All posts by Julie Gisbon

How to Handle a Bad Report Card

Helpful Tips, Learning Centers, Learning Difficulties, , ,

 

Receiving a bad report card can be a source of stress and worry for both students and their parents. This article will guide you through the steps to handle a bad report card effectively. From understanding the significance of a report card to working collaboratively with teachers and school staff, we will equip you with valuable strategies to turn this setback into an opportunity for growth. Additionally, we will explore how Lindamood-Bell can provide the learning support your child needs to overcome academic challenges. Let’s get started!

 

Understanding the Importance of a Report Card

understanding why a report card is important

Report cards play a crucial role in a student’s academic journey. They offer valuable insights into a child’s progress, strengths, and areas that need improvement. Understanding the importance of a report card can help parents and educators support students effectively.

One of the primary reasons report cards matter is that they serve as an evaluation of a student’s performance. They reflect the student’s performance in the classroom, the effectiveness of teaching methods, and the overall learning environment. Grades on a report card can provide feedback to parents and educators on how well a student grasps the material and meets academic expectations.

Grades on a report card can indicate various aspects of a student’s academic abilities. They may go beyond just numbers or letters; they may offer detailed information about a student’s strengths and weaknesses in different subjects. For example, high grades in math may suggest strong analytical and problem-solving skills, while lower grades in English may indicate a need for improvement in reading or writing comprehension.

In some school grades, report cards may significantly impact students’ future opportunities. In the later years of school, they are often used as a benchmark for college admissions, scholarship applications, and future employment. Good grades can open doors to prestigious universities and scholarships, while failing grades may limit options and opportunities. Therefore, promptly addressing any challenges highlighted in a report card is crucial and can benefit students.

 

Strategies for Reacting Positively to a Bad Report Card

how to react to a bad report card

Receiving a bad report card can be disappointing and overwhelming for both children and parents. However, reacting positively and supporting your child during this time is important. Here are some strategies to help you handle a bad report card:

Keeping emotions in check: Feeling frustrated or upset when your child’s grades are not what you expected is natural. However, it’s crucial to keep your emotions in check and avoid reacting in anger or disappointment. Remember, your child needs your support and understanding, not criticism.

Supporting your child emotionally: Instead of focusing solely on the grades, take the time to understand the underlying reasons behind the poor performance. Show empathy and let your child know that you are there to help them overcome any challenges they may be facing. Offer words of encouragement and reassure them that they are capable of improving.

Encouraging open communication: Create a safe and non-judgmental environment where your child feels comfortable discussing their academic struggles. Encourage them to express their feelings and share their concerns. You can better understand their needs and provide the necessary support by fostering open communication.

Remember, a bad report card does not define your child’s worth or potential. It is an opportunity for growth and learning. By reacting positively and offering support, you can help your child develop resilience and the motivation to improve. If you need additional guidance or assistance, consider exploring the educational programs and resources Lindamood-Bell offers.

 

Identifying the Root Causes of Poor Grades

causes of poor grades

When a student receives a bad report card, it’s essential to dig deeper and identify the underlying reasons for their poor grades. By understanding the root causes, parents and educators can provide the necessary support and interventions to help the student succeed.

One possible reason for poor grades is underlying learning difficulties. Some students may struggle with specific areas of learning, such as reading, writing, or math. Recognizing these difficulties is crucial, as it allows for targeted interventions and specialized instruction to address the student’s unique needs.

A poor report card can signal that your child needs extra support in developing the foundational skills for learning and comprehension. At Lindamood-Bell, we understand that every child is unique and may require different approaches to learning.

Often, it is necessary to seek a professional learning assessment to understand the root causes of poor grades. Lindamood-Bell can provide a comprehensive evaluation of a student’s learning abilities. Through a Learning Ability Evaluation, Lindamood-Bell can identify the student’s learning strengths and challenges, helping parents and educators develop targeted strategies for improvement.

