All posts by Amy Kessler

“How Many More Pages?” | Encouraging Your Reluctant Reader

Helpful Tips, , , ,

While you’d like your son or daughter to disappear into the land of Narnia or be swept up in a Harry Potter spell while reading, the reality may be the opposite of this for your child. In fact, they might even say they hate reading and when they finally sit down with a book, you hear cries of, “Am I done yet?” or “How many more pages?” every few minutes.

 

But where does this reluctance come from? Has your child not found the type of books they can get excited about? Are they getting frustrated because they have to sound out every word? Are they a fluent reader who struggles to comprehend what they’ve read? Understanding the root of your reader’s reluctance is the first step in trying to find the best way to help them.

 

Explore Their Interests —  via Books!

 

Thanks to inter-library loans 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, Minecraft, 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.

 

Create a Positive Reading Atmosphere

 

Establish a time for quiet reading in your household as something to look forward to and enjoy! If your reluctant reader sees you reading, he or she is less likely to see reading as a punishment 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.

 

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.

 

Eliminate the Possibility of a Reading Weakness

 

No matter how many fun and exciting books your child is exposed to, reading may continue to be a source of strife if he or she has a decoding weakness. 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.

 

Tackle Reading Comprehension Head-On

 

Being a fluent reader doesn’t guarantee strong reading comprehension. Your child may not be making a “movie in their mind” while they read, which allows comprehension to happen. Concept imagery is the ability to create an imagined gestalt — or whole — from language. Listening to audiobooks or being read to won’t necessarily make comprehension any easier for a student who has a concept imagery weakness. Learn about the imagery-language connection for reading here.

 

If you have concerns about your child’s reading or comprehension, please get in touch with your local the learning center, 800.300.1818.

Response to Intervention: Fresh Solutions for Your Biggest Challenges

For Schools, For Schools Webinar, Professional Development, RTI,

Response to Intervention (RtI) has been difficult for many school systems to implement effectively. In an ideal tiered system, general education classroom teachers present core curriculum through differentiated instruction. Reliable universal screening tools help identify students needing targeted intervention in Tier 2. Progress monitoring tools help keep Tier 2 instruction on track for success. Depending on how well individual students respond to intervention, they either move on from requiring help, or their needs are addressed in a more intensive Tier 3 setting. Students in Tier 3 are to receive intensive intervention using evidence-based methods. When a plan is effective, students can learn to their potential.

 

While the promise of RtI is compelling, student success does not always follow. The numbers of students who struggle with learning, and are identified for Special Education services, continues to rise.  At some schools, the primary goal of RtI–giving students what they need to be successful in the classroom–may seem out-of-reach. Instead, the system of “shuffling kids around” can become the face of RtI, causing frustration for everyone involved–teachers, interventionists, students and their parents.  Our experience working in schools throughout the US has given us insight to the formidable challenges faced by schools in their pursuit of strong RtI practices.

 

Challenge: Instructional Planning for Tier 2 Instruction

Tier 2 is often characterized as an opportunity to re-teach core curriculum. This may not be helpful in the long run for students who have weak language and literacy skills. And when there is specific programming, many schools choose a Tier 2 intervention that will address the learning issues that most students students face, by grade level. For example, Tier 2 interventions in primary grades are often reading (decoding) remediations. The flaw in this protocol is that students may be struggling in the classroom for different reasons. While some students may, in fact, benefit from decoding help, others may be struggling because of a comprehension weakness that will not improve, no matter how much extra help a student may be receiving. In many cases, Tier 2 is skipped altogether, with only core instruction and Special Education remaining as the “tiers.”

 

Challenge: Instructional Decision-Making Criteria

Students in Tiers 2 and 3 can spend years receiving services and still struggle in school. Too often, initial assessments are just general tools used for placement in a general, traditional remediation program for “reading” or “language.” A strong assessment plan helps educators identify the weaknesses that are making school hard for a student, and help prescribe instruction that strengthens those areas.

