Our interdisciplinary, intensive, individualized and scientifically proven language, sensorimotor, sensory processing, attention and behavior treatments are designed to strengthen the processes and develop the skills that are weak. As weak skills become stronger, then learning becomes more efficient and the child or adult feels more competent and confident. We help them unlock their hidden, true potential. Self-esteem comes from success.

Clinical evidence demonstrates immediate long lasting program results
Research data from NICHD sponsored study conducted by Torgesen, J., Alexander, A., Wagner, R., and Conway, T.W. 2001 Journal of Learning Disabilities 2001; 34:33-58

This research supports how one of the Morris Center’s treatment programs may provide a possible solution for children and young adults who are hindered by learning disabilities, such as dyslexia. We apply a unique program (supported by long-term scientific evidence) that has helped our clients with dyslexia re-enter their schools or work place with improved skills that are consistent with their expected range of academic and job potential. Our treatment program is fundamentally different from the approach employed by typical learning centers or tutors — these programs typically treat the client’s symptom or teach them to compensate for their weaker skills. Rarely do these programs or tutors actually aim to uncover the possible causes of the client’s difficulties.

We help build new bridges in the brain (neural networks) that true science indicates are most likely to provide new pathways or better skills. We target treatment only for the client’s skills that need improvement, such as language/learning skills (reading, writing, spelling, comprehension, speaking/expression, memory and critical thinking), sensory processing, sensorimotor, attention and behavior.

Left hemisphere imaging of 2 subjects demonstrating the decreased activation before intensive phonological intervention and the normalization of the activation after treatment
Left hemisphere imaging of 2 subjects demonstrating the decreased activation before intensive phonological intervention and the normalization of the activation after treatment. Images from Simos PG,Fletcher JM, Bergman E, et al (Neurology 2002;58:1203-1213)


Adult professionals (physicians, engineers, architects, teachers, speech-language pathologists, psychologists, physical therapists, firefighters, police, etc.) can also have learning difficulties. These adults can still make significant improvements in their cognitive abilities, e.g. language, memory, attention, sensorimotor, reasoning, and visual processing. With the proper treatment, improved cognitive abilities can improve adults’ functional skills, e.g. reading, spelling, writing, comprehension, and problem-solving.

Many adults are surprised to find out that it is not too late for them to improve their cognitive and functional abilities. Recent evidence on neural plasticity clearly indicates that new learning and improved functional abilities are possible well into the later years of an adult life. The principles of neural plasticity that dominate the learning of an 8 year-old child are still evident in the learning of an 80 year-old adult.

Essentially, neurons that “wire together then begin to fire together.” Functional neuroimaging has clearly documented evidence of improved neural networks of activity in the adult’s brain in response to new learning or new skill development. Unless the proper treatment is received, a child with learning difficulties typically grows up to be an adult with learning difficulties. Many adults choose professions that utilize their stronger cognitive abilities and minimize their learning difficulties. However, with the proper treatment, these learning difficulties can be improved for adults. Making weaker skills stronger can provide the adult with a greater range of functional abilities which may lead to greater occupational opportunities. Regardless of age, the learning barriers or learning difficulties that limited an adult’s functional skills, academic pursuits, and occupational or professional choices can be minimized. Significant improvements in cognitive abilities can occur, such that learning weaknesses or barriers can be removed.

Further Dyslexia Research

Additional reading and research on the nature of dyslexia and the components that contribute to the language disability: