All posts by Amy Kessler

Open Day at Your Local Learning Centre

Australia, Events, Learning Centers, , , ,

 

This event has ended. For further information or questions regarding our instruction, please contact your local Learning Center or call us at 800.300.1818.

 

You’re invited to our DREAM BIG for Learning Open Day.

 

Stop by or stay as long as you like. Meet our dedicated staff, peek in on student sessions and get your questions answered.

 

Learn about summer instruction for reading, comprehension, and maths. Our intensive instruction often results in extraordinary gains in just a few weeks!

 

We’d love to show you how we have been creating the magic of learning for over 30 years.

 

 

Imagine a Better School Year – Free Parent Workshop

Events, Learning Centers, ,

 

This event has ended. For further information or questions regarding our instruction, please contact your local Learning Center or call us at 800.300.1818.

 

Coming soon to your Learning Center, a free event for parents you won’t want to miss.

 

In our free 30-minute workshop, we’ll cover ways to establish the imagery-language foundation for homework.

 

Topics will include:

 

■ Asking questions that create mental images (and boost comprehension!)

■ Helping your child learn and remember facts for tests

■ Helping your child understand and track assignments

 

Attendees will receive complimentary supplies—everything you need to get started. We look forward to seeing you at the workshop. We want to help your family Imagine a Better School Year!

 

5 Signs of Comprehension Weakness

Australia, Comprehension, , , , ,

Students with decoding issues, including dyslexia, can be easy to spot. They often miscall words (e.g. breakfast as “basket”); their oral reading is slow and “choppy;” and spelling is tough to master. It is important to identify these students who struggle, so they can get the help they need.

 

Unfortunately, there are many students who have a different, separate, learning issue that is rarely identified and, therefore, never addressed. Hidden in plain sight, many students have a learning weakness that prevents them from fully understanding the language they read and hear. For example, a student who doesn’t turn in homework assignments may be perceived as “unmotivated” or “lazy.” But it may just be that he has trouble understanding instructions in class.

 

A primary cause of language comprehension problems is difficulty creating mental images for language. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. This weakness often undermines the reading and thinking process. Students with weak language comprehension are commonly saddled with the misconception that they are just not trying, or, that they are distractible.  In fact, they may be trying very hard to memorise everything they have heard or read. And they need help.

 

Signs of comprehension weakness include:

 

1. Trouble understanding what they read

Students with weak comprehension have difficulty recalling what they’ve read. They might get parts, or some details, but may have difficulty remembering a book or story as a whole. Homework and schoolwork relying on their understanding of the text will be difficult.  They may not enjoy reading for pleasure.

 

2. Weak problem solving skills

Students with weak comprehension can be prone to poor decision making. Thinking through the implications and consequences of their actions may be challenging. Because they are only processing parts, they may not “see” the big picture.

 

They may have difficulty with problem solving methods required in maths and science.

 

3. Writing assignments are “painful” and poorly done

Many students with language comprehension weakness may also have poor writing skills because they lack the imagery for the gestalt (whole). Without the “big picture” idea for their topic, a student will have a hard time coming up with a strong paragraph. The ability to generate the main idea, offer supporting details, make inferences, and wrap up with a conclusion that is cohesive and well organised is challenging for this student.

 

4. Verbal expression is affected

This student may be prone to including irrelevant details or issues when speaking; she may re-tell stories out of sequence. On the other hand, she may be very quiet and shy. Whether they talk very little or a lot, their language seems disconnected from the listener.

 

5. Difficulty following directions

Students with a comprehension issue can become overwhelmed after more than one or two directions (“I’ll meet you at the car. Bring your tennis shoes. . .”). Directions from teachers and parents may appear to go in one ear and out the other, without a connection, and they seem unable to focus on what they are told.

 

Summer Solutions at Lindamood-Bell

The imagery-language connection can be developed as a foundation for comprehension and thinking. Students can make years of academic growth in just a few weeks, and go back to school ready to learn.