 

Collaborating with Teachers 

Collaborate with teachers on how to handle a bad report card

Remember, handling a bad report card is not a solitary task. Collaborating with teachers, school staff, and outside professional experts can create a strong support system for your child’s academic growth and help them overcome challenges.

If a learning assessment identifies that your child struggles with areas of learning that impact their classroom performance, be prepared to share these findings with your child’s teacher. Or arrange for the professional who administered the assessment to discuss the results with the teacher. Be prepared to ask specific questions, share your concerns, and ask the teacher for their insights.

 

Find Learning Support at Lindamood-Bell

learning support after a bad report card at Lindamood-Bell

Our comprehensive learning evaluation provides insight into your child’s strengths and weaknesses. Our team of experts will assess your child’s cognitive and academic abilities, identifying specific areas that need improvement.

Lindamood-Bell instruction is designed to help students of all types who are struggling in school. Whether your child is struggling with reading, comprehension, or math, our evidence-based programs can make a difference.

Hear from a family about how Lindamood-Bell instruction turned around their child’s school experience, from learning struggles to success in college: 

 

Our highly trained instructors use research-based techniques to develop the underlying skills necessary for learning success. Through individualized instruction, we address your child’s specific needs and help them reach their full potential.

At Lindamood-Bell, we are committed to providing the highest quality learning support. Our programs are proven to improve learning outcomes and help students regain their confidence in the classroom. Contact us to learn more or call 800-300-1818.

A Student’s Inspiring Journey from Dyslexia to the Miss America Pageant

Dyslexia, Instruction, Learning Centers, ,

Miss Massachusetts 2024, Kiersten Khoury, was diagnosed with dyslexia as a child. Her journey with Lindamood-Bell began in fifth grade, where she received support as a student. Today, she uses her platform to champion literacy and inspire others on their reading journeys.

As Miss Massachusetts, Kiersten proudly represented her state at the Miss America pageant on January 5, 2025.

 

Watch her inspiring story.

 

At Lindamood-Bell, we develop the imagery-language foundation for reading, spelling, language comprehension, math, memory, and critical thinking.

Online Instruction Available Anywhere

(800) 233-1819 

A Message from Our Co-Founder Regarding the Wildfires

Learning Centers

 

The wildfires affecting Southern California have brought devastating loss and disruption to our communities. I am deeply saddened to share the heartbreaking news that our Pacific Palisades Learning Center has been lost in the fire. However, it is with immense gratitude that I can tell you all of our employees and students are safe.   

Our Pasadena and Westwood Learning Centers are closed until it is safe to return as we continue to prioritize the safety of everyone involved.

We are committed to supporting our employees during this challenging time and our hearts are with everyone affected by these tragedies. Please join me in keeping our employees, students, and their families in our positive thoughts and prayers.

 

Nanci Bell

Lindamood-Bell Co-Founder and CEO

Emergency Relief for Students Affected by the LA Fires
The recent Los Angeles fires have disrupted the lives of many families and students. At Lindamood-Bell, we are here to support students during this challenging time, helping them maintain academic progress and stability. Families can choose to finish the school year with personalized, comprehensive academic support through Lindamood-Bell Academy, or pursue targeted, one-on-one instruction to overcome academic challenges at our Learning Centers.

Both options provide the care, support, and excellence you expect from us. Contact us today to learn more about our Emergency Relief options and how we can help your student succeed.

Miss Massachusetts 2024 Kiersten Khoury, Former Lindamood-Bell Student, Ready to Shine at Miss America 2025

* Press Releases, Learning Centers,

HINGHAM, Mass., Dec. 30, 2024 /PRNewswire/ — Former Lindamood-Bell student Kiersten Khoury, crowned Miss Massachusetts on June 22, 2024, is preparing to represent Massachusetts at the 2025 Miss America Pageant on January 5 in Orlando, Florida. An inspiring testament to perseverance and possibility, Ms. Khoury overcame her childhood struggles with dyslexia by learning to read and thrive at school.

