All posts by Amy Kessler

Turn Summer Learning Loss into Learning Gain!

Helpful Tips, Learning Centers, , ,

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. We’ve gathered a few ideas to help your family balance rest and learning all summer.

 

Keep up the momentum

Keep reading skills fresh by scheduling dedicated reading time every day. Putting library visits and/or bookstore shopping on your family’s summer calendar can help. 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?”

 

Explore interests

Summer is a great time for children and teens to explore their personal interests. For example, an animal enthusiast can visit the zoo or volunteer at the local animal shelter. Use their special interest to choose summer reading titles.

 

Get active together (and get talking!)

We all know it’s important to make sure kids stay active all summer long. Join in on the fun of a hike or bike ride and use the opportunity to engage in conversation about the news of the day, funny family stories, and the books you’ve been reading.

 

During discussions with your child, ask questions that make her visualize—the key to good comprehension skills.  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.

 

Maintain limits

Screen time, including TV, can prevent kids from being mentally and physically active.  For this reason, it’s a good idea to set time limits on screen time just as you would during the school year, allowing for ample time outside, interacting face-to-face, with family and friends.

 

While TV and gaming can have some value, these activities offer little opportunity for students to visualize language—a key component for comprehension. Reading books, and listening to audiobooks, are much better alternatives to keep your child’s mind active.

 

Turn Summer Learning Loss into Learning Gain!

Students 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 of 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.

 

Make an impact this summer!  It’s a great time to get ahead for next school year.  Get started today by contacting us to discuss how we can help make this summer everything your family has been waiting for! 800-300-1818

How to Have a Great Parent-Teacher Conference

Australia, Helpful Tips, ,

Kindergarten through high school, effective communication with your child’s teachers can contribute to school success. A shared view of your child’s strengths and challenges, goals for progress, and a workable plan, can pave the way for a great school year.

 

Yet, the anticipation of a parent-teacher conference can make some parents apprehensive. We have found that working out a plan for important school meetings can allay your worries and make the conference more productive. The parent-teacher conference can be a touchstone for a great year of communication—and learning.

 

Great Topics

 

Your child’s teacher will have an agenda for the meeting, but will typically set aside time for your questions and concerns. Before the meeting, identify topics you’d like to discuss. Not sure where to start? Ask your child what subjects or tasks are easiest and hardest, what activities they look forward to, and what about the school day they do not enjoy. You may learn a lot!

 

Consider, too,  what you have observed during homework. For example, if word problems are a struggle during maths homework—plan to mention this.

 

Also, it may be the right time to review the teacher’s information packet or website from back-to-school night. Specifically, the information about curriculum and academic goals might spur questions about your child’s progress. For example, if the teacher emphasised the writing process for the semester, and you are wondering how well your child is progressing—ask about it.

 

While it’s the teacher’s role to report on student progress, your topics will help the teacher better understand your child, and can lead to better communication throughout the year.

 

Great Questions

 

To learn the most you can from the meeting, compose specific questions ahead of time. Include questions about your child’s learning as applied to this year’s curriculum, especially concerning known weaknesses. For example, if your child has had difficulty with language comprehension in the past, you might inquire about their participation during class discussions about literature, or how well they are following instructions during science lab.

 

For many, the parent-teacher conference can be a timely opportunity to review homework expectations, including what your role should be in homework. Parents of primary school students may want to ask: How much time does the teacher expect students to be spending nightly? Are parents expected to help? What about spelling correction? Would the teacher like feedback when an assignment took a lot of discussion to get going or if it kept them up late?

 

Great Plans

 

Make plans to address critical areas of concern that come out of the meeting. Jot down the actions that will be taken to address them, and by whom. Set a date for following up to check in on how the plan is working. Examples:

 

  •  “Ben(with Dad): Study for Friday spelling test 10 minutes every night. Not just night before!”
  •  “Mrs. Gray(Science Lab): Check in on Joseph when the class gets to work on experiments, see if he has questions.”
  •  “Parents: Look into after school help for maths homework.”

 

As appropriate, let your child know what was discussed in the meeting. Strengths, talents and favourite activities should be celebrated. And, discuss the plan for helping with the parts of school that aren’t great yet.

 

A Great Partner

 

Sometimes school challenges are a result of something else, and a typical plan, like “studying more consistently,” may not make enough of a difference. Your child’s teacher may suggest that you seek out some help. Or, as a parent, you may suspect your child is missing a piece that could make learning easier.

 

For example, a student struggling in language arts may have an underlying weakness in her language processing skills that is slowing reading down and is making every task more difficult. Students who are slowly sounding out words, rather than quickly recognising them, have difficulty in visualising letters in words. This is called weak symbol imagery—the ability to create mental imagery for sounds and letters within words. A significant number of students have difficulty with rapidly perceiving sounds in words and are slow to self-correct their reading errors. This causes weakness in:

 

  •  Memorising sight words
  •  Sounding out words
  •  Orthographic awareness
  •  Phonemic awareness
  •  Contextual reading fluency
  •  Orthographic spelling

 

Another student might read fluently but have difficulty with understanding text. This student may have weak concept imagery—the ability to create an imagined or imaged gestalt (whole) from language. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. Weak concept imagery causes weakness in:

 

  •  Reading comprehension
  •  Listening comprehension
  •  Critical thinking and problem solving
  •  Following directions
  •  Memory
  •  Oral language expression
  •  Written language expression

 

These underlying abilities must be intact to access curriculum. While some students get help outside of school due to a diagnosed learning difficulty, many just need school to be easier.

