All posts by Julie Gisbon

“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!

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.

Special Education Administrators share best practices in the Science of Reading

Events, For Schools, ,

 

We’re excited to invite you to an informative pre-conference workshop at the national CASE Conference in Savannah, Georgia, on November 6.

 

Workshop: Scaling Up a District-Wide Literacy Intervention
Topic: Building Structures to Support Special Education Teachers in Implementing with Fidelity and Closing Gaps
Time: 9:00 – 11:30 A.M.

 

Jennifer Thompson, IRR Instructional Coordinator with Fulton County School District’s Services for Exceptional Children, will share insights from the district’s seven-year collaboration with Lindamood-Bell. 

Beginning in 2017, Fulton County Schools, a district of 90,000 students, began scaling up a district-wide literacy initiative to respond to the lack of consistent reading instruction by their special educators. The district selected a program focused on developing the underlying sensory-cognitive functions students need to learn to read. Over time, and through the pandemic, the district created structures in real-time in response to the needs of students, teachers, and district leadership that have resulted in identifiable changes in the performance of special education students’ reading scores, including in the district’s most struggling schools.

This presentation will outline why Fulton County determined the need to change its literacy instructional practices for special education students, what it wanted from a literacy professional development provider, who it identified as the necessary stakeholders, how it supported them in their roles, and how the implementation has continued to evolve from the initial design. Data showing Fulton County’s special education students’ positive growth in closing the reading gap with their general education peers will be shared.

Don’t miss this opportunity to hear how the district successfully scaled up this important initiative! 

 

Unable to attend?
If you’re interested in learning more about this initiative and its positive impact on struggling readers, please reach out to Dave Kiyvyra, Director of Development at Lindamood-Bell for Schools, at dave.kiyvyra@lindamoodbell.com or use this link to set a time to meet.

Catch Up or Get Ahead With Evidence-Based Math Instruction

Math,

Parents and teachers often worry about students falling behind in math, whether due to school disruptions or challenges with the subject itself. If your child is struggling with math, Lindamood-Bell can help them catch up and build confidence in their math skills.

We offer personalized math instruction designed to help students reach their full potential—no matter their age or prior difficulties. Whether it’s foundational skills or more advanced concepts, we provide a comprehensive approach to math that stimulates an individual’s ability to visualize and verbalize the processes behind mathematical reasoning.

 

What Makes Our Math Instruction Unique?

Our evidence-based On Cloud Nine: Visualizing and Verbalizing for Math program integrates concept and numerical imagery with language to enhance both computation and problem-solving. Students not only learn how to solve problems but also understand the reasoning behind them. This dual focus on mathematical reasoning and computation helps students build a solid foundation in math, leading to greater success in the classroom.

Key Focus Areas:

  • Learning math facts: Our instruction stimulates an individual’s ability to image and verbalize the concepts behind math processes using an imagery-language foundation, which helps students visualize and master essential math facts.
  • Solving word problems: We integrate concept and numerical imagery with language, enhancing both problem-solving and reasoning skills, allowing students to confidently approach and solve word problems.
  • Understanding math concepts: Through the imagery-language foundation, students not only learn how to compute but also develop a deeper understanding of the reasoning behind math concepts, solidifying their foundation for future success.

 

Real Results for Students

We’ve seen tremendous success stories from students who once struggled in math. Hear from Nikki, a mother whose son Bryson was falling behind:
“He started getting very low scores on his math tests. After receiving instruction at Lindamood-Bell, he’s now describing himself as a good math student again. He’s back on track in math!”

Watch their story here:

Our math instruction is backed by peer-reviewed research, showing its effectiveness in helping students succeed. Explore our math instruction results and see the research supporting the On Cloud Nine program.

 

Get Started Today!

Whether you’re looking for in-person or live-online instruction, Lindamood-Bell’s math programs are available to students anywhere, anytime. Our flexible live-online option brings personalized instruction right to your home, making it easier than ever to help your child succeed in math.

Call us at 800-300-1818 to learn more and schedule instruction.

 

“My Seven-Year-Old With Dyslexia Is Reading!”

Dyslexia, Learning Centers, Reading

When Roan started school, his mother, Ruth, noticed he was struggling with reading and was frustrated. “He was coming home crying and angry,” she says. He was diagnosed with dyslexia shortly after, unable to read even one word.

Then Ruth turned to Lindamood-Bell’s evidence-based instruction to develop Roan’s reading skills. Soon, Roan was reading at grade level!

 

Watch to hear Ruth and Roan’s story.

 

With our personalized programs, students can make years of improvement in literacy and learning skills in a matter of weeks.  

 

How can your child excel this school year? Read on for typical areas of focus. 

Reading 

Strong readers recognize common words and can sound out unfamiliar words easily, making reading at grade level or above easy and smooth.

Students struggling can learn to read to their full potential this school year. We identify why reading is hard for each student individually and focus on developing the skills they need to become a better reader. Learn about our renowned approach.

  

Comprehension 

Do words “go in one ear and out the other” for your child? This is more common than you’d think. Weak concept imagery—the ability to image a gestalt (whole)—may be the cause. Weakness in concept imagery interferes with reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing. Developing concept imagery can improve comprehension. Learn more about how we develop comprehension here.