 

An accurate learning ability evaluation is the first step toward helping your child learn to their potential. We uncover the strengths and weaknesses that are affecting school, and in a thorough results consultation, we will discuss a learning plan to change learning in the shortest time possible. Recommendations are differentiated based on the unique learning needs of each student.

 

Make an impact this summer!  It’s a great time to get ahead for next school year.  Get started by contacting your local learning centre to discuss how we can help make this summer everything your family has been waiting for!

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

4 Signs Your Child Needs Reading Help

Australia, Reading, , , , , ,

It is only natural for parents to wonder how their child’s reading stacks up next to peers. This is especially the case when there is an older sibling or friend in the picture who seemed to breeze through the process.  It is not always clear whether a child has a weakness that needs to be helped, or if reading simply hasn’t “clicked” for them yet.

 

Students might avoid reading, or say they “are bad” at it, or even that they dislike it. While these concerns could be related to a real reading difficulty,  there are specific reading behaviours that every parent can look out for. Check out the following 4 signs that a student needs reading help.

 

Not sure about one? During homework tonight, have your child read year-level text aloud to you.

 

1. Sounding out words is difficult

Some students have difficulty sounding out new words—even those words that “play fair.” They might add or omit sounds or syllables, or read sounds out of order; for example, they might read the word stream as “steam,” or read grater as “garter” or “grate.”

 

2. Difficulty learning and retaining sight words

Many common words, like eye and thought “don’t play fair,” so recognising them is the only way to read them. And, because they are common, these words should be recognised quickly, leading to fluent paragraph reading. A student who has difficulty may attempt to sound out common words that they have already learned, reading people as “pee/oh/plee,” for example. Students may also do a lot of guessing (e.g. reading people as “purple”).

 

3. Slow and laborious passage reading

Some students may be able to sound out words but they are not able to put it all together on the page. These readers can get mired down in sounding out every word, though they may not recognise the same word when they encounter it in the next paragraph.

 

Slow decoding also interferes with reading comprehension; by the time they get to the end of a passage, they have lost the big picture or meaning. This can be especially frustrating for students who are curious and love learning.

 

4. Poor spelling

Some students have difficulty identifying all of the needed phonemes (optnrty for opportunity); and some students can spell phonetically but cannot retain spelling patterns (opertunity for opportunity).

 

Reading Help at Lindamood-Bell

For many students, a cause of reading difficulties is weak symbol imagery—the ability to visualise letters in your mind’s eye. This connection of imagery and language is necessary for sounding out new words, as well as quickly recognising letters and common words. Students who read fluently, and are able to self-correct their errors, have strong symbol imagery. Learn more about symbol imagery and solutions for reading difficulties here.

 

A child who seems to have trouble reading could be behind, or may, in fact, be developmentally on-target for their age and year. Regardless, if you are seeing signs of a reading difficulty, you need to find out why. A learning ability evaluation uncovers the strengths and weaknesses that affect learning. While some students come to us with a previous diagnosis, such as dyslexia, many seek our help to enhance their skills or to just make learning easier—and we do.

 

Contact us to discuss your child’s reading and for information about our Learning Ability Evaluation, the first step in teaching students to read to their potential: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Special Savings | A Learning Ability Evaluation Like No Other

Specials, ,

Our success with students starts with our unique Learning Ability Evaluation. We identify strengths and weaknesses that may be affecting performance in reading, comprehension, and math.

 

Learning Ability Evaluation

 

  • Evaluation administered in person or online
  • Standardized measures of reading, comprehension, and math
  • Identification of strengths and weaknesses
  • Consultation to explain findings

Learning Skills Measured

 

✔ Sounding Out Words

✔ Spelling

✔ Word Reading

✔ Vocabulary

✔ Reading Comprehension

✔ Following Directions

✔ Paragraph Reading

✔ Math Computation

✔ Math Story Problem Solving

✔ Oral Language Comprehension

Special Rate

To get you started, we are pleased to offer our Learning Ability Evaluation at a special rate. Rates vary for international locations. Check with your nearest location for details.

