All posts by Amy Kessler

Jamaican students with special learning needs get an extra boost this summer!

For Schools, Professional Development, , , ,

Teacher helps students connect imagery and language with the Visualizing and Verbalizing Program.

 

 

A group of dedicated teachers in Jamaica is taking a deep dive into language and literacy instruction this summer. They are building on what they learned at introductory teacher workshops for developing reading and comprehension this past spring. At an onsite summer reading clinic for students with special learning needs, teachers are practicing the steps of the Seeing Stars (for Reading and Spelling) and Visualizing and Verbalizing (for Language Comprehension and Thinking) programs.

 

Lindamood-Bell Instructional Coach, Mary MacDonald, demonstrates a step of the Seeing Stars reading program.

 

 

But it’s not just practice, the summer reading clinic provides teachers an opportunity to get job-embedded professional development as they learn the Lindamood-Bell approach to intervention. Lindamood-Bell instructional coaches are preparing teachers to be as effective as possible by demonstrating steps of the programs and coaching teachers throughout the day. Teachers are honing their ability to differentiate instruction, learning how to perform the steps of the program with fidelity and how to write effective lesson plans. And students are learning to read and comprehend to their potential!

 

 

After attending introductory workshops, teachers are now engaged in advanced topics like how to differentiate instruction.

 

 

Teacher has students “write” letters on the table with their fingers, a beginning step of the Seeing Stars Reading program. Symbol imagery, the ability to image the letters within words, is key to orthography, phoneme awareness, reading, spelling, and fluency.

 

 

The effort was initiated by a parent, Mandy Summerbell Melville, who had experienced the positive results of Lindamood-Bell programs with her own children. The community effort has been facilitated by the Sandals Foundation and funded by the CHASE (Culture, Health, Arts, Sports, and Education) Fund. The focus of the Sandals Foundation is ensuring that as many children, youth, and adults as possible have the educational opportunities they need to reach their full potential. Programs include community scholarships, supported schools, book drives, and literacy programs, as well as support of new libraries and computer facilities. Each year, the Sandals Foundation supports thousands of students in educational facilities throughout the Caribbean community.

 

“I have been told multiple times that students who frequently missed school are now turning up early every day, full of excitement, and eagerly awaiting instruction.” Mary MacDonald, Professional Development Consultant

 

 

Read More about this exciting partnership.

 

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

 

Our unique programs can help diverse groups of students learn to read and comprehend 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.

 

Find an upcoming event for your teachers or contact us to discuss the learning needs of your community. We can customize an event or partnership that meets your unique needs.

 

800-233-1819

805-541-3836

 

Countdown to Kindergarten

Kindergarten

A generation ago, kindergarten days were only filled with activities like finger painting, “Hide-and-Go-Seek,” making friends, and learning to be peaceful at nap time.

 

And, while reading and spelling may have been introduced in first grade, there was nothing like today’s pressure for students to be performing according to grade-level standards. Sure, there is still art, music, and games, but the specific expectations of teachers—and students, has amplified academic life all the way down to preschool.

 

You may be wondering, “Is my child ready for next year’s classroom?” Or, “Will they be able to keep up?”

 

What to Expect

Today, preschool, kindergarten and first grade classrooms offer more academics than in the past. To some degree, your child will definitely be working on:

 

✓ Letter names and sounds

✓ Sounding out for reading

✓ Sight word reading

✓ Printing letters and numbers

✓ Listening comprehension

✓ Communication skills

✓ Counting and understanding numbers

✓ Adding and subtracting

✓ Pencil and scissor work

✓ Color and shape recognition

 

Get Some Practice

Whether or not we adults feel great about the “new normal” for primary grades—now is the time to familiarize your child with the activities they will be exposed to—so they can feel great about the new year.  Try activities like reading simple books together and counting. Get started with our guide, The 3 Best Activities for Boosting Kindergarten Learning.

 

The Magic of Learning, right from the start!

Want some help giving your child a great start? Check out Kindergarten BOOST™ instruction at Lindamood-Bell, enrichment instruction for students four to six years old. We develop the imagery-language foundation for reading, spelling, comprehension, and math. In just a few weeks we can help your child feel prepared and excited about their first day of school!

 

An age-appropriate learning evaluation is an integral part of all Lindamood-Bell instruction. Some students may require preliminary intervention to prepare for the Kindergarten BOOST™ format. If a child is already struggling with language and literacy skills compared to other children their age, addressing the issue early can make a difference.

 

Contact us to talk about how we can help your young learner, 800-300-1818. Find a learning center location near you, including many Seasonal Learning Clinics, Locations.

Picture a Better Reader

Australia, Reading, , , ,

At Lindamood-Bell, we believe that all individuals can learn how to read to their potential—including those who have a previous diagnosis of dyslexia.

