Tel: 847-362-9900


Vision related learning problems are more frequently identified due to today’s increased academic demand on our children.  These issues can be effectively remediated through vision therapy.  In addition, there are developmental and neurological issues such as ADD/ADHD which respond well to vision therapy.  Drs. Ricketts, Pak, and Walsh have dedicated over 28 years to helping kids whose Iives have been impacted by these issues.


When is learning difficulty
due to a vision problem?

Vision plays a key role in how we learn.  Many symptoms and behaviors associated with learning disabilities are similar to those caused by vision problems.  This is why it is so important that a comprehensive vision examination be part of the evaluation of all children who are failing to succeed in school.

Signs and symptoms:
what to look for in your child.

Look for the following signs indicating your child might benefit from vision therapy. Make an appointment with our office to determine if your child’s symptoms are vision related.

  1. •  Poor reading comprehension
  2. •  Works slowly
  3. •  Difficulty copying from one place to another
  4. •  Loss of place, repetition, and/or omission of words while reading
  5. •  Difficulty changing focus from distance to near and back
  6. •  Poor posture when reading or writing
  7. •  Poor handwriting
  8. •  Can respond orally but can’t get the same information down on paper
  9. •  Letter and word reversals
  10. •  Difficulty judging sizes and shapes


How to identify a vision
problem in you or your child.

Children should be referred for a comprehensive eye exam to a pediatric optometrist whenever visual symptoms are noticed or if they are not achieving their potential. Many of these vision problems will not be detected during a school vision screening or limited vision assessment as part of a school physical or routine pediatric health evaluation.

“My son could not focus enough to read. He could not sit still even if you tied him down. Now he can listen to the teacher and learn. We are very happy about the time and money that the program required. My son’s life is now his again; he is so happy. I wish that more parents could see how this works.”

– Laura Krueger

“Our main goal for our daughter was that she should be able to read with both eyes. Not only is she doing that, she’s also reading more smoothly and quickly. Before therapy she would never finish a book. Now she’s devouring them. According to her, there were improvements in two areas: reading music and handwriting. These are significant because both were problem areas for her.”

– Franci Henderson

“The vision therapy program was extremely time consuming. You’d be surprised how hard it was to find that hour a day. Although it was time consuming it was the best time spent on my daughter. She improved way beyond our hopes and her self-confidence is so much better. Thank you everyone!”

– Judy Gorski

“Annalisa’s self confidence increased dramatically. She now has a ‘can do’ attitude and won’t quit until she gets it right. Her memory and listening skills have gotten better, even her teachers have noticed the difference! The one hour a day was hard at first but then we tried different times of the day and it was easier. I think she grew to like the time we had together. Now we are going to try to keep that time!

– L. Vineston

“Meghann has improved significantly in all areas of concern. Even her teachers noticed a marked improvement. I just came from school conferences and this was the best one to date. Meghann’s frustration with homework has literally been taken away. I’m not saying she still does not have problems but she’s now able to sit down and do the work in a much less frustrating way. Her self-esteem has increased and her math teacher told her she is starting to shine in class – involving herself in group discussions, helping others, etc. I would always have to ask Meghann to read, now I find her in bed reading or with a book in her lap sound asleep with glasses on! I have only good things to say about this program but it does take a huge commitment on both the part of parent and child. For us it was the best thing we ever did and Meghann will be the first one to tell you that.”

– J. Kirk

“Our son loved school but worked so hard, often spending as much as 3 hours a night on homework which was tiring for all of us. He’d stare at the page for half an hour comprehending nothing and eventually getting frustrated until we led him through it, step by step. The program helped him gather all his thoughts together, process the information and work through everything much faster.
It also taught him discipline to work hard. The time commitment was overwhelming at first but overall it flew by. And he actually asked us if he could sign up again because he enjoyed the challenging work. We feel good about the gains he made and would recommend it to many!”

– Jan Novelle

“Our major visible concern for Samantha was in letter reversals and accuracy. We entered the program with a ‘compulsion’ to not miss one time ever. Our entire family worked its schedule around Sam’s therapy. My husband curtailed his travel and my other children knew never to disturb ‘the therapy hour”. We felt we would never know how well it would work if we didn’t give it 100%. Samantha received a dollar for every time she did therapy without complaining. It was a great use of $70. Sam’s success has been very evident in letter reversals and in her short-term memory. Spelling was always a challenge but Sam has really improved her visualization of words and mental images. Samantha has been in the gifted program for 2 years so it is difficult to see a ‘grade level’ improvement, however her confidence in accountability and accuracy is greatly improved and I’m sure we’ll continue to see the long lasting effects of this therapy.”

– Luann Satzger

“Megan has only been in school a few weeks but already we have seen signs of improvement in her schoolwork since last year. She has a strong sense of self-confidence, appears to be more organized and does not complain about visual problems after a full day at school. We were prompted to have her eyes examined after chronic complaints at the end of her 4th grade year that her ‘eyes hurt’. Academically, she is performing very well. She seems to have gotten off to the right start in 5th grade and I believe that the therapy program has been instrumental in this tremendous beginning! She worked very hard at vision therapy all summer and has shown signs of benefiting from a structured, intensive program. The program as presented to us, was everything Dr. Ricketts said it would be – intense, challenging, frustrating at times – but the results have been well worth it. The therapists are warm, caring and very motivating for the child undergoing this program. We highly recommend it for everyone considering this course of treatment!”

– Scott and Terri Danahey

“My name is Chelsea (16) and I have been doing the vision therapy program for several months. My biggest symptoms were difficulty reading, because the lines would merge together, and frequent headaches. I did start to notice improvement after four or five sessions. It was easier for me to look up at the board and down to my paper with out eyestrain, which I think helped me with my headaches. I can also read now without the use of reading glasses. I typically had headaches in the front of my head and would get them several times per week or more frequently when I had a lot of reading to do. About three quarters through the program I started to notice that I was having much fewer headaches. I really liked Deanna and although it was a long program I think it really did help me.”

– Chelsea