 

Online & In-Center Rate

US: $449 (regularly $1050)

UK: £336 (regularly £774)

AUS: $565 (regularly $1325)

 

Contact us to schedule your child, 800-300-1818. Find a learning center location near you, including many Seasonal Learning Camps: Locations.

What May be Missing When Your Reader Struggles?

Australia, Learning Centers, Reading, , , , , ,

When a student struggles with reading, extra help typically focuses on sounding out words and spelling rules. Unfortunately, after months of hard work and frustration, many students continue to struggle with year-level text.

 

Perhaps they can sound out words, but it is slow and laboured. They may take so long to sound out the word that they miss the meaning of the text altogether. Or, they may substitute words when reading a paragraph. For example, they may read ‘production’ instead of ‘perfection.’

 

For many individuals, even those who have received extensive reading instruction, recognising common words remains difficult. They may attempt to use phonics strategies for most words—such as reading  /pee/ /oh/ /plee/ for the word ‘people.’ When they finally conquer a word, they might not recognise that same word when they encounter it in the next paragraph.

 

What is the missing connection for these students?

An important aspect of reading and spelling is symbol imagery, which is the foundation of  oral (phonological) and written (orthographic) language processing. Symbol imagery is the ability to create mental representations (imagery) for the sounds and letters (symbols) within the words. This connection of imagery and language is necessary for sounding out new words, as well as quickly recognising letters and common words.

 

Students who read fluently, and are able to self-correct their errors, have strong symbol imagery.

 

Traditional literacy instruction focuses on how to sound out words, as well as reading and spelling rules. While these activities have value, they do not create the imagery-language connection. They do not change how a student is processing language. This is why reading may still be difficult for your child.

 

At Lindamood-Bell, we believe that symbol imagery is the first and most important sensory input for literacy. During instruction, our teachers use language that brings imagery to consciousness for our students. Rather than asking, “How do you spell ‘top’?”, we ask, “What letters do you see for ‘top’?” This simple but carefully phrased question directly and explicitly simulates imagery.

 

Improved symbol imagery changes how a student reads and spells, regardless of their age or struggle with literacy—including those with a previous diagnosis of dyslexia.

 

If you have concerns about your child’s reading, get in touch with our learning centre to get started: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Solutions for Dyslexia | Spotlight on Fort Smith Public Schools

For Schools, Professional Development

Background

Fort Smith Public School District in Arkansas is one of the many communities around the country trying to make the new state dyslexia laws work for students and teachers. In Arkansas, the law requires schools across the state to screen all students in kindergarten through second grade for signs of dyslexia.

 

In 2017, school leaders began a partnership with Lindamood-Bell to address the needs of dyslexic students and provide a solid foundation for all early learners. The partnership has been cost-effective for the schools and life-changing for students.

 

Professional Development

Over 300 teachers, including all K-2 classroom teachers, special education teachers, and reading interventionists, attended workshops to learn the steps of Visualizing and Verbalizing for Language Comprehension and Thinking, and Seeing Stars for Reading and Spelling.  The programs, written by Lindamood-Bell co-founder, Nanci Bell,  address the imagery-language foundation that underlies reading, spelling, language comprehension, memory, and critical thinking.

 

After the workshops, teachers continued learning throughout the year through job-embedded professional development. Support was provided in a cost-effective manner, via state-of-the-art telepresence coaching.

Learn about Lindamood-Bell robot coaching:

 

Results | Students with Dyslexia

Tier 3 intensive intervention focused on the needs of students previously diagnosed with dyslexia. 131 students received an average of 63.5 hours of Seeing Stars instruction to develop symbol imagery for reading.