Ms. Khoury has transformed her difficulty learning to read into passionate advocacy for literacy and education. Both on and off stage, she has shared her inspiring journey—from a student who faced challenges in every aspect of school to a seasoned pageant competitor—embodying determination, grit, and resilience. Diagnosed with dyslexia in the fifth grade, she spent a summer immersed in intensive reading instruction at Lindamood-Bell’s Hingham, Massachusetts Learning Center. After her summer at Lindamood-Bell, she entered the sixth grade reading at a tenth-grade level. “Dyslexia doesn’t just affect your English class,” Ms. Khoury says. “It affects every class you take…Every area of school I struggled in because of dyslexia.” As Miss Massachusetts, Ms. Khoury’s community service initiative focuses on redefining dyslexia by “turning challenges into superpowers.”

“Kiersten is a wonderful example of someone who has overcome learning challenges and achieved her dreams,” said Lindamood-Bell Director of Communications Erin Bell. “We are so proud of her many accomplishments and wish her the best of luck at the pageant.”

Find out more about Ms. Khoury’s pageant journey and how she overcame dyslexia on her website at http://www.missmass.org/ or on her Instagram page @kiersten.khoury.

 

About Lindamood-Bell Learning Processes


Lindamood-Bell believes that all children and adults can learn to read and comprehend to their potential. For nearly 40 years, their evidence-based instruction has changed the lives of individuals with learning challenges such as dyslexia, ADHD, and autism. In addition to their 50 Learning Centers, they provide professional development for educators worldwide and engage in peer-reviewed research with universities, including MIT and Stanford. Visit www.lindamoodbell.com to learn more.

Contact: Erin Bell, Director of Communication, (805) 541-3836

“Our dream came true!”

Australia, Learning Camps, Learning Centers

Steven’s parents, Vanessa and Angel, learned early in the school year that it was challenging for their son to keep up in a large, accelerated kindergarten classroom. When extra tutoring and reading time at home was not helping, they turned to Lindamood-Bell to get their young son’s reading on track.

Parents get help to put their son’s reading on the right track.

 

It’s not too late for summer learning at Lindamood-Bell. Our instruction is personalized to meet the learning needs of each student in a short amount of time. Because it’s one-to-one, we’ll focus on your child’s specific needs for maximum growth. Learn about our summer programs here.

Call your Learning Center now to schedule:

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

Instruction Based on a Theory of Cognition

For Schools, Reading, Research

At Lindamood-Bell, our instructional approach aligns with a specific theory of cognition known as Dual Coding Theory (DCT). In this article, we’ll explore DCT and its practical applications in teaching, showing how a cognitive approach can boost literacy and comprehension.

 

The Imagery-Language Connection for Literacy

instruction using the theory of cognition

The following section is excerpted from Visualizing and Verbalizing® for Language Comprehension and Thinking, V/V® Teacher’s Manual, Second Edition (2007) by Nanci Bell:

“Language comprehension is the ability to connect to and interpret meaning for both oral and written language. It includes the ability to recall facts, get the main idea, infer, conclude, predict, and evaluate. Language comprehension is a cognitive act. Instruction in comprehension must align with a theory of cognition. 

“The Visualizing and Verbalizing program (V/V) emerged from an experiential base, not a theoretical base. Years of experience teaching students to comprehend oral and written language eventually led to the sequential steps of V/V, a program specifically designed to develop language comprehension and thinking. In time, I learned that the principles of the Visualizing and Verbalizing program align with one of the most prominent theories in cognitive psychology—Dual Coding Theory. 

“Allan Paivio, a cognitive psychologist, researcher, and the originator of Dual Coding Theory, has written extensively about the role of imagery in cognition. Paivio (2006) explains that ‘As its name suggests, the theory is based on the assumption that thinking involves the activity of two distinct cognitive subsystems, a verbal system specialized for dealing directly with language and a nonverbal system specialized for dealing with nonlinguistic objects and events.’ 