 

Reading is an integration of processing skills: phonological processing, word attack, orthographic processing, word recognition, contextual fluency, oral vocabulary, and comprehension. The primary cause of a weakness in language and literacy skills is a weakness in one or more of the following:

 

✓ Phoneme awareness – The ability to auditorily perceive sounds within words.

✓ Symbol imagery – The ability to create mental imagery for sounds and letters within words.

✓ Concept imagery – The ability to create mental representations for the whole; the dynamic imagery of actions, scenes, movement, etc.

 

The right assessment battery can identify the areas of weakness and help determine what exactly to do for instruction. The right instruction can bring these abilities to consciousness and change an individual’s ability to read and comprehend.

 

More Challenges:  

    • Not enough instruction time – While often chalked up to lack of staffing, insufficient Tier 2 and 3 intervention hours can also be the result of unclear instructional goals.
  • Tier 3 may be an “intensive” placement but not meet the criteria for  intensive instruction (daily, small group instruction addressing skill goals to get the student back into Tier 2)
    • Instructional goals in Tiers 2 and 3 are not consistent with the Tier 1 – For example, it might be unclear if a student’s goal is about reading accuracy or comprehension and what success looks like.
  • Classroom teachers could benefit from specific professional development in how to differentiate instruction and practice progress monitoring techniques in Tier 1. Administrators often assume their teachers can do this naturally, with any curriculum and combination of students.

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

 

Schools partner with us for our expertise in aligning assessments with instruction for students in all Tiers of instruction. Our programs address the skills needed for students to access any core curriculum. While district needs vary, we help apply our best practices to your biggest RtI challenges.

 

RtI Plan featuring Lindamood-Bell© Programs

 

For information on how to address core standards learning for all students, watch our recent webinar, Beyond Expectations: Language Comprehension and Thinking for State Standards Curriculum. Explore our professional development workshops and contact us with any questions or to discuss how your school can get started: 800-233-1819.

 

 

 

What May be Missing When Your Reader Struggles

Decoding, Instruction,

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

 

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

 

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

 

What is the missing connection for these students?

 

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

 

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

 

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

 

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

 

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

 

If you have concerns about your child’s reading, get in touch with our learning center to get started: 800-300-1818.

{INFOGRAPHIC} Here I Come, Kindergarten! Start with the Magic of Learning

Kindergarten, , ,

If your child is starting kindergarten this year, you know his teacher will have a long list of goals to accomplish before the end of the school year. To some degree, your child will definitely be working on:

 

  • Letter names and sounds
  • Sounding out for reading and writing
  • Sight word recognition and spelling
  • Printing letters and numbers
  • Understanding stories
  • Listening comprehension
  • Oral and written communication
  • Counting and understanding numbers
  • Addition and subtraction

Whether you are hoping to support your child’s learning at home, or are preparing your preschooler for next year, now is the time to familiarise your child with the activities they will be exposed to—so they can feel great about the new year. “Where to start?” may be on your mind.

 

You may already be following the common advice to “read with your child 20 minutes per day.” However, for parents of young learners, this advice can be somewhat confusing, considering all the new things your child is just learning how to do.

 

If you are like most parents, you wonder:

 

“What if my child can’t read yet? Does it “count” if I do the reading? What kind of books should we read? How do I know if my child is “getting it?” And, what about maths?”

 

We answer these questions and more in our FREE Parent Guide:

 

DOWNLOAD: The 3 Best Activities for Boosting Kindergarten Learning

 

We break down the major goals of kindergarten into three categories: reading, comprehension, and maths, and provide you with an activity to support each of them. A few adjustments to the daily reading you already do, such as asking your child about the letters in words and pictures in a story, can have a huge impact on school confidence!