 

Intensive Intervention Results

Students with Dyslexia

 

 

 

Summary

Number of Students: 131

Average Hours of Instruction: 63.5

Average Age: 9.5 years

Program Implemented:

Professional Development:

Outcome Measures:

  • Woodcock Reading Mastery Test-2
  • Wide Range Achievement Test-4
  • Gray Oral Reading Tests-4

On average, students made significant improvements in reading. They made large standard score changes on all measures. The 10-point percentile increase in word recognition and the 12-point increase in word attack put these students closer to the normal range (25th-75th percentile).  The results illustrate that instruction in the Seeing Stars program leads to improved reading for children with reading difficulties including dyslexia.

 

Results | Classroom Instruction

K-2 classroom implementation addressed a district  goal of preventing literacy deficits in the first place. Throughout the 2017-18 school year, K-2 classroom teachers supplemented the core Language Arts curriculum with daily Seeing Stars instruction. Seeing Stars develops symbol imagery for phonological and orthographic processing in reading and spelling.

 

 

The district uses DIBELS to monitor early literacy skills. A comparison of DIBELS results at the beginning and end of the school year shows significant changes. In all areas of reading, far fewer first grade students scored Below Benchmark at the end of the school year.

 

Learn More

Schools partner with Lindamood-Bell for our expertise in research-validated programs that work within a Response to Intervention (RtI) framework and are aligned with state standards, including Common Core. We are uniquely prepared to help schools meet the the needs of students with dyslexia.  

 

Explore our professional development workshops and contact us with any questions or to discuss how your school can get started: 800-233-1819.

Finish the Year Strong: Springtime Learning at Lindamood-Bell

Australia, Learning Centers, , , , , , ,

At this point in the school year, students everywhere are feeling the pressure of looming due dates and stressed schedules.  For students who struggle with learning, this time of year can be especially taxing. Their performance may have lagged behind peers all year, and increased academic expectations may be compounding the issue. Spending so many hours a week, doing the thing you struggle with, would be challenging for anyone.

 

The teacher may have raised a concern, or maybe homework sessions are tearful. Either way, you know when school is just too hard. Parents may wonder if help could even make a difference this late in the school year—or would it just be one more thing burdening a stressed-out student.

 

The right instruction, that addresses individual learning needs, can make a difference in a short period of time. Imagine a strong finish to the school year!

 

Ways We Can Help

Homework Matters at Lindamood-Bell

Homework Matters is supervised homework help, 1-4 afternoons per week. We create an environment that motivates and focuses students on getting their homework done. Our skilled instructors take the struggle out of homework for families by helping students get organised and complete assignments. We can answer your child’s questions and assist when necessary.

 

Academic Prep at Lindamood-Bell

Give your student the learning skills needed for success when facing an academic challenge. Students benefit from our expertise in learning and cognition. Academic Prep is enrichment instruction for students who do not require remediation. We teach:

 

  • Note taking
  • Writing
  • Study skills
  • Test taking strategies
  • Organisation skills

Sensory-Cognitive Instruction at Lindamood-Bell

Students who are struggling in school may have a weakness that is affecting learning. Unfortunately, these students typically fall further behind as the year goes on. Students with poor comprehension, critical thinking, writing, and memory may have weak concept imagery—the ability to create an imagined gestalt (whole) from language; students who are poor decoders and spellers, or slow readers, may have weak symbol imagery—the ability to visualise letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

Our unique imagery-language instruction can make a difference. Instruction can happen after school or as part of a child’s school day. Students can make years of progress in just a few weeks.

 

  • Individualised learning plans
  • One-to-one instructor-student ratio
  • Research-validated programs
  • Instructional quality team oversight
  • Welcoming, comfortable environment for all ages

We Make it Easy

Lindamood-Bell Online Instruction

Lindamood-Bell Instruction is now located where each child needs to learn. Qualifying students may receive instruction online, in-person, or in both settings.  We connect with you from a Lindamood-Bell Learning Centre and our instruction staff works with your student. At home or school, a parent or other adult will perform the role of facilitator. Online instruction works well for busy families with challenging schedules.

