All posts by Amy Kessler

Make the Most of After School

Australia, Learning Centers,

When learning is hard, getting through homework can be tough on the whole family. Teachers often give homework assignments to reinforce what is learned in school. But if a student didn’t “get it” in class, homework can quickly become a battleground between parent and child. Read on for how to prevent battles before they start. Let’s make the most of after school time and imagine a better school year!  

 

Planning for Homework

Like adults, kids enjoy knowing there is an end in sight, and what they have to look forward to. It’s no surprise that struggling students will do whatever they can to avoid homework. A simple schedule can help. Work together to write down what needs to happen. Include ongoing skill-building activities like maths facts so your student can progress, even when it gets busy. Don’t forget free time!

 

Example:

 

 

Check for understanding ahead of time.  You can ask questions that prompt your student to visualise—the key to good comprehension. For example, on the ride home ask, “What do you picture us doing when we get home?”

 

It’s also important to plan for a distraction-free homework zone with all the supplies your child needs. Eliminate the “stops and starts” and you’ll maximise time spent on what matters. Check out this video for tips.

 

Supporting your child

Parents often wonder how to be supportive with homework. A good place to start is by focusing on your child’s understanding of a given assignment.  Have your child read directions aloud and ask questions that prompt imagery. For example, if the assignment is, “Read chapter 2, and answer questions 1-5” ask,  “What are you picturing for ‘answering questions?’”  You’ll be making sure she is picturing herself writing or typing answers.

 

Getting Help  

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. Families partner with Lindamood-Bell to make the most of after school.

 

Homework Matters

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 help motivate and focus students on getting their homework done.

 

We Start Where Your Student Is

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 visualise letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

Sensory-Cognitive Instruction

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

 

Get in touch to learn how you can use after school to make an impact on your child’s learning! Learning Centre Locations

 

Early Bird Savings | Minimize Summer Learning Loss

Specials,

Summer is a great time to get help with reading, comprehension, or math. 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 minimize the learning loss that takes place for many students.

 

Enjoy a special savings of 5% off the first week of summer instruction when you enroll by March 31, 2018.

 

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

 

The Magic of Learning: Our Holiday Gift to You!

Specials

 

While Winter Break can provide some much-needed fun, festivities and family bonding, it’s also the perfect time to maintain learning momentum, tackle an assignment with help, or get some support with a challenging subject. Our flexible schedule and one-to-one instruction can allow your child to start the New Year with confidence.

 

Students in our Learning Centers experience the Magic of Learning year-round, and that’s especially true during the holiday season. Check out how we combine the spirit of the holidays with our individualized, research-validated instruction:

 

 

As our holiday gift to you, we’re offering 10% off of instruction during Winter Break (minimum 20 hours). Get help with reading, spelling or math.

 

Winter Break instruction is individualized 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 (for example: story problems or reading fluency). Students who are currently struggling with reading, comprehension or math can use their school break to jump-start a new or ongoing intensive instruction plan. Winter Break is an opportunity to focus on the skills that will make school easier.

 

Contact us to learn more and chat about how you can use Winter Break to make an impact on your child’s learning. Find your location here.

 

How to Incorporate Reading into Your Summer Routine

Australia, Helpful Tips,

During the school year, reading is built into a child’s day. They are reading from the board, assignment sheets and books throughout school and during homework time. Parents may feel challenged when trying to squeeze reading onto the summer schedule. No matter where your summer adventures take your family, it’s important to include regular reading along the way. We’ve rounded up some tips to get you started.

 

Find New Opportunities

For many families, summertime is an opportunity to spend more time together. Weaving in reading can be simple to do. Instead of evenings slugging through homework, you may be cooking together or playing games. Have your child be the one to find and read recipes. Your child may be ready to read the game instructions to the family. While on vacation, take turns reading about the next stop on your adventure.

 

Explore their Interests —  via Books!

Thanks to your local library and websites like Amazon and Scholastic, there are more books than ever available. Tap into your son or daughter’s interests when searching for new options. Animals, baseball, Star Wars, My Little Pony – make reading more fun by providing your child with a high-interest topic. Connect a field trip to the aquarium with a book about sharks or find a book about the Gold Coast before heading to Dreamworld.

 

Go Beyond the Book

With time on your side, you have freedom to help your child explore new media sources. Magazines are an excellent source of special-interest material. Why not explore the children’s section of the local bookstore for an afternoon or bring a stack on a family trip. Many local libraries have vast selections of graphic novels for children and teens. Check out the local comic bookstore for titles that may get them hooked on reading for years to come.