 

Need more support for your child? Our learning centres provide Kindergarten Boost Instruction. Students can spend a few weeks working on the basics in order to make the school year easier. We work to strengthen the imagery-language connection as a foundation for reading, spelling, comprehension, and maths. We want to help create the Magic of Learning right from the start of your child’s academic career! Learn More.

The Imagery-Language Connection for Vocabulary Skills

For Schools, For Schools Webinar, Professional Development, , , ,

Today’s standards-based English Language Arts curricula have put a new spotlight on reading comprehension and vocabulary.  To function in the classroom and do well on assessments, students are expected to have strong “everyday” language skills in addition to acquiring academic words—this is key for college and career readiness. At the same time, US schools are educating increasing numbers of students with diverse needs, including English Language learners. Explicit teaching of vocabulary has become a critical part of preparing students for the 21st century.

 

Now, more than ever, educators are challenged to teach for understanding of new terms, rather than using memorization techniques of the past. To do well, students will need to be fluent with sophisticated words like commit or traverse as well as a subject matter term like photosynthesis. While states and districts may outline clear vocabulary goals for their students by grade level, the method for teaching vocabulary skills is not always clear, even for students receiving intervention.

 

Teaching methods do typically fall into one of the following categories: 1) close reading/text analysis, 2) students demonstrate understanding through using words in context, and, 3) practice.  However, high expectations and the opportunity to practice are not always enough. Students who have weak vocabulary skills will struggle with typical classroom practice. What’s more, teachers may find these activities do little to actually improve outcomes for their most challenged students.  

 

It is not surprising, then, that students who struggle most with vocabulary are placed in Tier 3 intervention or are referred for special education services. It can often be difficult for schools to discern if a student is struggling because of a learning difficulty or due to an isolated vocabulary weakness.

 

A Missing Connection

To thrive in today’s English Language Arts classroom, students need rapid recall of words they know and the ability to capture, learn and remember new terms. Activities like close reading and practice are, in fact, after-the-fact techniques that aim to draw student attention to unfamiliar vocabulary but may not address why a student could not understand a new word in the first place.

 

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 with weak vocabulary 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.

 

Teachers can develop their students’ vocabulary and comprehension by using language that connects to imagery. Teachers can use language that stimulates imagery when lessons include new, essential vocabulary. For example, during a lesson on photosynthesis, asking questions like, “What are you picturing for what the sunlight is doing?” and, “What do you see happening?”  During practice time, teachers can use language that prompts students to draw on images. Instead of, “Do you remember the steps of photosynthesis?” teachers can ask, “What are you picturing for photosynthesis?” and “What do you see happening next?”

 

Teachers using the Visualizing and Verbalizing program for Language Comprehension and Thinking can make a difference for students by changing their ability to process new words. Instructors can use this technique to scaffold skills as part of a Tier 2 program, as part of a Tier 3 intervention, or, starting in primary Tier 1 classrooms—giving students a solid foundation for years to come. Teachers can help their students develop the ability to:

 

  • Image the meaning of a word
  • Store imaged word meanings
  • Rapidly access and retrieve word meanings

Schools partner with Lindamood-Bell for professional development workshops and RtI plans that make a difference for students, including SPED and EL learners.

 

Visualizing and Verbalizing develops the underlying skills necessary for standards-based learning across the curriculum:

 

  • Oral Language Development
  • Acquiring Academic Vocabulary
  • Reading Comprehension
  • Critical Thinking

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

 

For information on how to address core standards learning for all students, watch our recent webinar, Beyond Expectations: Language Comprehension and Thinking for State Standards Curriculum.

[In the News]Cañon City School District: More students measuring up in reading

* News, For Schools, Professional Development

Cañon City School District students participate in literacy instruction in August.

(Photo: Sara Knuth / Daily Record)

Cañon City School District is using a Colorado Department of Education grant to change outcomes for their struggling readers. The Cañon City Daily Record has been following the progress of teachers and students alike and has exciting news to report. Go to story.