 

Use Spring Holiday

If school is not always easy for your child, you may have mixed feelings about spring holiday. While we all look forward to rest and relaxation, parents of struggling students have to consider the effect that time off from learning may have.

 

Spring Holiday instruction is individualised to meet the needs of each student.  For example, students can attend for an enrichment program to advance in an area like writing or study skills. Alumni students might attend for help applying their skills to a new task like story problems or reading fluency.

 

Students who are currently struggling with reading, comprehension, or maths can use their school break to jump-start a new or ongoing intensive instruction plan. Spring holiday is an opportunity to focus on the skills that will make school easier.

 

Getting Started

New to Lindamood-Bell? If school is hard for your child, you need to know why and that there is help. Identifying strengths and weaknesses is the first step toward helping your child finish the school year successfully. A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualised learning plan to make school easier.

 

Some students come to us with a previous diagnosis such as dyslexia, autism spectrum disorder, or a general learning challenge—and we make a difference for each of them.

 

Some students seek our help to enhance their skills or to just make learning easier—and we do.

 

Contact us to discuss a plan to support your child’s learning this spring:

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Imagine School Year Success

Learning Centers, , ,

 

We believe every student can experience school year success. If school is hard for your child, we can help you find out why and give your child the help they need to start thriving.

 

How can we help your child? Read on for typical solutions.

 

Sensory-Cognitive Instruction

Students who need help may have a weakness that is affecting learning. Unfortunately, these students typically fall further behind as the year goes on. Students with poor comprehension, critical thinking, writing or memory may have weak concept imagery—the ability to create an imagined gestalt (whole) from language; students who are poor decoders and spellers, or slow readers, may have weak symbol imagery—the ability to visualize letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

We start by identifying strengths and weaknesses that may be affecting performance in reading, comprehension, and math.  And, we make recommendations for individualized instruction plans that create learning gains.  

 

Application to Content

Our sensory-cognitive instruction results in extraordinary gains for students; it can be one of the most positive learning experiences of a child’s life. The Lindamood-Bell Learning Center experience doesn’t have to stop on a student’s last day!

 

Tailored to individual needs, Application to Content is a bridge between new skills and current school work.  For example, a student who received comprehension instruction may benefit from assistance when applying his new skills to a book report.

 

Homework Matters

For many busy families, protected homework time is not always practical, at least not for every night of the week. Whether it’s a work schedule that keeps us from homework help until after dinner, or family bustling around the studying child—our best laid plans can quickly go out the window.

 

Homework Matters is supervised homework help, 1-4 afternoons per week. Our skilled instructors take the struggle out of homework for families. We can answer your child’s questions and assist when necessary. We assist and motivate students to complete their work.

 

Lindamood-Bell Academy

If your child’s current school is not meeting their needs, for whatever reason, the stress and frustration can become too much, and start to affect learning.

 

Lindamood-Bell Academy is a private school that features individualized instruction in-person or online. It is an excellent solution for students grades K-12 who thrive in a non-traditional teaching environment. Our Academy combines Lindamood-Bell expertise with curriculum. Utilizing our unique, research-validated methodology, students can receive instruction in reading and comprehension in addition to advancing through the accredited school curriculum. The learning needs of each child are addressed so they are ready to learn. And they do! Learn more about our unique private school.

 

Let’s talk about School Year Success!

School year instruction at Lindamood-Bell is individualized to meet the learning needs of each student, no matter where you live.  Everything we do is available at our locations and online!  Get Started.

 

Minimise Summer Learning Loss | Early Bird Savings

Australia, Learning Centers, Specials, , , ,

Summer is a great time to get help with reading, comprehension, or maths. In just a few weeks’ time, we can make years of change so your child can go back to school with new confidence. Also, working on crucial skills can minimise the learning loss that takes place for many students.

 

Enjoy a special savings of 5% off the first week of summer instruction when you enrol by 5 October, 2018.

 

Contact your local learning centre to find out more about changing learning this summer.