 

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. During a consultation, we discuss an individualised learning plan to help improve grades and make learning easier. We offer several options for instruction:

 

  •  Intensive One-to-One Instruction
  •  Paired Instruction
  •  Online Instruction
  •  Enrichment Instruction
  •  Homework Matters
  •  After School Instruction
  •  Lindamood-Bell Academy

 

To learn more about instruction options for your child, please contact one of our learning centres at: Melbourne (03) 9815 2949; Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

4 Signs Your Child Needs Reading Help

Learning Centers, Reading, ,

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

 

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

 

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

 

1. Sounding out words is difficult

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

 

2. Difficulty learning and retaining sight words

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

 

3. Slow and laborious passage reading

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

 

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

 

4. Poor spelling

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

 

Reading Help at Lindamood-Bell

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

 

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

 

Contact us to discuss your child’s reading and for information about our Learning Ability Evaluation, the first step in teaching students to read to their potential: 800-300-1818.

Get the Most Out of Your Child’s Progress Report: Tips

Australia, Helpful Tips, , , ,

The end of the marking period is a time for parents to assess their child’s progress—to make sure they’re on track, improving in subjects, or to see if they need help. This is the time to note any areas of difficulty. It’s important to look carefully at each area of your child’s progress report—how are her maths skills progressing? What about language arts—is decoding the material difficult for her or is she unable to correctly answer questions about what she’s read? Is science giving her trouble? Do you see areas that could be stronger? Is it possible she’s struggling due to an underlying weakness you’re unaware of?

 

Meet With Your Child’s Teacher

It’s important for parents to have answers to these questions in order for your student to be successful in the classroom. Talk to your child’s teacher to get feedback about her performance in the classroom. What kind of resources are available? What can you be doing at home to help?  Poor grades on your child’s progress report are a red flag signalling that actions need to be taken now to get back on track.

 

Red Flags

First things first. What might be causing the difficulties in her studies? You need to determine what’s causing the weakness in order for her to reach her potential.  If her progress report shows poor performance in the areas of language arts and spelling, she may be suffering from an underlying weakness in her language processing skills. A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualising letters in words. This is called weak symbol imagery—the ability to create mental imagery for sounds and letters within words. A significant number of students have difficulty with rapidly perceiving sounds in words and are slow to self-correct their reading errors. This causes weakness in:

 

  •  Memorising sight words
  •  Sounding out words
  •  Orthographic awareness
  •  Phonemic awareness
  •  Contextual reading fluency
  •  Orthographic spelling

 

If her progress report shows poor performance in science, history/social studies, maths, writing, and homework, she may have weak concept imagery—the ability to create an imagined or imaged gestalt (whole) from language. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. It’s important to note, weak decoding skills can also affect her grades in subjects that require a lot of reading. Weak concept imagery causes weakness in:

 

  •  Reading comprehension
  •  Listening comprehension
  •  Critical thinking and problem solving
  •  Following directions
  •  Memory
  •  Oral language expression
  •  Written language expression

 

These underlying sensory-cognitive functions must be intact in order for your child to achieve academic success. If not, there will be a breakdown in her reading and language comprehension skills, resulting in frustration, stress, and poor grades on her progress report.

 

Get Help Now

Don’t wait! Get extra help and get her on track before the next progress report arrives. 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. During the consultation, we will discuss an individualised learning plan to help improve her grades and make learning easier. We offer several options for instruction:

 

  •  Intensive one-to-one instruction
  •  Paired instruction
  •  Online instruction
  •  Enrichment Instruction
  •  Homework Matters
  •  After School Instruction
  •  Lindamood-Bell Academy

 

To find out more about what might be causing poor grades on your child’s progress report, and to learn more about instruction options for your child, please contact one of our learning centres at: Melbourne (03) 9815 2949; Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119. We look forward to hearing from you.

What You Can Do When Your Student Doesn’t “Get It”

Comprehension,

Teachers know there is a long list of reasons to make reading a lifelong habit: the cognitive workout we get when we read and the exposure to new ideas are arguably top reasons to be a regular reader. So, when a student (who otherwise has adequate decoding skills) is unenthusiastic about books, regardless of the topic, it is certainly reason for concern.

 

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, they must be able to accurately decode every word on the page and also know what the words mean.

 

Unfortunately, many students who are able to decode well and understand words continue to demonstrate weak comprehension skills. This is the student in your class who reads but never appears to “get it.” Words seem to go in one ear and out the other. This is a student who may also demonstrate weak memory when following directions or has a hard time understanding conversations.  They may appear to not even try to listen.

 

These students may only be getting parts of the information they read or hear, but not the whole.

 

They can be helped.

 

What is missing 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.”

