Dyslexia work is based on the AFS method (Auditiv, Funktional, Symptomatisch), a scientifically based and holistic approach focused on developing cognitive and perceptual abilities.

The method originates from Austria and was developed in collaboration with the Dyslexia Research Center (USA) and Dr. Astrid Kopp-Duller. Certification for working with this method was obtained through the Erster Österreichischer Dachverband Legasthenie (www.legasthenie.at), where certified AFS trainers are educated.

The approach is based on three interconnected areas: attention, sensory and cognitive perception, and reading and writing. Instead of focusing exclusively on symptoms, it addresses their underlying causes, such as auditory processing, attention, memory, and the way information is processed.

The goal of the program is to build a stable foundation for learning, develop greater self-confidence, and enable independent and successful functioning in both educational and everyday life. Throughout the process, improvements are achieved in reading, writing, and comprehension, as well as a significant increase in concentration, memory, and learning organization, while reducing frustration and errors.

The program is designed for children, teenagers, and adults, with an individualized approach based on age, needs, and goals. The most common participants are primary school students.

The process begins with a detailed initial assessment to identify specific challenges and strengths. Based on the results, a personalized plan is created with structured exercises aimed at developing core cognitive functions. The work is carried out continuously through regular sessions and systematic progress monitoring, with one cycle typically lasting 6 to 12 months, depending on the initial condition and intensity of the program.

In practice, significant improvements are observed in reading, comprehension, and learning, as well as in how individuals approach daily tasks. Over time, reading becomes clearer and more confident, concentration and focus improve, and learning becomes more organized and efficient. Memory is further developed, frustration related to learning decreases, and self-confidence and motivation significantly increase. Additionally, phonetic and phonemic awareness is strengthened, along with communication skills, leading to greater confidence, openness, and independence in the school environment.

What distinguishes this approach is long-term practical experience and individualized work with each client, with a strong focus on sustainable results rather than short-term improvements. In addition, techniques for speed reading and learning (Power Reading), introduced in North Macedonia in 2008, are applied to further enhance and accelerate skill acquisition.

The collaboration process begins with an initial consultation, followed by an assessment and the development of a personalized work plan.