Lindamood Bell Programs support dyslexic children learn to read.

“Relationships are the heart of what we do. We know that this is the essential element in tailoring an individual program to meet the needs of the whole child.”

 


 

What does your child need?

For some children, learning to read and write without cognitive process training is like trying to ride a bike without wheels.

At the Therapeutic Literacy Center, we specialize in the cognitive processes behind learning to read, write and spell.  We have studied how children learn and applied that research to therapeutic literacy instruction.  We treat the CAUSE, not the symptoms.

Does your child struggle with school or homework?

If your child is bright and struggles in school, there is a reason… and it’s NOT because they are lazy!

It’s because they are missing some skills. And it isn’t the obvious skills. It’s the underlying skills. Things like auditory processing, memory, attention or any of dozens more.

In fact, about 30% of all students have either weak or missing underlying skills. We call those the “learning skills” because they make learning easy.

The effect on students and families can be devastating!  Kids try really hard but are told that they are lazy or unmotivated. Of schools say there is “nothing wrong.” Parents are confused and “tear their hair out” trying to figure out the right things to do.

It can be miserable for the whole family!

The bad news:  Schools and tutoring DON’T actually fix those skills. They are focused on completing the curriculum.  When you decide to hire a tutor, you are getting “more of the same.”

The GOOD News:  Learning Skills can be FIXED… permanently… but only by using programs that are focused on training those skills. That means that even though it is hard work, it’s not like school. Building underlying learning skills takes some very specific attention. But it can be done. And it doesn’t have to be a “forever” process.

The sooner you get started with this work is the sooner your child will find success!

We focus on enhancing and developing those processing skills that will bring about the biggest impact on learning:

  1. Auditory Processing: to process sounds. The major underlying skill needed to learn toread and spell.
  2. Auditory Discrimination: to hear differences in sounds such as loudness, pitch, duration, and phonemes.
  3. Auditory Segmenting: to break apart words into their separate sounds.
  4. Auditory Blending: to blend individual sounds to form words.
  5. Auditory Analysis: to determine the number, sequence, and which sounds are within a word.
  6. Auditory-Visual Association: to be able to link a sound with an image.
  7. Comprehension: to understand words and concepts.
  8. Divided Attention: to attend to and handle two or more tasks at one time. Such as: taking notes while listening, carrying totals while adding the next column. Required for handling tasks quickly as well as handling complex tasks.
  9. Logic and Reasoning: to reason, plan, and think.
  10. Long Term Memory: to retrieve past information
  11. Math Computations: to do math calculations such as adding, subtracting, multiplying, and dividing.
  12. Processing Speed: the speed which the brain processes information.
  13. Saccadic Fixation: to move the eyes accurately and quickly from one point to another.
  14. Selective Attention: to stay on task even when distraction is present.
  15. Sensory-Motor Integration: to have the sensory skills work well with the motor skills – such as eye-hand coordination
  16. Sequential Processing: to process chunks of information that are received one after another
  17. Simultaneous Processing: to process chunks of information that are received all at once
  18. Sustained Attention: to be able to stay on task.
  19. Visual Discrimination: to see differences in size, color, shape, distance, and orientation of objects.
  20. Visual Processing: to process and make use of visual images.
  21. Visual Manipulation: to flip, rotate, move, change color, etc. objects and images in one’s mind
  22. Visualization: to create mental images or pictures.
  23. Visual Span: to see more/wider in a single look. 

Certified in Orton Gillingham methodologies already, we have added new programs and exercises for developing underlying “mental tools” needed for success, not only in reading and writing, but in every area of LEARNING and ATTENTION:

  • We stress the Learning Continuum as our point of evaluation and programming decisions. Where schools and tutors do their work on the top two steps of the continuum and make accommodations for weak areas, we are actually training the weaknesses to be strong enough to not need any accommodations or modifications.
  • We now have a specific and sequential Auditory Stimulation Training system.
  • We have refined our Auditory, Memory, Processing, and Attention programs.
  • We have added a CORE Learning program developing motor skills, internal organization, visual skills, body and attention awareness.
  • Our tools now include Samonas Sound Therapy, metronome and audio-vocal training.

We ask: Why compensate when you can FIX the problem?

What is the difference between tutoring and therapy?
“… consistent communication with me, as a parent, has been remarkable. Through phone calls and emails, a genuine investment in Parker’s emotional and educational well being has helped her reach her potential…..”
Parker's Mother