“Paivio and Mark Sadoski (2001) specifically connect Dual Coding Theory to language processing for reading: 

Dual Coding Theory is the general theory of cognition that provides our unifying framework for literacy. This theory offers a comprehensive account of both verbal and nonverbal cognition. The inclusion of nonverbal aspects of cognition such as mental imagery is the most novel facet of this approach in a modern context, but it provides a comprehensive account of the verbal, linguistic aspects of cognition as well. Accordingly, it provides an explicit psychological account of literacy’s most central but elusive ingredient: meaning. 

“Sadoski (2006) simplifies the theory: ‘Dual coding theory is a theory of mind in which all cognition consists of the independent activity of, or interplay between, two great mental codes: a verbal code specialized for language and a nonverbal code specialized for knowledge of the world in the form of mental images.’ The theory that more than just a single, verbal code is needed for language comprehension is consistent with my numerous years of experience teaching students to comprehend and interpret language. Without the sensory information of imagery, words have no meaning, neither individually nor connected together to form concepts. The single code of language cannot do the job alone. Imagery plays a role in both concrete and abstract language comprehension. 

“Both codes are based on a substrate of imagery, or mental representations. DCT is distinctive from other theories of reading in that processing – activation of memory for decoding sounds and letters or getting meaning from language – can occur between two sensory modalities (verbal and nonverbal), whereas other theories of reading account for one modality (verbal), including reading models for phonics, morphology, and syntactic/semantic artifacts of literacy.

“Clinical research and experience over the last twenty-five years indicate that there is a language comprehension disorder that unfortunately is rarely identified. This separate comprehension weakness often undermines the reading process and goes beyond use of context, phonological processing, word recognition, oral vocabulary, prior knowledge, and background experience. It is a weakness based in the sensory system in creating an imaged gestalt.” 

For decoding and encoding, the brain’s imaginal sensory system (the sensory forms of information used to load memory) includes phonemes and graphemes in a multisensory fashion in the auditory and visual systems, respectively, necessary to read and spell fluently. In DCT, visual memory and auditory/articulatory memory are integrated for word reading skills.   

As students learn sounds and letters and begin decoding words with phonemic awareness, DCT then accounts for recognition of familiar spelling patterns and memory associated with word recognition. This enables automaticity in decoding, which is necessary to become proficient in the reading process.  As Sadoski, McTigue, and Paivio (2012) describe:   

“Based on our reading experience some associations [of orthographic conventions or context] become so high in probability that they become overlearned and “automatic.”   

“This is the DCT account of automaticity, the term used in the LS model to indicate the rapid association of a spelling with a pronunciation with little or no conscious attention.”

Automaticity – essential for word recognition, fluency, and comprehension – is often weak for readers who need stimulation in imagery (mental representations), enabling them to store and access words in memory. 

 

Sensory-Cognitive Instruction for Reading and Comprehension

Instruction in the theory of cognition

Reading is not just a learned skill but a cognitive act, requiring that any effective approach to reading aligns with core cognitive principles. Learning to read involves the multisensory integration of auditory (phonological), visual (orthographic), and linguistic processing, as well as cognitive functions like mental imagery, working memory, long-term memory, and metacognition.

To build skilled readers, it is crucial to understand the sensory-cognitive factors underlying essential reading skills, such as letter-sound knowledge, phonics, orthography, fluency, vocabulary, and comprehension. Phonological awareness, an important sensory-cognitive skill for reading, is widely recognized as essential. Patricia Lindamood, one of Lindamood-Bell’s founders, pioneered much of the research and development around phonemic awareness, underscoring its foundational role in reading development.

Beyond phonological awareness, Lindamood-Bell emphasizes two other sensory-cognitive processes that are often overlooked yet crucial for literacy and learning: symbol imagery and concept imagery. These processes play a fundamental role in a student’s ability to decode text and understand its meaning. For many struggling readers, these two factors are missing or underdeveloped, and most instructional methods do not focus on explicitly developing these skills. Symbol imagery aids in the visualization and recall of sounds, letters, words, and spelling patterns. In contrast, concept imagery supports comprehension by enabling students to form mental representations of oral language and text.