 

Over the course of nearly three decades, 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, including our research-validated, sensory-cognitive instruction.

 

The Challenge

Unfortunately, many students, even those who have had years of extra help, continue to struggle with year level text. Perhaps they sound out a word eventually—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 support, sight word recognition 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.

 

Also, while a student may be able to spell words phonetically, they are unable to remember the visual patterns of words (orthography). For example, they may spell the word “friend” as “f-r-e-n-d.”

 

A Missing Connection

An important aspect of reading and spelling is symbol imagery, which underlies both phonological and orthographic processing. Symbol imagery is 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.

 

Traditional reading help focuses on how to sound out words as well as reading and spelling rules. While these activities have value, they do not affect the necessary imagery-language connection. They do not change how a student is processing language. This is why reading may still be extremely difficult for students who have received years of tutoring.

 

A Unique Approach

We help make this connection for students at our learning centres. The Seeing Stars® program develops symbol imagery for reading and spelling. Long overlooked in the field of reading research, symbol imagery is an important function that can now be assessed and developed.

 

Our instructors’ language stimulates an individual’s symbol imagery. For example, when a teacher says, “What letters do you see for ‘top’?” she is prompting the student to picture the letters t-o-p. By applying this skill to phonological and orthographic processing, reading, spelling, sight word and contextual fluency skills are improved.  Improved symbol imagery can change reading, regardless of a student’s age or struggle with literacy—including those with a previous diagnosis of dyslexia.

 

Research-validated

We continually monitor student results to ensure that we maintain our exceptional standard of quality. View our Learning Center results with students who have reading difficulties here.

 

We also actively participate in neurological and behavioural research on our programs and instruction. Numerous peer-reviewed articles based on studies examining the effectiveness of our instruction with dyslexic students have been published in scholarly journals. In a recent fMRI study, neurological changes and significant reading improvements held or increased after Seeing Stars instruction. Read about this exciting research here. One of the study authors, Guinevere Eden, director of Georgetown University’s Center for the Study of Learning, was recently interviewed for the NPR series, Unlocking Dyslexia. In How Science Is Rewiring The Dyslexic Brain, Dr. Eden explains what is happening in the brain of someone with dyslexia when they read and how the brain can be “rewired” with intensive intervention. Lindamood-Bell is featured throughout the series. Get the series here.

 

If you would like further information or have questions regarding our instruction, please contact us: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Everyday Tips for Better Comprehension

Comprehension, ,

When a child has an identified comprehension weakness, it makes sense to pursue extra help for academics. Students can get help from tutors, learning specialists, or may have an IEP (Individualized Education Plan) in place at school. Unfortunately, language comprehension troubles can affect family life, too. This is especially difficult when weak thinking skills are misconstrued as poor behavior. The child who “never listens” may not understand the task at hand.

 

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 memorize everything they have heard or read. And they need help.

 

Check out some examples of how concept imagery issues can affect school and home:

 

 

The imagery-language connection is key to good thinking and communication. You can help address comprehension in the following ways:

 

1. In conversation

During discussions with your child about their day or current events in the news, use imagery-stimulating questions.  For example, instead of asking, “What do you think about…?” you can ask, “What did you picture for that story in the news today?”  or “What are you picturing for what might happen next?” You can expand upon these questions to dive into their images even more.

 

2. When reading together

After you or your child reads aloud or listen to a story together, you can gauge comprehension by asking some imagery questions. “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.

 

3. When there’s a problem to solve

Help your child target specific images they’re creating while they’re processing oral or written language. Teach them to continually ask themselves whether they understand what the consequences may be of certain actions, and if they’re able to picture the outcome: “If I do this, what might happen? What does that look like?”

 

4. When you give instructions

Establish an imagery-language connection through daily life activities to stimulate learning.  For example, when giving your child instructions, such as brushing their teeth, getting dressed, or making their bed, ask your child to picture these tasks in their mind before they do them.

 

5. When learning something new

Whether your child is learning the rules of Monopoly for the first time or helping you get through a favorite cookie recipe, prompting your child to visualize the language is a great start. You can also fall back on the imagery-language connection to check for understanding and to answer questions. For example, “What do you see for ‘bankrupt’?”

 

Comprehension Solutions at Lindamood-Bell

The imagery-language connection can be developed as a foundation for comprehension and thinking. Students can make years of growth in just a few weeks.

 

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 comprehension, 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.

 

Contact us to learn more or get started 800-300-1818.

Picture Better Reading Comprehension

Australia, Comprehension, , ,

Most reading experts agree on one thing: In order to comprehend what they read, students must have strong decoding skills and adequate oral vocabulary. In other words, a child must be able to accurately decode every word on the page, and know what each of the words mean.

