All posts by Amy Kessler

You’re Invited to an Open House for Learning

Events,
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This event has ended. For further information or questions regarding our instruction, please contact your local Learning Center or call us at 800.300.1818.

 

Come to Our All-Day Open House!

 

Pop in for a few minutes or as long as you’d like. We’d love to show you how we have been creating the Magic of Learning for 30 years!

 

In 1986, Pat Lindamood and Nanci Bell acted on their vision to help each individual learn to his or her potential.

 

To date, we have taught over 35,000 individuals of all ages and backgrounds. 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.

 

Other students seek our help to enhance their skills or to just make learning easier—and we do. Our imagery-language instruction enables our students to achieve years of gain in reading or comprehension after only a few weeks of instruction.

 

We believe in the potential of your child—and you can believe in us.

 

 

Get a Handle on Homework – A Parent Workshop

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Make a fresh start now!

 

Our instruction team will show you how to use the imagery-language connection to help your family with assignments and studying.

 

Topics will include: simplified organization and planning techniques, how to create the home learning environment, effective motivation techniques and incentives, and application of our unique programs to your child’s homework.

See below for a list of locations, dates, and times.

ALABAMA

Birmingham, AL – 2/2/16 @ 6:00 p.m.

Mobile – 2/4/2016 @ 5:30 p.m.

 

ARIZONA

Scottsdale – 2/3/2016 @ 9:00 a.m.

 

CALIFORNIA

Berkeley – 2/3/2016 @ 4:30 p.m.

Los Gatos – 2/3/16 @ 12:00 p.m.

Manhattan Beach – 2/2/2016 @ 11:00 a.m.

Marin – 2/4/2016 @ 5:15 p.m.

Menlo Park – 2/2/2016 @ 11:00 a.m.

Newport Beach – 2/5/16 @ 12:00 p.m.

Pacific Palisades – 2/2/2016 @ 3:00 p.m.

Palos Verdes – 2/2/16 @ 4:00 p.m.

Pasadena – 2/3/2016 @ 6:00 p.m.

Rancho Cucamonga – 2/4/2016 @ 6:00 p.m.

Sacramento – 2/6/16 @ 9:30 a.m.

San Diego – 2/4/2016 @ 10:00 a.m.

San Francisco – 2/2/16 @ 5:15 p.m.

San Luis Obispo – 2/3/2016 @ 5:30 p.m.

Santa Barbara – 2/2/2016 @ 5:30 p.m.

Walnut Creek – 2/3/2016 @ 9:00 a.m. and 5:00 p.m.

Westlake Village – 2/3/2016 @ 9:00 a.m.

Westwood – 2/3/16 @ 4:00 p.m. AND 2/5/2016 @ 9:00 a.m.

 

COLORADO

Denver – 2/4/2016 @ 4:30 p.m.

 

CONNECTICUT

Darien – 2/4/2016 @ 4:00 p.m.

 

DISTRICT OF COLUMBIA

Washington, DC – 2/3/2016 @ 4:00 p.m.

 

FLORIDA

Jacksonville – 2/3/2016 @ 6:30 p.m.

Miami – 2/3/2016 @ 6:30 p.m.

Palm Beach County – 2/4/2016 @ 4:00 p.m.

Tampa – 2/6/16 @ 10:00 a.m.

Weston – 2/3/2016 @ 3:00 p.m.

 

GEORGIA

Athens – 2/2/16 @ 4:00 p.m.

Atlanta – 2/2/16 @ 6:00 p.m.

Johns Creek – 2/5/2016 @ 12:00 p.m.

 

ILLINOIS

Oak Park – 2/4/2016 @ 3:00 p.m.

Deerfield – 2/4/16 @ 5:30 p.m.

Naperville – 2/3/2016 @ 6:00 p.m.

 

INDIANA

Carmel/Indianapolis – 2/2/16 @ 3:30 p.m.

 

MARYLAND

Baltimore Area – 2/9/16 @ 4:00 p.m.

 

MASSACHUSETTS

Arlington – 2/5/16 @ 9:30 a.m.

South Shore – 2/3/2016 @ 9:30 a.m.

 

MICHIGAN

Ann Arbor – 2/3/2016 @ 3:30 p.m.

Birmingham, MI – 2/3/16 @ 3:30 p.m.

 

MINNESOTA

Twin Cities – 2/6/2016 @ 10:00 a.m.

 

MISSOURI

St. Louis – 2/3/2016 @ 6:30 p.m.

 

NEVADA

Las Vegas – 2/3/2016 @ 12:00 p.m.

 

NEW JERSEY

Morristown – 2/4/16 @ 1:00 p.m.

 

NEW YORK

Long Island – 2/3/2016 @ 11:00 a.m.

New York – 2/3/2016 @ 12:00 p.m. AND 5:00 p.m.

Scarsdale – 2/2/2016 @ 4:00 p.m.

 

NORTH CAROLINA

Charlotte – 2/2/16 @ 10:00 a.m.

 

OREGON

Portland – 2/3/16 @ 4:00 p.m.

 

PENNSYLVANIA

Philadelphia – 2/3/2016 @ 4:00 p.m.

 

TENNESSEE

Memphis – 2/6/2016 @ 11:30 a.m.

 

TEXAS

Austin – 2/4/2016 @ 10:00 a.m.

Dallas – 2/2/2016 @ 9:00 a.m.

Houston – 2/3/2016 @ 11:30 a.m.

 

VIRGINIA

Fairfax – 2/3/2016 @ 4:30 p.m.

 

WASHINGTON

Bellevue – 2/3/16 @ 4:00 p.m.

 

UNITED KINGDOM

London – 4/2/2016 @ 9:30 a.m.

 

CANADA

Toronto – 2/6/2016 @ 10:00 a.m.

 

 

Neurological Activity and Comprehension Skills Improve for Students on the Autism Spectrum

Autism, Comprehension, Research,

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The University of Alabama at Birmingham

 

The University of Alabama at Birmingham’s Cognition, Brain and Autism Center collaborated with Lindamood-Bell Learning Processes to study the comparative effects of Visualizing and Verbalizing (V/V) on the brains of children on the Autism Spectrum. This fMRI study, highlighted in two recent peer-reviewed papers, examined activity in the language areas of the brain during comprehension tasks.

 

Dr. Kana, the head of the study, reported that “V/V resulted in changing brain response patterns in children with autism – more focused, specialized brain activity and functional connectivity as a result of intervention.” Associated significant increases in language comprehension were noted against matched controls.

 

Click here to view the research.

 

Study Uses fMRI to Show Positive Effects of Seeing Stars

Research

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Massachusetts Institute of Technology

 

At Massachusetts Institute of Technology (MIT), researchers conducted a recent fMRI study on the effect of Seeing Stars instruction on beginning readers at-risk for reading difficulties.

 

The students, and a matched control group, received fMRI scans to measure brain activity, in addition to standardized reading tests, before and after instruction.

 

After 6 weeks of intervention, the Seeing Stars students outperformed the control group. A paper was recently published in the Journal of Learning Disabilities.

 

Click here to view the research.

Changes in Brains of Dyslexics as a Result of Instruction

Research

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Wake Forest University and Georgetown University

 

Researchers at Wake Forest University and the Child Study Center at Georgetown University have published conclusions about the effects of Lindamood-Bell instruction on the brain activity and reading ability of dyslexic students.

 

This research noted significant improvements in reading associated with gray matter volume increases following Seeing Stars® instruction with dyslexic students – and the neurological changes held or increased after the intervention.

 

Click here to view the research.