This emphasis on imagery is rooted in the well-established cognitive theory known as Dual Coding Theory (DCT). DCT suggests that cognitive processes involving both language and imagery significantly enhance memory, comprehension, and critical thinking. It sheds light on how mental representations, memory, and metacognition impact learning outcomes.

Today, a typical reading approach focuses heavily on phonological awareness and phonics, often with insufficient emphasis on orthographic processing, fluency, or comprehension—all of which are essential for reading automaticity and proficiency. While phonological awareness and phonics are critical foundational skills, they are not sufficient on their own. For struggling readers, it is essential to address the sensory-cognitive skills of symbol imagery and concept imagery, which amplify their potential to grasp the full range of reading components.

For emerging readers (K-2), developing these skills early lays a stronger foundation for reading success, potentially reducing the likelihood of later reading struggles. Lindamood-Bell’s comprehensive, imagery-based approach to literacy is supported by an extensive research base, offering a balanced, cognitive-based pathway to skilled, confident reading.

Sensory-cognitive instruction results in significant gains in reading, comprehension, and math, allowing students to:

  • Achieve rapid progress: In just weeks of instruction, many students experience measurable improvements in reading and comprehension, sometimes achieving years’ worth of progress.
  • Overcome learning loss and move ahead: By actively engaging both imagery and language, students can bridge gaps in learning, recover lost skills, and gain a lasting academic edge.
  • Build confidence and success: As students strengthen their learning ability, they gain the skills and confidence to handle new challenges.

 

Peer-Reviewed Research

peer reviewed research into sensory cognitive instruction

Lindamood-Bell regularly collaborates with research institutions to study the efficacy of our approach. In a study conducted by Texas A&M researchers, Lindamood-Bell partnered with Pueblo District 60 in Pueblo, Colorado, to implement an initiative based on a theory of cognition to improve Colorado Student Assessment Program reading scores. 

Students received Seeing Stars, Visualizing and Verbalizing, and Lindamood Phoneme Sequencing instruction to develop symbol imagery, concept imagery, and phonemic awareness. This study investigated the effect of dual coding theory using the Seeing Stars and Visualizing and Verbalizing programs. Instruction was delivered by Pueblo City Schools teachers trained in the programs. Student gains were measured with the state reading test. The results were compared to gains made by students from other, similar schools in Colorado who did not receive Lindamood-Bell instruction. Schools were comparable due to controlling for school size, free and reduced-price lunch, and minority populations. Third-grade results for Title I schools are provided below.

student results for sensory cognitive instruction

 

Results

The line in the chart above shows the percentage point difference (in percent proficient and advanced on the state reading test) between Pueblo (Lindamood-Bell) schools and comparison schools. By 2003, schools partnering with Lindamood-Bell were 26 percentage points above the average of the comparison schools. The independent evaluators who conducted this research determined that the main effect of Lindamood-Bell instruction was statistically significant (p < .0001). In their published article they state that “[Pueblo] Title I schools outperformed the average of the remaining comparable Title I schools in the state in an increasingly positive way during the years 1998-2003.” The results of this study support the dual coding theory model of cognition and illustrate that Lindamood-Bell instruction in the Seeing Stars, Visualizing and Verbalizing, and Lindamood Phoneme Sequencing programs lead to improved reading, which is essential to achieving success with school curricula. 

Access the full article, “Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District,” published in the American Educational Research Journal.

 

Support for Educators

workshops in instruction using the theory of cognition

Ready to teach using a sensory-cognitive approach? Lindamood-Bell offers educators professional development in evidence-based programs designed to elevate instructional practices and improve student outcomes. Our workshops, available both in person and live online, provide in-depth training to enhance instructional practices and improve student outcomes. Schools can also partner with us for inservices, job-embedded coaching, and comprehensive school partnerships.