 

Create a Positive Environment

Establish a time for quiet reading in your household as something to look forward to and enjoy! If your summer reader sees you reading, he or she is less likely to see reading as a chore or something negative. Stepping away from TV time or iPad games as a family eliminates distractions and can allow your child to see reading as something enjoyable.

 

At home, it may be helpful to create some cozy spaces that are conducive to reading. If your family has hit the road for a summer trip, scheduled reading time in the evening can be a great wind-down activity for everyone.

 

Check in about the books they’re reading to monitor for understanding. Ask, “What did you picture for what happened in that story?”, “What do you think might happen next?”, or “How would you change the ending of the story?”

 

Special Tips for Young Readers

Start by reading aloud while guiding your child to follow along with their finger. Have your child start to sound out some of the words. Increase their share of the reading as skills grow. Choose a few common words from their reading to put on 3 x 5 cards for practice. It is important for a new reader to start to recognise sight words like “the” and “ball” rather than trying to sound out every time.

 

Spend reading time focusing on comprehension, too. Try reading a page without showing your child the pictures. Ask your child what they are imagining for a character or action.

 

Try Audiobooks and Read Alouds

Allow your child to be exposed to text in different ways: have a read aloud or listen to an audiobook. Hearing a fun, exciting story may motivate your child to seek out a book on their own. After you read or listen to a story, you can gauge your student’s comprehension by asking some imagery questions. Things like, “How did you see that happening?” or “What do you picture happening next?” can begin a fun discussion of the story and allow you to see what your child is getting out of it.

 

Help for Reluctant Readers

No matter how many fun books your child is exposed to, reading may continue to be a source of strife if your child has a weakness that affects their ability to read. Having to sound out the same word every time it appears, slow reading, and difficulty differentiating the letters and sounds within words are all signs of a reading weakness. These challenges may be tied to your child’s symbol imagery, which is the ability to create mental imagery for sounds and letters. Having symbol imagery that’s in-tact is essential for being able to decode new words, maintain sight words and become an independent, fluent reader. Learn more about reading difficulty and solutions here.

 

What’s more, being a fluent reader doesn’t guarantee strong reading comprehension. Your child has to “see movies” while they read, to allow comprehension to happen. Concept imagery is the ability to create an imagined gestalt — or whole — from language. Learn about the imagery-language connection for reading comprehension here.

 

Dedicate Time to Improving Reading

We hope you are ready to include reading in your summer plans! For many students, three months away from academics can lead to measurable learning loss in skills like reading and maths—which, of course, is not what any family wants to be faced with at the start of the upcoming school year.

 

Need more help? Your child can spend part of their summer at one of our learning centres to turn what could have been a learning loss into a learning gain. Some students come to us with a previous diagnosis or a learning challenge. Some need learning to be easier, while some use summer learning to get ahead for next year. We start by identifying strengths and weaknesses that may be affecting performance in reading, comprehension, and maths.  And, we make recommendations for individualised instruction plans that create learning gains. Students go back to school with more confidence.  

 

Contact us to learn more and get started: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949.

 

Thank-a-Thon Event | November 9, 2017

Events

On Thursday, November 9, our staff, students, and their families will take part in our annual Thank-a-Thon event.

 

Together, we will create thousands of colorful warm wishes showing appreciation for America’s military men and women. Community members are welcome to drop by and create a card or two with us. We’ll have plenty of craft supplies on hand.

 

By partnering with Operation Gratitude our messages will be delivered directly to troops serving overseas.

 

All US locations will host a Thank-a-Thon event. Find your Learning Center.

 

Solve the Math Struggle | On Cloud Nine Students Consistently Show Significant Gains

Learning Centers, Math, , ,

“What’s 6×6 again? Is it … 35?” Conor thinks to himself while chewing on his pencil. He’s been practicing his multiplication facts daily, but he just can’t seem to remember them all. He tries counting on his fingers, but it’s too hard to keep track as the numbers get higher. Surrounded by other fourth graders taking this week’s test, he starts to make little dots next to the problem so he can count those, but he’s running out of time.

 

For Conor and other students who find math challenging, addition or multiplication facts don’t seem to “stick,” and word problems often seem like a mystery where you just guess at the answer and hope for the best.

 

The primary cause of math difficulty is a weakness in numeral imagery—the ability to visualize numbers—and concept imagery—the ability to create an imaged gestalt (whole) from language. Individuals who demonstrate weaknesses in these areas have a sensory-cognitive processing deficit that inhibits performance in math. They often attempt to memorize math facts instead of being able to think, reason, and problem solve with numbers. Students who have this weakness may have a diagnosis of dyscalculia.

