dramatic increases in both oral and written language and learning skills were apparent.  The gap between ability and achievement was closed for both accuracy and comprehension.
  • The positive effects were maintained in the majority of the patients during the one- and two-year follow-up intervals.
  • Optimal control of attention was a key component for learning and continued growth during the follow-up period.


In another arm of this initiative, the team was involved in research focused on kindergarten students identified as at-risk for dyslexia (performing below the 10th %ile) and discovered that:

  • After receiving 65 hours of 1:1 twenty-minute sessions of the scientifically-based intervention 4 days/week from mid-KG to the end of 2nd grade, the students were reading at grade level with normal fluency.
  • When measured again at fourth grade, students continued to be at grade level in accuracy and fluency.
  • Control groups were given equal time and attention, receiving other reading /phonics support methods. They did no better than the "no treatment" control group. 


Dr. Alexander had the opportunity to work on this research with her sister, Jane Lawyer, an experienced educator with training in the scientifically-based therapy. Jane had previously been serving struggling readers in the Litchfield Elementary School of Litchfield Park, AZ, achieving similar results. Knowing the needs in the Phoenix area, Jane and Ann decided to open the Wellington-Alexander Center in hopes of achieving the same kinds of success for children here in the Valley of the Sun.


Indeed, the Wellington-Alexander Center is achieving these outcomes with their patients here in Arizona. When all of the developmental pieces of the "puzzle" (language, attention/behavior and sensorimotor) are addressed intensively, systematically and in an integrated manner, individuals are able to reach their full potential. Refer to the published articles and visual data for further details. 


A family foundation, theFred J. Wellington Memorial Foundation for Child Development, was created in 1999 in memory of their father. He had some difficulties with language-based learning, as did some of his children and grandchildren, and was so proud of the work being done at the Morris Center. He wished that there were some way to "spread the word" and help more children. Hence, the mission of the Foundation to do so. Ann and Jane serve on the Board of Directors.

They WereDyslexic Too...


Mission

Subtitle

The Wellington-Alexander Center serves the community by helping children and adults affected by dyslexia and other language-based learni​ng challenges reach their full academic and social potential through our research-based, interdisciplinary intervention program and by promoting early identification and community awareness of dyslexia within schools and parent groups.