 

Help for Struggling Readers

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

 

Help for Poor Comprehension Skills

Visualizing and Verbalizing (VV)

Concept Imagery for Language Comprehension, Thinking, and Memory

Talkies

Foundational Development in Concept Imagery, Oral Language Comprehension, and Expression

 

Contact Lindamood-Bell today. Click here to schedule a brief consultation with a program expert to discuss your intervention needs. We look forward to partnering with you to boost reading, comprehension, and math for your students!

Why is My Child Struggling with Math?

Dyscalculia, Learning Centers, Math

struggling in math

If your child struggles with math, you’re not alone. Many children find math difficult, but for some, these challenges are especially persistent and can impact their confidence and performance in school. At Lindamood-Bell, we understand that math challenges are often tied to how individuals process numbers, which requires specific cognitive skills. While each child’s struggles may be unique, here we’ll help you understand the essentials:

  • Why children may struggle with math
  • Key signs that a child might be having difficulty with math
  • Ways parents can support a child facing math challenges

Together, let’s help your child find success in math instead of frustration.

 

Building Confidence and Skills in Math

build confidence for children struggling in math

It’s common for parents and teachers to feel concerned when a student begins to fall behind in math. Whether due to learning challenges or school disruptions, math struggles can impact a child’s confidence and academic success. At Lindamood-Bell, we’re here to help students overcome these challenges, build a solid foundation in math, and grow their confidence.

Our personalized math instruction supports students of all ages, helping them catch up or get ahead. Focusing on both foundational skills and complex math concepts, our approach encourages students to visualize and verbalize the processes behind mathematical thinking, leading to deeper understanding and long-term success.

 

Identifying Math Struggles

Identify math struggles

Struggling with mathematics can indicate weak concept imagery. When individuals have difficulty visualizing numbers and abstract concepts, it can hinder their understanding of math.

Weak concept imagery can make it challenging for students to create a mental picture of numerals and math concepts. Without this ability, it can then be difficult to acquire basic computation skills and higher-level skills like word problems.

Recognizing math struggles in your child is the crucial first step toward helping them overcome these challenges. Here are some signs that may indicate your child is struggling with math:

 

Difficulty Remembering Math Facts      

Some children struggle to remember basic math facts, like addition or multiplication tables, even after repeated practice. This can make it challenging to move on to more complex topics, as foundational math facts are often necessary for problem-solving.

Struggles with Computation      

Basic calculations can be difficult for some children, and they may often make simple errors in addition, subtraction, multiplication, or division. These mistakes can make math seem more challenging and cause frustration over time.

Overwhelm with Word Problems      

Word problems often combine math with reading comprehension, requiring students to extract relevant information and decide on the correct operations to use. This can be particularly overwhelming for children who struggle to integrate these skills.

Difficulty Grasping New Concepts      

Concepts like fractions, percentages, and decimals can be hard to understand without a strong foundation in earlier math skills. For students who have gaps in their math knowledge, learning new concepts can feel like an uphill battle.

 

If you observe any of these signs in your child, it is essential to provide the necessary support and intervention to help them overcome their math struggles. At Lindamood-Bell, we offer evidence-based programs that can help your child develop the necessary skills and strategies to succeed in math. We provide individualized instruction tailored to your child’s unique needs, helping them build confidence and achieve academic success. 

 

Early Intervention for Math Struggles

help for math struggles

Early intervention is crucial when it comes to addressing math struggles. Math is a subject that builds on previous concepts, so gaps in understanding can significantly impact a child’s future learning. Some children may learn or memorize math concepts without fully understanding them, leading to difficulties applying these concepts to future studies or real-life situations.

If you’ve noticed your child is struggling with math, it may be time to seek help and assess their learning skills. Early intervention can bridge the learning gap and help your child develop a solid foundation in math.

Lindamood-Bell math instruction starts with a comprehensive Learning Ability Evaluation, which helps us create a customized instruction plan that addresses each child’s specific needs and builds a strong mathematical foundation. 