 

The On Cloud Nine® Math Program stimulates the ability to image and verbalize the concepts underlying math processes. Concept and numerical imagery are integrated with language and applied to math computation and problem solving. There is emphasis on both mathematical reasoning and mathematical computation.

 

 

Learning Center Results—On Cloud Nine Math

As part of our effort to maintain an exceptional standard of quality, we continually monitor student learning results. At Lindamood-Bell Learning Centers, students receive individualized instruction, using one or more of our research-validated programs.

 

 

Students Who Received On Cloud Nine Math Instruction

 

 

 

Year: 2008-2016

Number of Students: 210

Average Age: 11

Average Hours of Instruction: 93

Lindamood-Bell Instruction Implemented: On Cloud Nine

 

On average, students who received all or most of their instruction in On Cloud Nine achieved significant improvements in math.  They made large (significant) standard score changes on both measures.  Additionally, the 31-point percentile increase in computation put these students within the normal range (25th-75th percentile).  Their pre- to posttest results were statistically significant on both measures. To learn more about our research, click here.

 

 

Contact your local learning center to learn more. Find your location here.

 

When the Teacher Suggests Reading Help: Summer Learning Solutions

Australia, Instruction, , , ,

Teachers always encourage students to read as much as they can over summer break. But if your last parent-teacher conference came with a specific suggestion—to get reading support during the summer months—you are likely considering one of the following:

 

1. Reading more with your child, teaching him/her to read yourself

2. Having a “reading specialist” tutor your child 1-2 times per week

3. Joining a library reading challenge for extra practice

4. Signing your child up for a reading camp

5. Doing nothing—perhaps reading has not yet “clicked” for your child

 

Although any of these options can seem like a good idea, they may not be the right solution for improving your child’s reading. Rest assured that many parents of primary year students share the same dilemma. With the precious summer months and hopes for a better school year at stake, it’s important to make the right plan for summer learning.

 

What your child needs for success

Reading is an integration of processing skills: word attack, sight word recognition, contextual fluency, oral vocabulary, and comprehension. 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. This difficulty can prevent students from accessing school curriculum as quickly and accurately as their peers do. 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.

 

Traditional reading camps and tutoring programs focus on content-area instruction, spelling and reading rules, or may touch on a variety of reading strategies. While these activities have value, they will not address and improve the underlying cause of a reading difficulty—stretching the issue out into the next school year.

 

And, unfortunately, practice does not “make perfect” for students who struggle with reading. While reading with your child and going to the library are excellent activities for all families, neither will improve reading if there is an unaddressed weakness.

 

Enough help to make a difference

Even great learning programs can be ineffective if they are not conducted with enough intensity to actually change learning. If a child is behind peers in reading skills, intervention has to decrease the learning gap by increasing the rate of learning. To increase the rate of learning, students need the right diagnosis and the right instruction, in the right environment. At our learning centres, our daily, intensive intervention commonly results in years of gain in just a few weeks of instruction.

 

Learn more about intensive instruction, including a video featuring a parent’s perspective, here.

 

Beware of the “summer slide”

Questioning the teacher’s advice about summer help altogether? You’re not alone. Parents may wonder if their child’s reading is truly unsatisfactory as compared to peers. Or they may wonder if it would be better take a total break from schoolwork.  

 

When a teacher has indicated a child could benefit from reading help, she has likely considered these factors, and more. For many students, three months away from academics can lead to measurable learning loss in skills—which, of course, is not what any family wants to be faced with at the start of the upcoming school year. The summer slide effect hits struggling readers harder than their peers; so if your teacher has identified an issue, your child may be at risk of starting school even further behind.

 

The first step of a great plan

If you or your child’s teacher are seeing signs of a possible reading difficulty, or you are concerned that reading hasn’t “kicked in,” you need to find out why and that there is help. A learning ability evaluation uncovers the strengths and weaknesses that affect learning. At our learning centres, we identify the strengths and weaknesses that may be affecting school and make recommendations for an individualised instruction plan.

 

A few weeks at our learning centre can make reading a strength before next year. Your child can be a better reader in time for school and have plenty of time for a great summer break. Go here for a list of our locations, including our seasonal, summer-time learning clinics. We look forward to helping you plan for summer learning that will make a difference for your child.

 

Contact us:

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

 

Online PD for Teachers | Introductory Workshops – eLearning – Coaching

Professional Development,

Lindamood-Bell for Schools now features online professional development for educators that is innovative, interactive and relevant for today’s classroom.  Whether you’re a teacher learning our research-validated programs for the first time, or an administrator who needs to bring scalable professional development to your district, you are going to love Lindamood-Bell for Schools online.

