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Diagnoses such as dyslexia, dyscalculia, ADHD, and receptive and expressive language disorders can make it challenging for your child to thrive in a typical learning environment.
Schools often use a “one size fits all” approach to education that may not adequately address the individual challenges or strengths of children with learning differences.
Students with learning disabilities such as dyslexia, dyscalculia, expressive and receptive language disorders, auditory processing disorders, ADHD, and executive function difficulties, among others.
Our experienced interventionists offer student-tailored instruction based on your child’s specific learning profile. From academic testing to intervention, our program is prescriptive and effective, offering a multi-modality approach to intervention.
The Wilson Reading System is a structured literacy program designed to teach reading and spelling to individuals with dyslexia or other language-based learning disabilities. It follows a systematic, multisensory approach, incorporating visual, auditory, and kinesthetic-tactile learning methods to reinforce reading skills.
The program includes phonemic awareness, word decoding, vocabulary development, fluency practice, and comprehension strategies, all taught in a sequential and cumulative manner to provide targeted support for struggling readers.
The Lindamood-Bell Seeing Stars program is a structured literacy program designed to improve reading and spelling skills, particularly for individuals who struggle with dyslexia or other reading difficulties.
A key component of the Seeing Stars program is developing symbol imagery, which refers to the ability to create mental images for letters, letter combinations, and words. Students learn to visualize the letters and words they encounter, which helps improve their ability to recognize and remember them.
The Lindamood-Bell Visualizing and Verbalizing program focuses on improving reading comprehension, oral language comprehension, and critical thinking skills by developing the ability to create mental images from text.
The Visualization Component: The program begins by teaching students how to create mental images or “mind pictures” from written or spoken language. Students are encouraged to engage their senses and imagination to form vivid mental representations of the text they are reading or listening to. This skill is crucial for comprehension because it helps students connect with the material on a deeper level.
The Verbalization Component: Once students have visualized the text, they are prompted to verbalize or describe the images they have created in their minds. By articulating their mental images aloud, students strengthen their ability to process and understand the information. Verbalization also helps students organize their thoughts and express their ideas more effectively.
Lindamood-Bell On Cloud Nine is an educational program designed to enhance students’ cognitive processing skills, particularly in the area of mathematics. This program builds upon the foundational principles of the Lindamood-Bell approach, which emphasizes the development of sensory-cognitive functions crucial for learning.
It specifically targets math and language skills, recognizing the importance of both domains in academic achievement. The program aims to improve students’ abilities to understand and manipulate mathematical concepts while also enhancing their critical thinking skills.
Embrace the diversity of learning styles, for within them lies the richness of human potential.
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