 

What Sets Lindamood-Bell’s Math Instruction Apart?

instruction for children struggling with math

Our distinctive On Cloud Nine®: Visualizing and Verbalizing for Math program seamlessly integrates imagery with language to enhance math skills. This evidence-based approach allows students to connect math concepts with verbal reasoning, enabling them not only to solve problems but also to deeply understand the processes that underlie them. By emphasizing both mathematical reasoning and computation, we establish a robust foundation for math learning.

Key Areas of Focus:

  • Mastering Essential Math Facts
    By developing the imagery-language foundation, we help students learn how to visualize and retain crucial math facts, ensuring they can confidently recall and apply this knowledge in various contexts.
  • Enhancing Problem-Solving Skills
    By combining concept and numerical imagery with language, our program enhances students’ ability to tackle word problems with clarity and confidence, equipping them with effective strategies for success.
  • Deepening Understanding of Math Concepts
    Our approach goes beyond mere computation, fostering a genuine understanding of the “why” behind math concepts. This deeper comprehension lays a strong groundwork for future learning and application.

At Lindamood-Bell, students receive tailored support that addresses their unique needs and learning styles. Our mission is to help each student succeed in math while developing the skills and confidence to excel in the classroom and beyond.

 

Math Instruction at Lindamood-Bell

instruction for math issues

Recognizing that many children find math challenging, we offer individualized instruction plans focused on building the imagery-language foundation necessary for grasping core math concepts before applying that foundation to the curriculum. Our approach to math is based on research and extensive experience with struggling learners. By addressing the underlying causes of math difficulties, we empower students to cultivate the skills and strategies required for success.

The On Cloud Nine Math Program emphasizes cognitive processing skills. By integrating imagery and language, we help students form a clear understanding of math concepts, moving beyond rote memorization. Our program develops a “mental number line,” allowing students to visualize numbers, operations, and concepts, strengthening their problem-solving abilities.

By focusing on both comprehension and computation, we equip students with the cognitive skills necessary for math success. Our instruction is customized to meet each student’s individual learning needs, empowering them to approach math with newfound confidence.

 

From Math Struggles to Lifelong Success

success for children struggling with math

Finding support for math struggles can help build a foundation of learning for life. Many parents wonder why math is so hard for their children and how they can help. At Lindamood-Bell, we understand the challenges that students with math weaknesses face and the impact they can have on their overall academic journey.

One of our success stories is Bryson, a student who had always dreamed of becoming an engineer. However, he struggled with math and felt discouraged by his constant difficulties in the subject. His parents decided to seek support from Lindamood-Bell, and it made all the difference. With Lindamood-Bell’s help, Bryson not only achieved his goal of becoming an engineer but also developed a lifelong love for math. He now sees math as an exciting challenge rather than an insurmountable obstacle and is thriving in college.

 

 

Through our evidence-based programs and personalized instruction, Bryson developed the skills and confidence he needed to excel in math. Our expert instructors used our On Cloud Nine: Visualizing and Verbalizing for Math program to help him improve his conceptual understanding and problem-solving abilities. 

If your child is struggling with math, it’s never too early or too late to seek support. Our evidence-based approach, backed by years of research, can help your child build a strong foundation in math and set them up for long-term success in learning. 

Whether your child is just beginning to show signs of difficulty with math or has been struggling for years, Lindamood-Bell offers the support and structure needed to make meaningful progress. Contact us today to learn more about how Lindamood-Bell can make a difference in your child’s math journey. 

Get in touch or call 800-300-1818 to get started at Lindamood-Bell. 

Real Simple Magazine Spotlights Lindamood-Bell Student’s Path to Success

Instruction, Learning Centers, Online,

 

In the December 2024 issue of Real Simple, Ruth Gentry shares how adopting Sammy, a disabled rescue dog, transformed her son Roan’s life. Sammy’s resilience and Roan’s bond with him helped them navigate challenges. Roan struggled with learning and emotional issues, unable to read by age seven until he was diagnosed with dyslexia in April 2023. Ruth enrolled Roan in Lindamood-Bell online instruction, where Sammy provided steady support during his daily sessions.