 

 

Take the first step.

 

Online Public Workshops

Attend one of our renowned workshops from the comfort of your home. These interactive presentations feature live Q&A, interaction with classmates, and opportunity for practice with program kit materials. Online courses are interactive, in-depth professional development courses for educators.

 

New for 2018! Seeing Stars®, Visualizing & Verbalizing®, and Lindamood Phoneme Sequencing® Workshops. Check our workshop schedule for availability.

 

Online Teacher In-service Workshops

When flexible scheduling is a primary concern, the online teacher in-service is a great solution. We present a live, interactive event customized for just your team. Participants can view, practice, and ask questions. We can schedule one or more workshops with the ultimate flexibility—workshops can be taught in consecutive days or over several weeks, divided over several sessions.

 

Benefits include:

  • Savings on travel and other expenses for your staff
  • Savings on per-person workshop fees
  • Flexible scheduling (consecutive days not required)
  • Customized content: any combination of Lindamood-Bell Workshops

Contact us to learn about an in-service for your team. Get started

 

Keep learning all year!

 

eLearning Courses

After the introductory workshop, our eLearning courses help put what you learned into practice. We address common questions about the program steps, feature small-group instruction demonstrations, and offer opportunities to ask our instructional experts about the content you’re learning. Learn more and register here.

 

Job-embedded Professional Development

After the workshop, teachers can receive live coaching in the classroom. Lindamood-Bell instruction experts, via telepresence robot, provide program step demonstrations with students, for the benefit of teacher learning. We provide suggestions and feedback to help improve teacher effectiveness. Having an expert “on site” is an invaluable opportunity for teachers to ask questions about the program steps in real time.

 

After class, we work with teachers to develop lesson plans, and can help facilitate collaborative professional learning community meetings.

 

Contact us to learn about job-embedded PD for your team.  Get started

 

Results Matter: Telepresence Coaching

For years, Lindamood-Bell has partnered with schools to provide quality professional development in our programs. We are happy to offer the lower cost and convenience of telepresence coaching without compromising results for students.

 

 

What will I learn?

Lindamood-Bell’s research-validated programs address the imagery-language connection that is a silent partner to cognition and literacy—often the missing piece in helping students close the achievement gap.  

 

Reading and Spelling Programs

Seeing Stars (SI)

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

 

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

 

Comprehension Programs

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

 

Talkies

Foundational Development in Concept Imagery, Oral Language Comprehension, and Expression

 

Our unique programs can help diverse groups of students learn to read and comprehend and do math to their potential, including students with minor to severe learning challenges and English Language Learners. Schools and organizations partner with us for our expertise in addressing the learning needs of students. While the needs of our educator clients vary, we can apply our best practices to big literacy challenges. Get in touch to learn more.

 

Looking for an in-person workshop? Check out our event schedule here.

 

Research Roundup | Students with Dyslexia

Dyslexia, Research

 

“We are committed to the ongoing analysis of our program efficacy and have the research to prove it.” 

-Nanci Bell, co-founder

 

Lindamood-Bell has been involved with research for over 30 years. We actively take part in peer-reviewed studies of our programs and instruction and monitor student results at our learning centers and school partnerships to ensure we maintain our exceptional standard of quality.  We have partnered with such institutions as Georgetown University, MIT, and Wake Forest University to conduct neurological and behavioral research.

 

The research consistently proves that Lindamood-Bell instruction changes the brain functions underlying language and literacy skills. These brain functions continue to improve after our instruction has ended.

 

We believe all individuals can be taught to read to their potential—including those who have a previous diagnosis of dyslexia. Numerous studies examining the effectiveness of our instruction with dyslexic students have been conducted;  we have summarized and included links to several, below.

 

Visit our Research & Development site for more information, studies, and references.

 

Summary of Behavioral & Neurological Research—Dyslexia

Gray Matter Volume Changes Following Reading Intervention in Dyslexic Children

Researchers at Wake Forest University and the Child Study Center at Georgetown University published conclusions about the effects of Lindamood-Bell instruction on the brain activity and reading ability of dyslexic students. This research noted significant improvements in reading associated with gray matter volume increases following Seeing Stars instruction with dyslexic students—and the neurological changes held or increased after the intervention. View the results and download the study here.

