All posts by Amy Kessler

Online Lindamood-Bell Instruction

Australia, Instruction, Learning Centers, Online,

 

Online Lindamood-Bell® instruction is located where each child needs to learn. We connect with you from a Lindamood-Bell Learning Centre and our instruction staff work with your student one-to-one. We provide the same quality instruction families experience with us in person.

 

Our online instruction is a great option for continuing students, as well as students who are new to Lindamood-Bell.

 

For more information, contact us at one of our centres.

 

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

 

The Extraordinary Lindamood-Bell Learning Ability Evaluation | Now Available Online!

Australia, Learning Centers, Specials, ,

Our success with students starts with our unique Learning Ability Evaluation. We identify strengths and weaknesses that may be affecting your child’s school performance. Our evaluation includes 10+ standardised measures of reading, spelling, and maths.

 

In a results consultation we will explain findings and develop an individualised plan to improve your child’s learning. A school principal once described, “It’s like getting a fingerprint of your child’s unique learning profile.”

 

We are pleased to now offer this important service in a convenient online format for a special introductory rate of $565 (regularly $1325).

 

Contact us to get started: Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

 

 

Increase the Rate of Learning for Your Child: Why Daily Instruction is So Beneficial​

Instruction, , , , , ,

Those who are new to Lindamood-Bell may be more familiar with traditional tutoring and accommodations which are conducted over the course of semesters or years. Therefore, our daily instruction, that changes reading or comprehension in a short period of time, may be unfamiliar. An “intensive care” learning environment can be ideal for students who are not performing to their potential. Lindamood-Bell pioneered the concept of intensive instruction—four hours a day, five days a week with our research-validated instruction.

 

Why is daily beneficial?

 

Nanci Bell, co-founder, explains daily intensive instruction in the following excerpt from Visualizing and Verbalizing for Language Comprehension and Thinking:

 

“The rate of learning gain can be improved with intensive intervention. Students with severe weakness in concept imagery may be years behind in language comprehension. For example, Johnny, a student in the fifth grade with reading comprehension at the second-grade level, has a three-year gap between his grade level and his reading comprehension. Even with adequate oral vocabulary and decoding skills, Johnny didn’t gain a year in reading comprehension for each year in school…intervention has to decrease the learning gap by increasing the rate of learning. To increase the rate of learning, you need to provide the right diagnosis and the right instruction, in the right environment. The last is often intensive intervention, four hours a day, five days a week, which results in years of gain in weeks of instruction.”

 

Why do some students struggle?

Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension. 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 visualize letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

School at any grade can include the kind of good challenges that foster learning: discovering a solution in science lab, writing a poem, or even studying for a big test, can all be positive learning experiences. However, if a student has a weakness that affects learning to begin with, they may not be getting everything they should from school. Their challenges with reading or comprehension may be hindering their ability to fully participate in schoolwork. And, rather than catch up eventually, a struggling student will typically fall farther and farther behind as the year goes on.

 

Will intensive instruction be “too much” for my child?

Parents may worry that their child will not be able to maintain focus for so many hours. We get it! Even the most disciplined student would have difficulty attending to a teacher for twenty hours per week of typical reading help.

 

Our continued success with students, including those with a previous diagnosis of a learning difficulty and/or attention issue, is due to our unique approach. We accurately assess individual needs and provide research-validated instruction in a safe, positive, focused environment.  Lindamood-Bell sessions feature a high level of interaction, movement, games, and motivational rewards.  Students work with a different instructor every hour to keep attention rate and intensity high and the sessions interesting.  Our instructors are energetic and passionate about maximizing learning throughout every session. As a result, our students see success quickly and realize they can learn given the right tools!

 

An alumni family describes Intensive Instruction:

 

Imagine Your Child’s Learning Potential

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 learn to their potential. A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualized 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.

 

Summer is a great time to schedule intensive instruction, and get ahead for the next school year.  Get started today by contacting our learning center to discuss your child’s needs: 800-300-1818.

 

The Imagery-Language Connection: Writing Tips

Australia, Helpful Tips, ,

Book reports, essays, and even short responses, can cause frustration, panic, and, sometimes, even tears for many school age students. And it’s no wonder. Writing is a complex task that requires a lot: good thinking skills, organisation, spelling, grammar and punctuation, as well as ease with a pencil, or keyboard.