Now, Roan’s confidence has grown, his behavioral issues have improved, and he reads to Sammy each night. Ruth’s story of growth and resilience is shared on TikTok and Instagram, showcasing the profound impact of Sammy’s companionship and Lindamood-Bell’s instruction.

 

Watch Roan read aloud from the Real Simple article about him and Sammy!

 

View this post on Instagram

 

A post shared by @sammys_chairot_of_fire


In a poignant moment from the article, Ruth shares a memory that captures the deep bond between Roan and Sammy:

Then one morning. Ruth came downstairs to find her boy and her dog on the couch. “Roan was literally asleep on top of Sammy,” she says. “I just broke down crying. I told myself, I can’t give up on him.” She took Sammy to the UC Davis veterinary hospital, where she learned he had a congenital anomaly affecting his kneecaps. A vet suggested a wheelchair and physical therapy. Sammy got his wheels and took off running, Ruth says. So did Roan, who was diagnosed with dyslexia at age 7 and started intensive tutoring with Sammy at his side. Now Roan and the Insta-famous Sammy (@sammys_chariot_of_fire) read together every night. (Excerpt from Real Simple, “The Lab Mix with Wheels & a Penchant for Story Time” December 2024)

 

Watch more of this family’s inspiring story!

 

Get in touch to learn more about online instruction with Lindamood-Bell. 

 

Education Personalized for Your Child:
Lindamood-Bell Academy

Academy, Specials,

Enroll now and receive 25% off a month of tuition.* 

 

At Lindamood-Bell Academy, we tailor a live-online or in-person learning program to provide a flexible and engaging option for the 2024-25 school year.

Our personalized approach to school can be ideal for many students. Our Academy is the only school that provides reading, comprehension, and skills development at the sensory-cognitive level. With your student’s improved foundation, we apply those skills to the curriculum for maximum success.

For over thirty years, we have believed passionately that all children can learn to their full potential. Our dedicated teachers genuinely engage with their students, and as a result, our students enjoy academic growth, create social connections, and develop a love of learning. 

See how Academy can be the school that helps your child learn, thrive, and experience success in both school and life.

 

We’re ready to customize a program that works best for your child and family.

Call 800-300-1818 to learn more or get in touch to enroll. 

 

*Must enroll for the remainder of the school year through May 2025. Discount will be applied to the final month of tuition. The offer expires on December 31, 2024.

Learning Success with Small Group Instruction

Learning Centers, Specials, ,

At our Learning Center, we believe every individual can learn to read and comprehend to their potential—and now, achieving learning success is more affordable than ever. With small group instruction, available exclusively during the school year, you can help your student build essential reading and comprehension skills while saving over 40% compared to one-to-one instruction.

“I love reading…well, now I do!” – A third grader after group instruction at her school

Call Us to Get Started – (800) 300-1818

 

Why Choose Small Group Instruction?

Group instruction is a proven, cost-effective option that provides Lindamood-Bell quality and results. Here’s why ours stands out:

  • Personalized Attention
    Small groups of just 2-3 students per instructor ensure your child receives focused, individualized support.
  • Flexible Scheduling
    Choose the schedule that works best for your family: two to four sessions per day, five days a week.
  • Evidence-Based Instruction
    Your student will be guided by trained Lindamood-Bell consultants and clinicians, using the evidence-based methods we use in our renowned one-to-one instruction.
  • Convenient Options
    Participate in-person at our Learning Center or live-online, so your child can learn from the comfort of home or on the go.
  • Significant Savings
    Enjoy the same high-quality instruction while saving over 40%—a smart choice for families seeking effective solutions at an affordable rate.

 

Spots Are Limited—Enroll Today!

Our small group instruction is available only during the school year, and spaces fill quickly. Don’t miss this chance to give your child the tools they need to excel.