All posts by Amy Kessler

“They Teach Me in a Way That Works for Me!”

Academy

At the Lindamood-Bell Academy, we provide our renowned research-validated instruction and offer a full, individualized curriculum that can make the difference of a lifetime for your child.

 

We believe that all children can learn to their potential. Our personalized approach is an ideal school environment for students.

 

See Lindamood-Bell Academy from a student’s point of view:

 

 

Learn more about how the Lindamood-Bell Academy can be the school that helps your child flourish: Get in Touch or call 800-300-1818.

Available Online: Our Learning Ability Evaluation

Australia, Instruction, Learning Centers, , , ,

Our success with students starts with our unique Learning Ability Evaluation. We identify the strengths and weaknesses that may be affecting your child’s school performance. Our evaluation includes 10+ standardized measures of reading, spelling, and math.

 

In a results consultation, we will explain the findings and develop an individualized plan to improve your child’s learning. A school principal once described it this way: “It’s like getting a fingerprint of your child’s unique learning profile.”

 

We are pleased to offer this important service in a convenient online format for a special rate of $565 (regularly $1325 AUD).

 

Find your nearest location or contact us to get started: Sydney Chatswood (02) 9410 1006; Sydney Double Bay (02) 9328 7119.

 

Profiles of Success | Spotlight on Fort Smith Public Schools

Dyslexia, ELL, For Schools, Professional Development, RTI, , ,

Background

Fort Smith Public Schools in Fort Smith, Arkansas, serves a large percentage of students who are at-risk of reading failure. Beginning in the 2017-18 school year, Fort Smith Public Schools implemented Lindamood-Bell® instruction to address the specific needs of dyslexic students and provide a solid foundation for all early learners. The partnership has been cost-effective for schools and life-changing for students.

Watch them speak about their experience.

Click to read about their successful summer reading program.

 

Professional Development

More than 300 teachers, including all K-2 classroom teachers, special education teachers, and reading interventionists, attended workshops to learn the steps of Visualizing and Verbalizing for Language Comprehension and Thinking, and Seeing Stars for Reading Fluency and Spelling.  The programs, written by Lindamood-Bell co-founder, Nanci Bell,  address the imagery-language foundation that underlies reading, spelling, language comprehension, memory, and critical thinking.

 After the workshops, teachers continued learning throughout the year with job-embedded professional development. Support was provided in a cost-effective manner, via state-of-the-art telepresence coaching.

Professional Development:

 

Results | Tier 3 Students

Student gains were measured with a universal screener, the Istation ISIP Phonemic Awareness subtest. In Fall 2017, 210 first grade students scored in the lowest group, Tier 3, for Phonemic Awareness. Students scoring in the lowest tier qualify for immediate small-group reading intervention.

In January, the number of students in the lowest tier was reduced to 128, and by April, only 96 students still scored in the lowest tier. Crucially, these changes were reflected across the most at-risk subpopulations of Economically Disadvantaged, Special Education, and English Language Learners. The results of this study illustrate that Lindamood-Bell instruction in the Seeing Stars® program leads to improved reading, which is essential to achieving success with school curricula.

 

 

Longitudinal Results | Classroom Instruction

K-2 classroom implementation addressed a district goal of preventing literacy deficits from ever being established. All Kindergarten through second grade teachers across the 19 elementary schools attended Seeing Stars and Visualizing and Verbalizing workshops. Teachers implemented the programs 15 minutes per day as a supplement to their core reading program, with support provided by Lindamood-Bell’s online job-embedded professional development team.

At the beginning of 2017-18, almost as many students (999) scored in the lowest tier on overall reading, as scored in the highest tier (1,283). Students scoring in Tier 3 are required by state law to receive intervention, placing substantial pressure on the district’s capacity. As a result of implementing sensory-cognitive instruction in the whole classroom K-2 setting, by April of 2019, only 621 students scored in the lowest tier (a reduction of 378 students), with 1,862 students scoring in the highest tier (an increase of 579 students). 

 

These changes were reflected across subpopulations of Economically Disadvantaged, Special Education, and English Language Learners. The results of this study illustrate that implementing Lindamood-Bell instruction in the Seeing Stars and Visualizing and Verbalizing programs in whole classroom settings leads to improved reading, which is essential to achieving success with school curricula.

Read about Fort Smith‘s success in a recent article in the Entertainment Fort Smith Magazine titled, “Comprehensive Early Intervention Results Positive.”

 

Learn More

Schools partner with Lindamood-Bell for our expertise in research-validated programs that work within a Response to Intervention (RtI) framework and are aligned with state standards, including Common Core. We are uniquely prepared to help schools meet the needs of students with dyslexia.  