 

Writing can be particularly difficult for students who have an identified comprehension weakness. A primary cause of language comprehension problems is difficulty creating an imagined gestalt. This is called weak concept imagery. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. So without the “big picture” idea for a passage or book she just read, a student will have a hard time coming up with a strong paragraph. Writing is imaged thought.

 

Students who can write well are putting words to the images in their mind’s eye. The imagery-language connection is key to good thinking and communication. Try using language that stimulates imagery as you coach your child through their next writing assignment.

 

Start at the Beginning

Make sure your child understands the writing assignment. To gauge understanding, read the directions together and pause to see if she can picture the key details. For example, if the assignment is, “Choose your favorite character in your book. Write a paragraph about why they would make a good president” you can ask your child questions about what she is picturing like, “How long are you picturing the finished assignment will be?” and “What are you picturing for ‘prime minister’?”

 

Make a Plan

Before your child starts the next big writing assignment, work on a list of tasks to be completed. Use imagery-stimulating questions to ensure your child is understanding the purpose and goal of each.  A book report might entail:

 

– read book

– take notes

– write outline

– write the first draft

– read my draft and edit

– write final

 

Work together to estimate how much time each task will take; and get them onto a timeline or calendar. Just like adults, kids prefer to check off smaller tasks as they go, rather than returning to one big daunting project.

 

Outline

Outlines are a great way to get ideas organised. Your child’s teacher may have suggestions or tools for organising paragraphs. Many graphic organisers (e.g. the “hamburger” method) are acceptable, as they reflect a classic paragraph structure:

 

A topic sentence / main idea

Detail #1

Detail #2

Detail #3

Conclusion: A closing sentence that links the details.

 

To get the most out of outlines, engage your child by using language that prompts imagery. Asking questions may help spur new ideas. For example, “What do you picture the pig is doing all day?”

 

Writing & Editing

Your student can follow her outline for keywords to use for writing the paragraph. Throughout the writing process, encourage your child to be connecting language and imagery. When writing, we are creating an image in the mind of the reader.

 

Give feedback about whether you can visualise her writing.  For example, “Wow! I could really picture the red fox you described.”

 

When editing, encourage your child to find and correct words she may have misspelled.

 

We hope these tips for writing help your family throughout the school year! Nanci Bell, author of Visualizing and Verbalizing for Language Comprehension and Thinking, wrote, “Many students with language comprehension weakness may also have poor writing skills because they lack the imagery for the gestalt (whole). Attempts to teach them to write are hampered by their weakness in the nonverbal code of imagery. While often good in spelling, punctuation, and grammar, they still can’t write.”

 

If you’d like more information on language comprehension weakness and writing, please contact our Learning Centres at: Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

 

Teachers can explore our workshops that develop the imagery-language connection: Workshops Schedule.

 

The First Step to Summer Learning | Special Savings!

Instruction, Learning Centers, 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

  • 10+ standardized measures of reading, comprehension, and math
  • Identification of strengths and weaknesses
  • Online or at one of our locations
  • 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.

  • US: $449 In Center & Online
  • UK: £336 In Center & Online
  • Australia $565 In Center & Online

Contact us to get started, 800-300-1818.

 

Lindamood-Bell co-founder Nanci Bell describes the Learning Ability Evaluation.

 

Why is My Child Struggling in School?

Australia, Instruction, , , , , ,

When school is hard for your child, it can be difficult to know what to do. Hire a tutor? Double-down on homework time? Create incentives for good grades? We encourage families to seek specific answers as to why an individual child is struggling. This infographic, “Why is my child struggling in school?” walks through two primary factors that impact language and literacy.

 

A Learning Evaluation Like No Other

If school is hard for your child, you need to know why and that there is help.  A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualised instruction plan to make school easier.