 

Neural Changes Following Remediation in Adult Developmental Dyslexia

In this study, a group of adult dyslexics received eight weeks of Lindamood-Bell instruction. Before and after instruction, subjects were administered basic reading skills assessments and functional magnetic resonance imaging (fMRI). A similar group of adult dyslexics went through the same procedures but did not receive Lindamood-Bell instruction. Lindamood-Bell subjects received an average of 112 hours of Lindamood-Bell instruction to develop reading skills. Assessments and fMRIs were administered by independent researchers. View the results and download the study here.

 

Study Uses fMRI to Show Positive Effects of Seeing Stars Instruction

Massachusetts Institute of Technology (MIT) researchers conducted a fMRI study of the effect of Seeing Stars instruction on beginning readers at-risk for reading difficulties. The students (and a matched control group) received fMRI scans to measure brain activity before and after instruction; they were also administered tests of reading ability. After 6 weeks of instruction, the Seeing Stars students outperformed the control group. The findings were published in the Journal of Learning Disabilities. Click here to view the research.

 

 

Deficits Associated with Dyslexia Become Normal Following Intensive Intervention

Researchers at the Department of Neurosurgery, University of Texas, Houston Health Science Center, conducted a neurological study measuring changes in the brains of dyslexic students upon successful completion of intensive intervention using Lindamood-Bell programs. Their findings suggested that the “deficit in functional brain organization underlying dyslexia” can become normal when altered by intensive intervention. Read more and access the full article here.

 

Discovering How Reading Intervention Changes the Brains of Children With Dyslexia

The University of Washington’s Institute for Learning and Brain Sciences is conducting a study that examines how the brains of students with dyslexia respond to intensive intervention (Seeing Stars instruction). Lead investigator Jason D. Yeatman, Ph. D notes, “One thing I can say definitively is that the intensive reading intervention program changes the underlying structure of the brain. That’s something that we’re clearly seeing.”

 

We look forward to the publication of their research. Read more and download a description of the study, published by the Center on Human Development and Disability at the University of Washington here.

 

Learning Center Results—Students With Dyslexia

As part of our effort to maintain an exceptional standard of quality, we continually monitor student learning results. At Lindamood-Bell Learning Centers, students receive individualized instruction, using one or more of our research-validated programs. The Seeing Stars program develops skills needed for phonological processing and orthographic processing in reading and spelling.  Seeing Stars instruction can address the needs of students who have been previously diagnosed with dyslexia.

 

The following shows reading performance, pre- and post-instruction, of all students who self-reported as having a diagnosis of dyslexia.

 

Students With Dyslexia Who Received Decoding Instruction

Lindamood-Bell Learning Center Instruction Program: Seeing Stars

 

Years: 2008-2016

Number of Students: 1,368

Average Age: 10

Average Hours of Instruction:  121

 

On average, students with Dyslexia who received Seeing Stars instruction achieved significant improvements in reading. They made large (significant) standard score changes on nearly all measures. The 30-point percentile increase in word attack put these students well within the normal range (25th–75th percentile). The large average standard score change in word recognition should be noted as students now performed within the normal range on this measure as well. Their pre- to posttest results were statistically significant on all measures.

 

Getting Help

Over the course of 30 years, Lindamood-Bell has worked with thousands of individuals. Sitting with a child or an adult who struggles to read a word provides unique insight into the learning process. Our success with students is due to our unique approach—we accurately assess individual needs and provide research-validated, sensory-cognitive instruction in a safe, positive, environment. Find your learning center here.

 

Start to Love Learning: Getting Help During the School Year

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 at grade level — but for those who struggle to keep up with their peers, each day can present challenges that can lead to frustration, behavioral 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 visualize 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 Center.

 

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 semesters 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.”

 

Watch a father and mother discuss the instruction their adopted twin sons received at a Lindamood-Bell Learning Center:

 

 

A School Like No Other

 

In addition to offering individualized learning programs in each of our Learning Centers, we also have a unique private school that combines Lindamood-Bell instructional expertise with a full curriculum: The Lindamood-Bell Academy. We develop the imagery-language foundation for language and literacy skill and apply those skills to all curriculum and content. The Academy allows students who have struggled in a traditional school setting to be successful. Students can do a four or six hour school day either in person, online or both. To learn more about our proven, standards-aligned Academy, click here.

 

Getting Started

 

The first step is to see what may be affecting your child’s performance in the classroom. At our learning centers, we identify strengths and weaknesses that may be affecting school performance in reading, comprehension, and math. 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 individualized learning plan to make school easier. Contact us to discuss how school year instruction can make an impact on your child’s learning: 800-233-1819 or for more information about our evaluation, click here.