Lindamood-Bell can be a key factor in making RtI work for schools. Explore our workshops and contact us with any questions or to discuss how your school can get started: 800-233-1819.

Does My Child Need a Learning Check-Up?

Learning Centers

As parents, we are all familiar with the yearly well-visit to the pediatrician’s office. The hearing and vision screenings, in particular, can offer insight about a child’s struggles in school. Catching an issue early can stop problems before they start. For many students, a learning check-up can be equally essential. Identifying and addressing an underlying weakness in reading or comprehension, preventively, can make all the difference for a child’s successful school year.

 

Waiting for the Report Card

It’s common for families to think of report cards and state test scores as a learning check-up. Unfortunately, these assessments are essentially the opposite—they only reflect your child’s performance, not their learning ability. Test scores don’t tell you why your child is struggling.

 

Grades, while important, don’t help change learning for a child. Even when they prompt positive action, like getting a tutor for a tough subject, grades may not give parents the big picture. If a student has a real weakness that is making school hard, the gap between performance and expectations may continue to grow as the school years march on.

 

Low grades in the areas of language arts and spelling may be a sign of an underlying weakness in language processing skills. A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualizing 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:

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

Poor performance in science, history/social studies, math, writing, and homework, may reveal 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 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

Underlying language and literacy skills must be intact for students to tackle school subjects.

 

“We already know the diagnosis. . .”

Perhaps you have done testing with a professional diagnostician or learning center in the past. That information can be invaluable for composing a comprehensive plan for your child. Even so, because scores on many assessments are calculated by age, it is important to regularly check up on your child’s abilities; monitor that they are making adequate progress in their current academic placement.  It is especially important to keep track that skills are catching up.  If, for example, a student scored one year behind peers on a test of reading last year, and is now a year and a half behind—the deficit is growing. It is our belief that all students can learn how to read and comprehend to their potential. Students should not be falling further and further behind.

 

Specifically, it is important to note progress toward independent reading. Extra help typically focuses on phonics, or sounding out words, and spelling patterns. While these activities have value, students can continue to exhibit slow, labored decoding, word substitutions (e.g. ‘production’ for ‘perfection’), and weak sight word recognition. Learning check-ups can keep instruction on track; reading needs to be fluent enough to support comprehension.

 

A Check-Up Like No Other

We hope you add a learning check-up to your child’s annual routine. Identifying strengths and weaknesses is the first step toward helping your child have a successful school year.

 

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

The Lindamood-Bell Learning Evaluation includes:

  • Assessment of reading, comprehension and math
  • Identification of strengths and weaknesses  
  • Consultation to review results 
  • An individualized plan to change learning

Our learning centers help students of all ages learn to read, comprehend and do math to their potential. Get in touch: 800-233-1819.

Get Help: Afterschool Learning to the Rescue!

Australia, Instruction, , ,

If your family is like most, you’ve enjoyed the summer break—and may not exactly be looking forward to the school year’s relentless schedule of project deadlines, events, and class obligations. And if last year ended on a sour note—either because your child has a learning difficulty or because getting through homework was just rough—you may be looking towards the new school year, and the increasingly challenging curriculum, with actual dread.

 

As you prepare for the new year, consider after school help to address the issues that are making school hard for your child. Though every student is unique, extra learning after school can make the year easier.

 

Stop the Homework Battles

Do you find yourself in full-on homework battles most nights of the week? It’s no surprise that most children and teens will dig in their heels when it comes to doing schoolwork. Can you blame them? It’s always tough to get started on something we don’t particularly enjoy. Most would prefer to be playing video games, chatting and texting with friends, riding their bikes, watching television—just about anything other than homework—especially after the school day.

 

To avoid the battles, parents should: 1) establish a daily homework routine  2) implement and monitor an organisation system for assignments and projects 3) provide a distraction-free homework zone, and, 4) be available during homework time for questions and monitoring progress. Most kids benefit from structured homework time with parents, and having clear expectations can eliminate a lot of conflict.