 

Our learning centres help students of all ages learn to read, comprehend and do maths to their potential. Get in touch: Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

 

Lindamood-Bell Academy: Who Are Our Students? | Enroll for the 2018-19 School Year

Academy,

Lindamood-Bell Academy’s flexible and differentiated curriculum—both in person and online—means that the Academy can be the right school choice for all types of students, including:

 

  • Accelerated Learners
  • Learners Who Need a Flexible Environment
  • Students with Challenging Schedules
  • Homeschool Families
  • Students Who Struggle with Reading
  • Students Who Struggle with Comprehension
  • Students Who Have School Anxiety

We develop the imagery-language foundation for success in language processing and success in all curriculum. Our research-validated instruction and individualized learning plans help your child truly thrive.

 

“They know how to teach my brain.”

 

Brooklyn was struggling in school and a specialist recommended that Brooklyn’s family check out Lindamood-Bell Academy.

 

Watch the video below to see how the Academy turned out to be a great fit for meeting her learning needs, while nurturing her endless curiosity!

 

 

“I’m learning so much I don’t want to stop going!”

 

Although Shane felt like some had given up on him, he amazingly maintained a positive outlook. He’s now thriving at the Lindamood-Bell Academy.

 

 

Find out how Academy can be the right solution for your child.

 

Want to learn more or discuss a learning plan for your child? Get in touch.

 

The Academy is now accepting applications for the 2018-2019 school year. We can’t wait to use our research-validated instruction and individualized learning plans to help make your child’s school dreams come true.

 

Now Available Online! | The Extraordinary Lindamood-Bell Learning Ability Evaluation

Learning Centers

Our success with students starts with our unique Learning Ability Evaluation. We identify strengths and weaknesses that may be affecting your child’s school performance. Our evaluation includes 10+ standardized measures of reading, spelling, and math.

 

In a results consultation we will explain findings and develop an individualized plan to improve your child’s learning. A school principal once described, “It’s like getting a fingerprint of your child’s unique learning profile.”  

 

We are pleased to now offer this important service in a convenient online format for a special introductory rate:

 

  • US $449 (regularly $1050)
  • UK £336 (regularly £774)
  • Australia $565 (regularly $1325)

Contact us at 800-300-1818 to get started.

 

5 Tips to Make Mornings Easier

Australia, Helpful Tips, ,

If you are dreading a repeat of last year’s manic mornings, it may be time to change up your family’s routine. Below, explore ways to make school-day mornings better. We’ve included tips for how you can encourage your child to make mental pictures of everyday tasks.  The imagery-language connection is key to good thinking and communication. Visualise your family starting the day off right!

 

Thinking about tomorrow

Set aside time in the evening to get organised for the next day. Packing lunches and having your kids organise their clothes in a tidy pile they can easily grab in the morning can be big time-savers. And working with them to get their backpacks organised—homework assignments in order, permission slips signed, and packing gear for extra curricular activities—can eliminate a lot of the “morning madness.”

 

To get started, have your child create a mental picture for the next day. Ask questions to stimulate imagery like, “Tomorrow is Tuesday. Where do you see yourself going after school? What do you see yourself wearing [at ballet, tennis, etc]? Let’s pack it!”

 

Lights out!

The physical and mental challenges of school, paired with an earlier wake-up time, call for most kids needing an earlier bedtime during the year. Transitioning about a week before school starts can be helpful.

 

When discussing any new healthy habit, try using language that helps create images. For example, instead of just, “It is important to go to bed,” add, “What does it look like when you are in class and you are very tired?”

 

Establish a simple bedtime routine that you discuss and visualise together. For example, instead of just, “Time to brush your teeth!” ask them to picture, “What do you see yourself doing after you get your pajamas on?”

 

“We’re (not) going to be late!”

If you find yourself repeating the same orders morning after morning, a simple morning schedule can make a difference. Jot down what works for your child’s age and responsibilities.

 

Example:

 

6:45 – Wake up & make bed

7:00 – Eat breakfast

7:15 – Get dressed, brush hair & brush teeth

7:30 – Backpack check & out the door

 

Check for understanding by asking questions that prompt your child to visualise—the key to good comprehension. For example, you can ask questions like, “What do you picture yourself doing after breakfast?”  And rather than just repeating the schedule throughout the morning (“Remember to check your backpack!”), use language that creates images: “What will you look like when you are ready to go? What do you see yourself holding?” Connecting language and imagery is a great way to make sure your child understands what they have to do.

