Aug. 18, 2026

If You Write, You Can Read: Russell Van Brocklen on Dyslexia, Writing, and Building Confidence

If You Write, You Can Read: Russell Van Brocklen on Dyslexia, Writing, and Building Confidence
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Season 1

Kendra Chapman welcomes back Russell Van Brocklen for part two of their conversation about dyslexia, reading, and writing. This episode focuses on a practical method for helping students move from basic sentences to advanced body paragraphs by using their interests, word analysis, and repeated typing-based practice.Russell explains why he believes dyslexia is not simply a reading problem, but a brain-processing difference that can also become an advantage when taught the right way. He also walks through examples, student outcomes, and how parents can apply the method at home.

Key topics

  • In this episode, Russell breaks down his teaching method as word analysis followed by articulation, starting with a student’s specialty or intense interest

  • He explains how to move from a universal theme to stronger writing, using Dead Poets Society as the example and “perspective” as the theme

  • Russell argues that students should work from the specific to the general, rather than being given broad prompts first

  • He describes a step-by-step process for building an advanced body paragraph by typing key words, then typing dictionary definitions, then building synonyms and related meanings

  • He emphasizes that typing matters because handwriting can overload working memory for many dyslexic students

  • He says the method helps students build a stronger vocabulary, with a goal of roughly 500 evolved words over time

  • Kendra and Russell discuss how the approach can make students more confident because they can successfully engage with complex texts they care about

  • Russell shares examples of students who improved dramatically, including Casey, who jumped eight grade levels, and Reed, who improved in both reading and writing over months of home practice

  • He explains why he believes dyslexia is not a reading problem but a symptom of a deeper issue involving organization and front-brain overactivity

  • Russell says the method can also help students learn to create problem statements, which he sees as valuable for school, research, and future careers

Timestamps

(0:00) Audio check and setup for part two

(0:57) Welcome back and recap of part one

(2:23) Russell previews advanced body paragraphs and the neuroscience behind the method

(4:55) A New York example showing major gains with a low-cost writing intervention

(6:22) Using a favorite movie to identify a universal theme

(7:45) Why dyslexic students can answer faster than expected

(9:29) Moving from a broad theme to a more specific teaching method

(10:27) Shakespeare as a model for structure, conflict, and theme

(11:08) Casey’s story and how intense repetition changed her reading level

(12:36) The typing-based process: sentences, key words, definitions, and repetition

(14:37) Why word analysis requires knowing the exact meaning of a word

(16:33) Why repeated typing, not copying, creates real learning

(17:04) Why handwriting can collapse working memory for dyslexic students

(18:21) Building vocabulary and why writing supports reading

(19:46) Why students must work in their own interests, not generic test prep

(20:45) Turning universal themes into basic sentences and body paragraphs

(21:25) Using quotes from a script to build an advanced paragraph

(23:24) Introducing the idea of a warrant and why it connects claims to evidence

(24:32) A comparison between a younger dyslexic student and an older AP student

(26:07) Confidence gains and why the process can take 12 to 18 months

(28:41) Why dyslexia is not just a reading problem

(30:30) Kendra tries the reading exercise with a dense academic passage

(33:59) Why dense text overwhelms many readers with too much information

(35:55) A high-end example of fast progress with advanced reading practice

(37:39) Why schools often won’t accommodate the way dyslexic students actually learn

(38:37) The tennis analogy for unequal learning conditions

(40:53) What parents should do at home: specialty first, then audio books, then specific to general

(42:18) Why private tutoring and school programs are often too expensive

(43:16) Teaching problem statements, even to a 10-year-old aiming for NASA

(45:07) The upcoming book If You Write, You Can Read and more outcome examples

(48:19) How the course platform works and the weekly Q and A with Angela

(49:29) Final thoughts: the method can be fixed with parent involvement

(51:15) Why this approach may matter for problem-solving in the real world

(52:23) Kendra plans to switch books after struggling with A Wrinkle in Time---

Closing

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📩 For partnerships, consulting, speaking, and/or collaborations:

email: coachingwithkendrachapman@gmail.com

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Stay Connected with Me, Kendra Chapman

🌐 Website: www.coachingwithkendrachapman.com

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Various platforms: https://sites.libsyn.com/505653/links

🌟 Connect with our Guest: Russell Van Brocklen

🌐 Website: https://dyslexiaclasses.com/

📸 Instagram: https://www.instagram.com/dyslexiaclassesus/

📘 Facebook: https://www.facebook.com/dyslexiaclasses/

🎥 YouTube: https://www.youtube.com/channel/UC_cqwfxn9FqFx1Idl0YbeHg

💼 LinkedIn: https://www.linkedin.com/in/russell-van-brocklen-2007ab87/

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Video production by Tate Chapman. To see more videos created by Tate Chapman and his brothers, check out the Triple Dare Adventures YouTube Channel here https://www.youtube.com/@TripleDareAdventures

Music featured in this podcast is licensed through Epidemic Sound. All music is used under a valid license. Copyright remains with the respective composers, artists, and Epidemic Sound.

For more information about Epidemic Sound, visit their website.

Intro and Outro music

Come Correct by the artist Teeklef

The Go Slow To Go Fast Podcast is provided for entertainment and educational purposes only. The views and opinions shared are personal and are not intended as medical, mental health, financial, or professional advice. Please consult a qualified professional regarding your specific health, medical, or personal circumstances. Any actions you take based on this content are at your own discretion, and results depend on your individual commitment, circumstances, and responsibility.