 

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

 

Homework Matters at Lindamood-Bell

 

Homework Matters is supervised homework help, 1-4 afternoons per week.

 

We create an environment that motivates and focuses students on getting their homework done. Our skilled instructors take the struggle out of homework for families by helping students get their work done. We can answer your child’s questions and assist when necessary.

 

Improve Skills

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

 

Sensory-Cognitive Instruction at Lindamood-Bell

 

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. Sensory-Cognitive instruction is available at the learning centre or online.

 

Build Confidence

Students who attend our learning centres may benefit from a bridge between their new skills and their school work. For example, a student who received comprehension instruction may have made great progress, but could use help applying his new skills to a book report assignment.

 

Application to Content at Lindamood-Bell

 

Students who have completed sensory-cognitive instruction at Lindamood-Bell can get help applying their new skills to school.

 

Call us to chat about how you can use after school to make an impact on your child’s learning!

 

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

Imagine Better Homework – A Parent Workshop

Events, , ,

If your child has a learning or attention issue, it can be tough to maintain good homework habits. Resolving to “establish a daily routine,” for example, may not affect why it is difficult for a student to complete homework in the first place. They may be missing a crucial step that good students are doing naturally.

 

Students of all ages should be creating mental images as they read a book, or listen to a teacher describe that night’s homework. They should be visualizing as they write something down in their planner, or as they compose a paragraph.

 

Join us for a free 90 minute workshop. Parents will learn how to establish the imagery-language connection for homework.

 

Topics will include:

 

■ How to help your child understand and record assignments

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

■ Using the imagery-language connection for remembering facts for tests

■ Tips for managing homework when decoding is an issue

■ The imagery-language connection for writing

 

Attendees will receive a free Homework Survival Kit, filled with supplies to help get you set up for success. We look forward to helping your family Imagine Better Homework.

 

 

***To reserve your spot, click on your nearest location to go to RSVP page***

 

ALABAMA

Birmingham, AL – 2/9/2017 @ 6:00 p.m.

Mobile – 2/7/2017 @ 4:30 p.m.

 

ARIZONA

Scottsdale – 2/8/2017 @ 1:30 p.m.

 

CALIFORNIA

Berkeley – 2/8/2017 @ 6:00 p.m.

Los Gatos – 2/9/2017 @ 6:30 p.m.

Manhattan Beach – 2/9/2017 @ 4:00 p.m.

Marin – 2/8/2017 @ 12:00 p.m. & 5:00 p.m.

Menlo Park – 2/8/2017 @ 10:00 a.m.

Newport Beach – 2/7/2017 @ 4:30 p.m.

Pacific Palisades – 2/11/2017 @ 9:00 a.m.

Palos Verdes – 2/9/2017 @ 4:00 p.m.

Pasadena – 2/9/2017 @ 6:30 p.m.

Rancho Cucamonga – 2/11/2017 @ 10:00 a.m.

Sacramento – 2/11/2017 @ 10:00 a.m.

San Diego – 2/8/2017 @ 12:00 p.m.

San Francisco – 2/8/2017 @ 5:00 p.m.

San Luis Obispo – 2/7/2017 @ 5:30 p.m.

Santa Barbara – 2/10/2017 @ 9:00 a.m.

Walnut Creek – 2/8/2017 @ 4:00 p.m.

Westlake Village – 2/8/2017 @ 5:00 p.m.

Westwood – 2/9/2017 @ 6:00 p.m.

 

COLORADO

Denver – 2/7/2017 @ 4:30 p.m.

 

CONNECTICUT

Darien – 2/9/2017 @ 10:00 a.m. & 4:00 p.m.

 

DISTRICT OF COLUMBIA

Washington, DC – 2/7/2017 @ 4:00 p.m.

 

FLORIDA

Jacksonville – 2/9/2017 @ 6:00 p.m.