 

Nanci Bell, author of the Visualizing and Verbalizing® for Language Comprehension and Thinking program, first became aware of the connection that underlies comprehension while she was teaching phoneme awareness to 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 believed difficulty with reading comprehension was caused by weak decoding and weak oral vocabulary skills.

 

In the following excerpt from Visualizing and Verbalizing for Language Comprehension and Thinking, 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)

 

………………………………………………….

 

If you have students who are demonstrating weak reading or language comprehension skills, you can learn the steps of the Visualizing and Verbalizing for Language Comprehension and Thinking program by attending one of our workshops for teachers: Schedule and Locations

 

If you need further information or have questions, please contact us at:

 

Melbourne: (03) 9815 2949

Sydney Chatswood: (02) 9410 1006

Sydney Double Bay: (02) 9328 7119

Imagery-Language Connection for Writing Tips

Australia, Comprehension, 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 ‘president’?”

 

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:  Melbourne (03) 9815 2949; Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

 

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

Tips for a Great New School Year: Work with Your Child’s Teacher

Australia, Helpful Tips,

Between the stacks of sheets to sign and return and the back-to-school night presentations, all the new school year information can become overwhelming. But get beyond the dress codes, hot lunch orders, and school supply lists and you can find valuable information about how to forge a great working relationship with your child’s teacher—open lines of communication can have a positive impact on your child’s school year.  

 

Preferred Method of Communication

Communication between the teacher, student, and parent is essential for success. An important detail to know is how your child’s teacher prefers to communicate—email, phone, notes, or text—or all of the above? Questions will invariably arise regarding an assignment or an issue in the classroom and it’s necessary to know how to reach the teacher and vice versa.

 

Classroom Volunteer Opportunities

Your child’s teacher most likely has several opportunities for parent volunteer hours. These may include helping with in-class assignments or special occasions. When during school hours helping is not possible, ask for tasks you can help with after hours, such as grading papers, ordering books, or helping set up the class website. If your schedule allows, take advantage of these opportunities—they give you a first-hand perspective of the the classroom beyond your child’s experience. Donating time to the classroom communicates to the teacher, and your child, how much you value their work.

 

Homework Expectations

Review the Back-to-School night paperwork for important information about the teacher’s plan for homework. Become familiar with the system for homework assignments. Know where homework assignments can be found and how often new assignments will be given. For example, some teachers send home a packet on Monday with a Friday deadline. Find out how much time the teacher expects your child to spend on homework each night. Preparing your family schedule for nightly or weekly assignments can make a big difference.

 

If it is not included in the information, find out what the teacher expects your role to be in homework. Are you expected to correct your child’s work? What about spelling? Would the teacher like feedback when an assignment took a lot of discussion to get going?

 

When you are on the same page as the teacher, you are better prepared to help your child with homework. And when you do help, try using language that encourages them to visualise. Starting with the assignment itself—ask them if they have a clear picture of what is due when. What does that look like? Do they have an image for what the task is? And when your child is reading about a new topic, ask questions that stimulate imagery like, “what does that word make you picture?”

 

The imagery-language connection is necessary for understanding and following directions, both key elements for success in the classroom.

 

Instruction Goals

Learn the teacher’s instructional goals for your child’s class this year. If possible, find out the general content and skill expectations for reading, comprehension, writing, and maths. For example, in maths, find out if your child will be just learning the concept of multiplication or if they will be responsible for knowing maths facts.

 

Knowing this information is helpful in order to gauge your child’s progress throughout the year. If she starts to struggle, you will know early enough to get in communication with the teacher and prevent her from falling behind.

 

Keep Asking Questions

Your good example of communicating clearly and often with your child’s teacher can rub off on your child, too. Successful students ask questions if they aren’t sure what they are supposed to do or what is expected of them. Remind your child that it is always okay to clarify directions or check for understanding with their teacher. It’s better to ask a question and fully understand than it is to guess and complete work incorrectly.

 

However, if you notice your child continues to struggle with understanding even after talking with his teacher, there could be a comprehension weakness interfering with his understanding.

 

We hope these back-to-school tips help your child have a great year. However, if you notice your child struggling while working on homework or following assignment directions, contact your local learning centre about how we can help.

Imagine Better Learning Skills: Enrol for April Holidays

Australia, Instruction,

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

 

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

 

Students who are currently struggling with reading, comprehension or maths can use their April School Holidays to jump-start a new or ongoing intensive instruction plan. Term break is an opportunity to develop skills that will make school easier.

 

Ways We Can Help

Academic Prep at Lindamood-Bell

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

 

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

Sensory-Cognitive Instruction at Lindamood-Bell

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

 

Our unique imagery-language instruction can make a difference. Students can make years of progress in just a few weeks, and continue during the school year—either online or at the learning centre.

 

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

Getting Started

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

 

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

 

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

 

Imagine Learning with Us

In just a few weeks our learning centre can help make your child feel more confident and prepared for school. Contact us to get started.

 

Melbourne: (03) 9815 2949

Sydney Chatswood: (02) 9410 1006

Sydney Double Bay: (02) 9328 7119