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

Early Bird Savings | Sign Up Now for Summer Learning

Australia, Learning Centers, Specials, , , ,

Summer is a great time to get help with reading, comprehension, or math. 

 

In a matter of weeks, we can make years of change so your child can go back to school with new confidence. Working on crucial skills can also minimize the learning loss that takes place for many students.

 

Enjoy a special savings of 5% off the first week of summer instruction when you enroll by October 4, 2019.

 

Catch a glimpse of what summer instruction looks like with us in this family’s testimonial video:

 

 

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

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Your Year-Round Education Partner

Learning Centers,

Every summer, our intensive instruction results in extraordinary gains for students in just a matter of weeks. Spending part of a summer with us can be one of the most positive learning experiences of a child’s life. So, it’s important to us that the Lindamood-Bell Learning Center experience doesn’t stop on a student’s last day! We help families successfully navigate a child’s educational journey, all year long.

 

Continuing the Magic of Learning

As a partner in each of our students’ education, we provide opportunities to build on the success they experienced at our learning center.  

 

√ Collaboration with school, physician, or team

Parents often request that evaluation results be communicated with other professionals on a child’s team; collaborating with a student’s team in this way can be key to a great transition back to school.

 

√ Parent workshops

 

  • Personalized Tips for Home sessions – Parents learn how to reinforce new skills.
  • Imagine a Better School Year events throughout the year – Topics 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 foundation for writing

√ School year checkup

Students return for an updated Learning Ability Evaluation. We are pleased to provide this valuable information at no cost.

 

√ After-school instruction

 

Application to Content

Tailored to individual needs, we offer a  bridge between new skills and current schoolwork.  For example, a student who received comprehension instruction may benefit from assistance when applying these new skills to a book report.

 

Homework Matters

Homework Matters is supervised homework help, 1-4 afternoons per week.  We can answer your child’s questions and assist when necessary. We help motivate and focus students on getting their homework done. Our skilled instructors take the struggle out of homework for families.

 

√ School break intensive boosts

Students use breaks to boost skills. For example, students can attend for an enrichment program to advance in an area like writing or study skills. Alumni students might attend for help applying their skills to a new task (for example: story problems, or reading fluency). Students who are currently struggling with reading, comprehension, or math can use their school break to jump start a new or ongoing intensive instruction plan. Breaks are an opportunity to focus on the skills that will make school easier.

 

Watch this video to see the difference our intensive instruction can make in your child’s learning:

 

 

Alumni families, please get in touch with the Learning Center to schedule your school year support. We look forward to partnering with you to make this year a great one for your student.

 

√ In-person or online private school

Families seeking a complete solution, including curriculum, can explore Lindamood-Bell Academy, a K-12 private school. Now enrolling for the 2019-20 school year.

 

New to Lindamood-Bell?

If school is hard for your child, you need to know why and that there is help. To date, we have helped more than 30,000 individuals learn to their potential. Identifying strengths and weaknesses is the first step toward helping a child. 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.

 

Find your local Learning Center to get started or contact us, 800-300-1818.

A Missing Connection for Struggling Readers

Australia, Instruction, Reading

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

 

Perhaps they can sound out words, but it is slow and labored. They may take so long to sound out a word that they miss the meaning of a text altogether. Or, they may substitute words while 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’s missing 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 establish the imagery-language foundation. 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 stimulates imagery.

 

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

 

Watch a testimonial from a parent who sheds light on some of the common learning myths and calls our program a “myth-buster.”

 

 

If you have concerns about your child’s reading, get in touch with your local learning center to get started: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Tips for Parents: Give Your Early Learner a Head Start

Kindergarten, Learning Centers, Reading

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 offered year-round for students four to six years old. We develop the imagery-language foundation for reading, spelling, comprehension, and math. In a matter of 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 Learning Camps, Locations.

 

Lindamood-Bell Academy Can Make the Difference of a Lifetime for Your Child.

Academy,

At the Lindamood-Bell Academy, we believe that all children can learn to their potential.

 

We provide research-validated instruction and offer a full, individualized curriculum that can make the difference of a lifetime for your child.

 

Watch our open house video to hear director Emily Jayne discuss how Lindamood-Bell Academy may the school solution for your child.

 

How to Help Your Child Finish the School Year Strong

Australia, Learning Centers, , , , ,

“My teacher hates me!” James exclaimed as he threw his backpack onto the kitchen floor. “She always yells at me for talking or not paying attention, but I am paying attention!”