Miami – 2/7/2017 @ 6:00 p.m.

Palm Beach County – 2/9/2017 @ 6:00 p.m.

Tampa – 2/8/2017 @ 3:00 p.m.

Weston – 2/7/2017 @ 4:30 p.m.

 

GEORGIA

Athens – 2/7/2017 @ 5:30 p.m.

Atlanta – 2/10/2017 @ 12:30 p.m.

Johns Creek – 2/8/2017 @ 2:00 p.m.

 

ILLINOIS

Oak Park – 2/8/2017 @ 6:00 p.m.

Deerfield – 2/7/2017 @ 5:00 p.m.

Naperville – 2/8/2017 @ 6:30 p.m.

 

INDIANA

Carmel/Indianapolis – 2/10/2017 @ 12:00 p.m.

 

MARYLAND

Baltimore Area – 2/6/2017 @ 4:00 p.m.

 

MASSACHUSETTS

Arlington – 2/8/2017 @ 5:00 p.m.

Newton – 2/6/2017 @ 5:30 p.m.

South Shore – 2/7/2017 @ 4:30 p.m.

 

MICHIGAN

Ann Arbor – 2/8/2017 @ 1:00 p.m. & 5:00 p.m.

Birmingham, MI – 2/10/2017 @ 2:00 p.m.

 

MINNESOTA

Twin Cities – 2/9/2017 @ 5:30 p.m.

 

MISSOURI

St. Louis – 2/7/2017 @ 6:00 p.m.

 

NEVADA

Las Vegas – 2/9/2017 @ 4:00 p.m.

 

NEW JERSEY

Morristown – 2/9/2017 @ 6:00 p.m.

 

NEW YORK

Long Island – 2/8/2017 @ 10:00 a.m.

New York – 2/9/2017 @ 11:00 a.m.

Scarsdale – 2/8/2017 @ 5:30 p.m.

 

NORTH CAROLINA

Charlotte – 2/9/2017 @ 6:00 p.m.

 

OREGON

Portland – 2/8/2017 @ 12:00 p.m. & 5:00 p.m.

 

PENNSYLVANIA

Philadelphia – 2/8/2017 @ 10:00 a.m.

 

TENNESSEE

Memphis – 2/7/2017 @ 5:30 p.m.

 

TEXAS

Austin – 2/9/2017 @ 7:00 p.m.

Dallas – 2/8/2017 @ 4:00 p.m.

Houston – 2/8/2017 @ 4:00 p.m.

 

VIRGINIA

Fairfax – 2/7/2017 @ 6:00 p.m.

 

WASHINGTON

Bellevue – 2/7/2017 @ 6:00 p.m.

 

UNITED KINGDOM

London – 16/2/2017 @ 9:30 a.m.

 

CANADA

Toronto – 2/9/2017 @ 4:00 p.m.

 

***To RSVP, click on your nearest location (above) to go to the RSVP page****

New Help for Homeschool Families

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 center and for busy families with challenging schedules.

 

What is Online Instruction?

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

It takes place via video conference meetings hosted by Lindamood-Bell. We connect with you from a Lindamood-Bell Learning Center 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 center 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 math. 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 visualize letters in words.

A learning weakness is not only frustrating for a student, but prevent them from accessing school curriculum. We start by identifying strengths and weaknesses that may be affecting performance in reading, comprehension, and math—and we make recommendations for individualized instruction plans that create learning gains. One-to-one instruction is available at the learning center or online.

 

Lindamood-Bell Academy | K-12 Curriculum

Our unique private school features individualized instruction at our learning centers and/or online. Lindamood-Bell Academy is uniquely suited to meet the learning needs of many students. We attract students of all levels, including gifted students and those who thrive in a non-traditional setting.

We combine Lindamood-Bell expertise with a full curriculum. The learning needs of each child are addressed so they are ready to learn. And they do.

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: 800-300-1818.