 

Unfortunately, many students who can decode well and understand words still have weak comprehension. What is the missing piece for these students?

 

Clinical research over the last thirty years indicates there is a separate comprehension weakness that is rarely identified. This weakness often undermines the reading process. It is a weakness, based in the sensory system, in creating an imaged gestalt or “whole.”

 

Students may have difficulty creating mental images for language. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole.

 

Nanci Bell first became aware of the connection that underlies comprehension while she was teaching students struggling with literacy, many of whom had been previously diagnosed as dyslexic. Nanci has described that at the time, she was unaware of a separate comprehension dysfunction. Like many others, she thought difficulty with reading comprehension was caused by weak decoding and weak oral vocabulary.

 

In the following excerpt, from Visualizing and Verbalizing, Nanci Bell describes the incident that sparked her passion to change learning for students struggling with weak comprehension.

 

Needing a break in the lesson from spelling word after word, I decide to have Allan, [a college student majoring in architecture], read and give me a verbal summary.  Handing him a college level skill book, I ask him to read aloud so I can be certain he is decoding accurately.

 

He accurately reads the page of material, and I take the book from him, saying, “Good job.  Tell me what you read.”

 

Allan gives me the very complete summary, beginning with the main idea and then including all the details.  To my amazement, he infers, concludes, predicts, and evaluates the material.  He is confident and involved in the activity – a much different Allan than the one that struggles with spelling.

 

I stare at him, saying, “That was really an incredible summary.  How are you able to do that?”

 

Looking at me, surprised and now shy, Allan replies, “I don’t know.”

 

Realizing that Allan seems embarrassed and unsure of himself because of my question, I reassure him.  “That really was good.  You have very good reading comprehension.  How did you do that?  If I know what you do to remember what you read, perhaps I can teach others to do it.”

 

Thoughtful, Allan replies, “I don’t know.”  Then, after a pause, he says, “I make movies when I read.”

 

A little surprised, I ask, “What do you mean, you make movies when you read?”

 

“I don’t know.  I just see movies in my head when I read.  The words turn into pictures and I just remember the pictures, the images.  Don’t you do that?”

 

Thinking about the books I’ve read, I finally answer, “Yes.  I do.  I picture what I read.  I guess I’ve just not thought about it.”

 

“Do other people do that, too?”

 

“I don’t know … but I’ll find out …”

 

The statement “I make movies when I read” prompted my twenty-five-year-odyssey exploring the relationship between imagery and language.  Today, twenty years after first writing Visualizing and Verbalizing for Language Comprehension and Thinking, I am still passionate about the importance of imagery to comprehension and cognition. (Bell, 2007, pp. 4-8)

 

Over the past 30 years more than 40,000 students have been taught how to learn to their potential at Lindamood-Bell. While some of our students have a previous diagnosis that affects learning, others seek our help to enhance their skills or to just make learning easier—and we make a difference for each one of them.

 

The Visualizing and Verbalizing™ program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

 

A mom describes how Visualizing and Verbalizing improved her daughter’s reading comprehension:

 

 

If you have concerns about your child’s language comprehension ability, get in touch with one of our learning centres to get started:  Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

A New Indoor Activity: Family Story Time

Australia, Comprehension,

As the outdoor temperature drops and the weather changes, it’s time for the indoor fun. Faced with hours in the house, parents are often on the hunt for activities that provide entertainment and some educational value. Arts and crafts, baking, and board games are great choices in this regard.  But if you haven’t already tried audiobooks and read-aloud, you may be in for a new treat!

 

Listening to stories together is a fun way to pass the time, while bonding over a shared experience. What’s more, this activity also prompts family members to visualise what they are hearing—the key to strong comprehension.

 

In this short video, we describe how to make the most of audiobooks and family read-aloud time; we give specific tips for helping your child understand stories better, whether it’s an indoor day or not!

 

 

Story Time Develops Reading Comprehension

Many families stop reading aloud when children can decode independently. However, it’s during this time that your child develops reading comprehension skills. Story time gives you the opportunity to ask what the story was about, or what she thinks will happen next, or how she would end the story differently. This is the time to confirm that your child is reading for meaning. By choosing books that are slightly above your child’s decoding skill level, you’ll continue to expose them to new words to add to their vocabulary.

 

Comprehension Weakness

If an individual has difficulty comprehending language—reading about their favourite activity or listening to audiobooks may not be enjoyable or even beneficial. They may not understand what they are listening to and may be only getting “parts” and not the whole of the story. If this is the case, they aren’t just bored or inattentive.

 

For many students, a cause of comprehension difficulties is weak concept imagery—the ability to create an imagined gestalt (whole) from language. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

 

Family story time can be an opportunity to develop the imagery-language connection as a foundation for your child’s learning skills. However, if you have any concerns about your child’s ability to understand stories, we’re here to help. Contact us for ideas at one of our centres: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Summer Reading Tips for Parents

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 Florida before heading to Disney World.