 

For parents, it can be disheartening to hear that your child feels disliked or disrespected by his teacher — even if you wonder if he’s exaggerating and maybe things in the classroom aren’t as contentious as he makes them seem.

 

By this point in the school year, most classrooms have established a rhythm, and it may feel like your child’s personality or learning style just doesn’t mesh well with his teacher’s.  But what can be done?

 

  • Ask your child for examples of what happens at school while acknowledging his feelings. “It sounds like you had a rough day at school. I’m sorry to hear that. Help me picture what happened. What did Mrs. Haggerty say? What was happening right before that?”

 

  • Use imagery language to help your child picture what he could do differently, based on what the issue may be. “I know you were so excited about going to the movies over the weekend. When do you picture is the best time to tell your friends? During homeroom announcements or during recess?” Offering choices can make it easier for students who have difficulty verbalizing their thoughts or are hesitant to talk about how school is going.

 

  • Check in with the teacher. Because tone can often be misinterpreted, it may be best to meet in person. Sending a brief email to set up a time to chat may be helpful. Keeping a positive and respectful tone may help keep things productive: “James seems to be having a tough time meeting the classroom expectations lately. I would love to meet one day to discuss what I can do to help support him.”

James’s mother, Christine, took all of the aforementioned steps: she asked James what was happening and took notes while he was talking so he would know she took his concerns seriously. She met with Mrs. Haggerty and remained neutral despite feeling angry and hurt that James felt disliked and disrespected. Mrs. Haggerty reported that James was disruptive in class, didn’t follow her directions and wasted time instead of completing assignments. They decided that Mrs. Haggerty would send home a note each day reporting on James’s behavior.

 

Christine sat James down and they talked about what he could do to be a good listener and a good friend in the classroom. They practiced examples at home and Christine scoured Pinterest for ideas about motivators and sticker charts she could use to help make James have more fun at school.

 

Despite everyone’s efforts, James came home crying again a few weeks later. “Mrs. Haggerty gets mad at me for not turning to the right page but she says everything too fast. I can’t read the big words in the Social Studies textbook, so I ask to use the bathroom or make jokes about whoever is sitting next to me. Then Mrs. Haggerty yells at me, and I feel so sad because I was trying my best but I just can’t remember what she said to do!”

 

James’ stresses come pouring out between sobs.

 

For students like James, behaviors often begin in the classroom when the workload becomes too hard or when they realize they aren’t able to read as well or as quickly as their peers. They know they can’t always do the assignments presented to them, so it becomes easier to find new and clever ways to avoid tasks. James has a high IQ, so it’s often assumed that he should be able to read and comprehend as well as anyone — and if he can’t, it must be because he’s being lazy or doesn’t care. James’ self-esteem slowly started to plummet as he noticed more and more how much easier reading was for his peers.

 

But if the foundational sensory-cognitive skills for reading are not in place, students may struggle to reach their learning potential. A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualizing letters in words. This is called weak symbol imagery. 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.

 

Signs of weak symbol imagery can be easier to spot (slow, labored reading, difficulty with spelling) than those of weak concept imagery (difficulty with following directions, answering open-ended questions, grasping humor, mental mapping).

 

Watch the video below to hear a mother describe how Lindamood-Bell instruction helped unlock her daughter’s reading potential. Like James, she was struggling to read despite being extremely bright.

 

 

To learn more, contact your local Learning Center. 

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006

Enter to Win Imagine That! Life Science Books and School Supplies

Academy, Learning Centers, , , ,

Bring learning alive in your child’s mind with high-imagery tales from Imagine That! Life Science. The Imagine That! series provides nonfiction stories to practice building imagery for oral and written language comprehension. These challenging, high-imagery stories introduce true and unusual topics for students to visualize, including natural disasters, unique animals, and fascinating phenomena. Each story is presented in language appropriate to the grade level, and the content is sure to capture the interest of students and instructors alike.

 

Three winners will receive Imagine That! Life Science books and school supplies. Everyone who enters gets a free Activity Packet! Enter by 8/2 to be eligible for the contest. Contest winners will be selected on 8/5.

 

 

Learning at Lindamood-Bell

Lindamood-Bell instruction is based on the learning needs of each student. We can make a difference for students of all ages and abilities.

 

Our individualized Summer Programs result in extraordinary academic gain in just a few weeks. We teach reading, comprehension, and math at our learning centers.  

 

Families seeking a complete solution, including curriculum, can explore Lindamood-Bell Academy, a K-12 private school. Now enrolling for the 2019-20 school year.

 

Contact us to learn more and get started! 800-300-1818