Why does Traditional Tutoring NOT fix the Problem?

The Root of the Problem

The answer lies in the root cause of the problem. If the root of the problem (i.e disorientation and confusion) has not been properly addressed, then the problem still exists. Tutoring often does a great job at masking the problem for a short time. But it is not built on a strong foundation of mastery, so the information learnt does not embed. That is why many of our clients have typically been doing years of tutoring without making real progress. They have been keeping their boat a float but not progressing as such.

Ron calls it "Old Solutions"

When a dyslexic/dyscalculic learner struggles to keep up, it isn’t just about reading or spelling or maths —it’s about the many invisible factors that prevent true learning from taking place. To manage, most learners develop coping mechanisms (old solutions). These coping strategies become their life raft in the turbulent, disorienting waters of the classroom and beyond.

The problem? While "coping" may keep them afloat, it doesn’t allow them to thrive. In fact, over time, "coping" can become the very thing that holds them back.

The Trouble With Coping

At first glance, the word “cope” suggests some level of success—but coping is not the same as thriving. To cope means to “get through,” to survive despite struggling.

In the case of dyslexia, many children (and adults) spend a lifetime coping—and the emotional toll is enormous. Low self-esteem, self-doubt, and feelings of being “less than” often grow alongside these coping habits.

Today I want to focus on coping mechanisms—the strategies that seem helpful, but in reality, can prolong or even worsen the struggle.

"Coping" as a Life Raft

Picture yourself in a vast, stormy ocean. You’re scared, confused, and exhausted—but you have a life ring. It keeps you afloat. You cling to it because letting go feels impossible.

That life ring is your coping mechanism (old solution). It keeps your head above water, but it doesn’t get you to shore. You’re still struggling, still stressed, still disoriented. And as time goes on, the raft feels heavier and less effective.

This is exactly what happens to a dyslexic/dyscalculic child in the classroom:

• They’re bright, curious, and capable, but the traditional learning environment feels overwhelming.

• To fit in, they develop tricks, behaviors, or even avoidance strategies.

• On the outside, it looks like they’re “managing,” but inside they’re sinking further away from true learning—and from their own confidence.

Healthy vs. Unhealthy Coping

Some coping can actually be positive. For instance:

• A child discovers they learn best by doing hands-on projects.

• They realize listening to a teacher explain something helps them grasp the material more deeply.

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These aren’t just coping strategies—they’re learning strategies, and they can be powerful tools when understood and nurtured.

But more often, dyslexic learners lean on tricks and cover-ups that don’t lead to real understanding. Examples include:

• Singing the alphabet song to recall letter order

• Mnemonics or acronyms to remember processes

• Rote memorization without comprehension

• Extreme concentration or over-effort just to “get by”

• Avoidance (becoming invisible, changing the subject)

• Acting out (class clown) or masking struggles

• Over-dependence on others

• Even unhealthy escapes like drugs or alcohol in later years

• Reliance on accommodations (scribes, iPads, etc.) as the only way forward

Sound familiar?

These methods may work in the moment, but they’re not true solutions. If you need a trick to remember something, you don’t fully understand it—and that lack of understanding is what holds the learner back.

🌟 From Surviving to Thriving

At Clay2Clarity, we believe every learner deserves more than survival. Our approach helps clients:

• Recognize their coping strategies.

• Replace tricks with tools that create real understanding.

• Build confidence in a way that matches their natural learning style

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And here’s the best part: once learners begin to trust these tools, they discover they don’t need the life raft anymore. They can let go. They can swim. They can thrive!

It’s one of the most empowering transformations to witness: the moment when a learner sheds the burden of coping and steps into the freedom of being their authentic self.

Because dyslexia/dyscalculia isn’t about limitation—it’s about unlocking a different way of learning. And when that happens, the shift from coping to thriving changes everything.