 

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 recognize 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 math—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 centers 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 math.  And, we make recommendations for individualized instruction plans that create learning gains. Students go back to school with more confidence.  Contact us to learn more and get started 800-300-1818.

For Homeschool Families There is New Help

Australia, Homeschool, ,

For decades, homeschool families have turned to Lindamood-Bell for help with language and literacy skills.  We are pleased to share a new, convenient way for you to easily incorporate genuine Lindamood-Bell instruction into your homeschool program!

 

Introducing Lindamood-Bell Online Instruction

Lindamood-Bell Online Instruction is located where each child needs to learn. This works well for our homeschool families who live far from a centre and for busy families with challenging schedules.

 

What is Online Instruction?

Online Instruction is the same instruction students receive at our learning centres, delivered via the internet. Online instruction is personal, flexible, and interactive!

 

It takes place via videoconference meetings hosted by Lindamood-Bell. We connect with you from a Lindamood-Bell Learning Centre and our instruction staff work with your student.  At home, a homeschool educator or other adult will perform the role of at-home facilitator.

 

  • Sensory-cognitive, intensive, one-to-one instruction for qualified students
  • Log in from home — instruction online
  • Need computer with camera and internet access sufficient for streaming video

Your local learning centre can provide all the information you’ll need to get started.

 

Our Approach

We believe that all children and adults can be taught to read and comprehend to their potential. We identify strengths and weaknesses that may be be affecting school performance in reading, comprehension, and maths. Our instruction is based on an individual’s learning needs. 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.

 

Homeschool Enrichment

Sensory-Cognitive Instruction at Lindamood-Bell

If your student has a weakness that affects learning, they may not be getting everything they should from school. 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.

 

A learning weakness is not only frustrating for a student, but prevents them from accessing school curriculum. 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. One-to-one instruction is available at the learning centre or online.

 

When school is hard, we can help make learning easier. Homeschool families can continue to benefit from community resources—without needing to gain expertise in new subjects. Contact us to learn more about how Lindamood-Bell Online can be part of your homeschool program: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Tertiary Students and Academic Support

Australia, Instruction, , , ,

 

Many young adults experience similar challenges as they make the transition from secondary school to tertiary education. Confronted with academic challenges they didn’t experience in secondary school, they can feel overwhelmed by the new educational environment.

 

Some common experiences are:

  • Struggling to develop time management habits
  • Difficulty prioritising and keeping up with class demands
  • Trouble acclimating to more challenging academic expectations
  • Difficulty with writing and study skills

Solutions:

1. Create a routine place and time for studying. This will help you get into “study mode”. Try to keep these hours free in your schedule, only moving them if you have to.

 

2. Keep a calendar for due dates. Read your syllabus completely so you know what is due when. This will enable you to plan ahead and anticipate how much time is required for reading, writing, and studying.

 

3. Interact with your professors. If you don’t understand a concept or need clarification, ask! Approach your professor after class or during their office hours.

 

4. Get enough sleep. The most productive student is a well rested student. Shoot for between six to eight hours of sleep each night so that you can wake up and feel rested and ready to tackle another day of classes.

 

At Lindamood-Bell, tertiary academic prep can also help during this transition. Our skilled instructors can help give you the skills you need for success. We can help with:

 

  • Supervised homework help;
  • Individualised attention in small groups;
  • Note taking;
  • Writing;
  • Test taking strategies;
  • Study skills, and
  • Organisation skills.

Contact your local learning centre to get started.

It’s Not Too Late for Summer Learning

Instruction, Learning Centers,

Still finalizing summer plans? It’s not too late to join us for a few weeks! Our intensive instruction results in extraordinary gains and can be one of of the most positive learning experiences of your child’s life.

 

If  school is not always easy for your child, you may have mixed feelings about using summertime for learning. But for many students, spending the entire summer away from academics can lead to measurable learning loss in skills like reading and math—especially troublesome for struggling students. While we all look forward to rest and relaxation, parents of struggling students have an opportunity to use summer to give their child a great next year.

 

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 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.

 

It’s Not Too Late

Parents, you are right on time.

 

When school’s out, we are busy teaching students how to learn to their potential. In just a few weeks our learning center can help make your child feel more confident and prepared for school. The right instruction, that addresses individual learning needs, can make a difference in a short period of time.

 

Please note that it’s also not too late to address any challenges you may be worried about, like scheduled family vacations, or tuition concerns. We look forward to finding solutions for a summer learning plan that works great for your family.

 

Contact your Lindamood-Bell Learning Center to get started: 800-300-1818