 

“Mom! Where’s my jacket?”

Back to School season is a perfect time to organise the home for a busy school year ahead.  The old adage “a place for everything and everything in its place” can help. Have set spots for your child’s school supplies, activity gear (e.g. dance) and outerwear.

 

That way, your child will always know where to put things away and where to find them in the morning. Adding cleanup time to home arrival and after homework can eliminate some of the stops and starts during crunch time.

 

Time to celebrate

Consider a reward system to recognise the getting-ready behaviours your family is working on. For times your child is able to get ready in the morning with time to spare, you might choose a special book or short activity to do together. But acknowledging small changes is important, too.

 

If your child has attended our learning centre, you have experienced our culture of student recognition. Efforts, big and small, are recognised with Magic Stones, Star Cards and lots of high fives. Students are motivated to do more by the positive reinforcement. At home, you can try a sticker chart for completed tasks, or checking off steps of the schedule.

 

Review:

 

1. Start the night before

2. Establish an earlier bedtime

3. Try a morning schedule

4. Get organised

5. Celebrate success

 

We hope these tips have you imagining better school-day mornings!

 

If you notice your child is struggling to get organised or to remember their morning routine, it may be due to a weakness in concept imagery—the ability to create an imaged gestalt (whole) from language. The imagery-language connection is necessary for comprehension, following oral directions, and higher order thinking skills. Find out how these skills can be developed at our learning centre. Get in touch.

 

Start to Love Learning: Getting Help During the School Year

Australia, Learning Centers, , ,

While a science experiment involving a baking soda and vinegar volcano may be fun and exciting for most students, it can be torture for those who have trouble reading the directions or following the procedural steps independently.

 

Ideally, a typical school day is filled with tons of opportunities to explore, learn, and grow for students who have the necessary skills to perform — but for those who struggle to keep up with their peers, each day can present challenges that can lead to frustration, behavioural issues, and eventually lowered self-esteem.

 

Why is he struggling?

Students who are ready to learn are global, independent readers and thinkers. Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension. Students who are poor decoders and spellers, or slow readers, may have weak symbol imagery—the ability to visualise letters in words. Students with poor comprehension, critical thinking, writing and memory may have weak concept imagery—the ability to create an imagined gestalt (whole) from language. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

What Can Be Done? Help from your local Learning Centre.

We believe that all students can be taught to read and comprehend to their potential. Our unique, research-validated instruction help students develop the imagery-language foundation necessary to read and comprehend content in the classroom. Traditional tutoring programs may work on homework once a week over the course of several terms or even years. Because of this, our typical recommendations for daily instruction to change learning may be a new concept. We work with our students in a variety of ways —  in person or online and before, after or during the school day — so that we’re able to meet the needs of each child and family.

 

Why daily? Nanci Bell provides reasoning for daily intensive instruction in the following excerpt from Visualizing and Verbalizing® for Language Comprehension and Thinking:

 

“The rate of learning gain can be improved with intensive intervention. Students with severe weakness in concept imagery may be years behind in language comprehension. For example, Johnny, a student in the fifth grade with reading comprehension at the second-grade level, has a three-year gap between his grade level and his reading comprehension. Even with adequate oral vocabulary and decoding skills, Johnny didn’t gain a year in reading comprehension for each year in school…intervention has to decrease the learning gap by increasing the rate of learning. To increase the rate of learning, you need to provide the right diagnosis and the right instruction, in the right environment. The last is often intensive intervention, four hours a day, five days a week, which results in years of gain in weeks of instruction.”

 

Getting Started

The first step is to see what may be affecting your child’s performance in the classroom. At our learning centres, we identify strengths and weaknesses that may be affecting school performance in reading, comprehension, and maths. Our instruction is based on an individual’s learning needs. Daily 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.

 

Some students come to us with previous diagnoses such as dyslexia, autism spectrum disorders, or general learning challenges—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.

 

If school is hard for your child, you need to know why and how to 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.

 

Contact us to discuss how school year instruction can make an impact on your child’s learning: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 or for more information about our evaluation, click here.