 

Math 

Does your child “hate” math? People who are good at math can easily visualize math concepts. The language of numbers turns into imagery, and they “see” mathematical relationships. We can teach your child how to think with numbers. Learn how we solve math “problems” here. Individuals of all ages can learn to enjoy math!  

Contact us at 800-300-1818 to get started.

 

Watch our Special Parent Forum

 

Emmy’s mom, Alyson, discussed her bright and energetic kindergartener’s struggles with reading and spelling and how online instruction helped her catch up. Lindamood-Bell’s Director of Research and Development, Paul Worthington, reviews how student gains from online instruction are equivalent to gains from in-person instruction.

Click here to hear about Emmy’s amazing success story.

 

Study on Reading Interventions for Students with Reading Difficulties Launched, Details to Be Presented at SREE 2024 Conference

* Press Releases, ,

Lindamood-Bell and American Institutes for Research® (AIR®) Collaborative Study to Examine Effectiveness in Reading Intervention Program for Elementary Students

SAN LUIS OBISPO, Calif., Sept. 19, 2024 /PRNewswire/ — A groundbreaking study aimed at improving reading outcomes for upper elementary students with reading difficulties has officially launched and will be presented at the Society for Research on Educational Effectiveness (SREE) 2024 Conference. The presentation, titled “An Efficacy Study of the Lindamood-Bell Learning Processes Complete Reading Intervention for Upper Elementary Students,” will be delivered on September 20 by presenting author Jill Bowdon of the American Institutes for Research. Additional study authors include American Institutes for Research® (AIR®) research experts Anja Kurki, Ph.D.; Billie Jo Day, Ph.D.; Daniel D. Hubbard; and Lily Tahmassebi. Attendees at this prestigious conference include education researchers, policymakers, and practitioners who will explore the latest advancements in educational research and intervention strategies.

The research initiative, developed and conducted by AIR® in collaboration with Lindamood-Bell, addresses a critical challenge in education today: the reduced emphasis on foundational skills and increased focus on comprehension in upper elementary grades, which poses difficulties for students with reading disabilities. These students often lack the basic reading skills their peers developed in earlier grades, putting them at risk of falling behind in reading and all academic subjects.

The study will provide empirical evidence on the impact of the Lindamood-Bell Learning Processes Complete, a multicomponent intervention designed to improve reading skills for students in Grades 3-5 who are at risk for reading difficulties or have been identified with reading disabilities. As part of the program, the Lindamood-Bell for Schools division will provide professional development services to 300 educators in approximately 50 mid-sized to large urban public elementary schools with diverse student populations, representing three districts and approximately 900 students. The randomized controlled trial will evaluate the effectiveness of the Lindamood-Bell Learning Processes Complete Intervention systems in real-world educational settings.

Since 2019, 46 states have enacted reading policy reforms designed to ensure students are fluent readers by 3rd grade. Despite these efforts, many interventions fail to adequately address the needs of students who remain at risk at upper elementary levels. This study aims to bridge that gap, examining how the Lindamood-Bell Learning Processes Complete significantly improves outcomes for students in need of targeted support.

“This study and our partnership with American Institutes for Research is a significant milestone for Lindamood-Bell and educational research,” says Paul Worthington, director of research and development for Lindamood-Bell. “With the launch of this research initiative, we have the opportunity to demonstrate the impact of our evidence-based, neuroscientific, sensory-cognitive interventions in real-world school environments. This study has the potential to create a paradigm shift, expanding beyond the science of reading to encompass the broader cognitive science of learning.”

The presentation at the 2024 SREE Conference will describe the research program’s objective, methodology, expected impact, and recommendations for future research. The full results of the study will be shared after all data has been analyzed after the conclusion of the program at the end of the 2025 academic year.

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: 
Paul Worthington,
Director of Research and Development
Lindamood-Bell
383538@email4pr.com  
(805) 541-3836

Lindamood-Bell Academy: Enroll Now for Special Savings

Academy, Specials

Lindamood-Bell Academy’s highly personalized approach is designed to meet the unique learning needs of each student. We develop the imagery-language foundation to help each student read, comprehend, and do math to their potential. 

Academy is an accredited California K-12 private school combining renowned, evidence-based instruction with a standards-aligned curriculum for maximum learning success. But it is our individualized, dynamic, and positive instruction that truly makes the difference for your child. Focusing on each student’s sensory-processing ability leads to successful learning and critical thinking. 

Shari, mother of an Academy student, said this about her son: “Lindamood-Bell Academy has given my child a future, and that is a gift. What they are doing here is giving Oliver the future he would not have otherwise. It makes me feel good as a parent because I know I’m doing the best that I can for him and that he is getting what he needs.”

Explore other stories about real students of the Academy here. There’s simply no other school like us or with our success rates!  

Enroll now for next school year and receive 25% off a month of tuition! 

*Academy enrollment must be completed by August 16, 2024. Must enroll for the entire school year. The discount will be applied to the final month of tuition in May 2025.

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