Enhanced Learning Skills for Kids » learning skills

4 Strengths Every Child Must Possess to Comprehend Successfully

colleen — Thu, 14 Oct 2010 15:30:05 +0000

One of the most common concerns that a parent will present to me is their child's weak comprehension skills. When we talk together, we cover many areas of concern where each variable plays an important role in impacting their child's specific challenges. However, in general, I will always review the 4 strengths every child must possess in order to comprehend successfully.

The first strength, as you can probably guess, is strong cognitive skills. Strong cognitive skills, in this case, means making sure, through assessment, that your child has the skills needed to remember and recall. This translates into having the ability to visualize pictures in their head in order to capture the story for retelling. It means making sure your child's ability to process the words and sounds they are reading without errors so they are reading and "hearing" the correct word.

Having strong cognitive skills for reading comprehension means making sure your child has several strong foundational strengths. This means having the ability to attend to the content, can process at a speed necessary so their short-term memory can make sense of the information; your child's memory areas (visual/auditory/working) are strong and large enough to hold the incoming information for recall and processing and that your child can make sense (understand) of what is being read. Phew, that is a lot to digest. All of these skills lay the foundation for reading comprehension. There are other cognitive skills that play into comprehending well but the above skills are crucial.

Once your child's cognitive skills are strong, your child now has the "ability" to comprehend. This still doesn't mean, necessarily that your child knows how to comprehend yet. That is why my Student Transformation System not only strengthens your child's ability to learn but also makes sure your child has the basics on how to learn.

The second strength every child must possess is the ability to decode what is being read. Your child needs to be secure in sound-to-code and code-to-sound. Why? If your child cannot decode a word to read it, most likely they are skipping over it entirely. This alone will leave your child with only parts of the story for recall. Worst case scenario is that the word or words that they skip over or decode incorrectly may be the adjective or verb that is leading to a climax or the main idea of the story. The sentence won't make a lot of sense with words missing so when your child reaches for the recall, it will be choppy at best. When I work with your child, I make sure they are able to decode/encode successfully.

The third strength every child needs for successful comprehension is the ability to recognize those words that cannot be decoded through strategy. Some reading programs have pages and pages and pages of these words which will require your child to have strong memory skills (auditory/visual/working and long-term memory) to retain and recall these words. Processing skills and speed along with attention need to be strong for the memory to be successful. When I work with your child, all these skills are strengthened. I use Master the Code which only has literally one page of words that are exceptions. Once your child has these irregular or sight words integrated into their memory and can recall them, you need to make sure they understand them.

The fourth strength I always talk about with a parent is the ability to understand language. Your child's purpose for reading may start out for entertainment reasons but as he/she gets older the purpose becomes more towards gaining information to learn. Your child needs to be able to read to learn; to gain benefit from the words and content. To be able to do this task, your child needs to understand the language, not just read decode it correctly.

Your child's expressive vocabulary, the words and meanings understood when your child is speaking or writing may be strong. However, a crucial piece for comprehension is your child's receptive vocabulary skills. Receptive vocabulary refers to your child's ability to understand the meaning of the words that are spoken verbally. This counts for the words given to your child when reading content from a teacher's notes, test questions or when participating in a discussion in class. If your child doesn't understand the meaning of the word than there is a good chance your child will not know what is being asked by the teacher. This is when your child can answer a literal factual question and get it right but when the data is presented along with words your child is not familiar with then they get the answer wrong. When I work with your child, we work through the first three steps and then touch upon this step using receptive vocabulary interventions. I will assess your child's receptive vocabulary skills and together we create a road map for success.

The above 4 strengths are required for your child to comprehend successfully. Each step is a small jaunt towards a bigger life-long journey. Set up your free 30 minute consult with me today and we can begin to pinpoint what is sabotaging your child from learning and comprehending.

SAT Vocabulary: Aboveboard

colleen — Mon, 29 Mar 2010 19:00:48 +0000

source: brainyflix and youtube

Female teachers may pass on math anxiety to girls, study finds

colleen — Thu, 18 Mar 2010 13:34:05 +0000

After a year in the classroom with female teachers who say they are anxious about math, girls are more likely to share that attitude — and score lower on tests, researchers say.

January 26, 2010|By Karen Kaplan

Girls have long embraced the stereotype that they're not supposed to be good at math. It seems they may be getting the idea from a surprising source — their female elementary school teachers.

First- and second-graders whose teachers were anxious about mathematics were more likely to believe that boys are hard-wired for math and that girls are better at reading, a new study has found. What's more, the girls who bought into that notion scored significantly lower on math tests than their peers who didn't.

The gap in test scores was not apparent in the fall when the kids were first tested, but emerged after spending a school year in the classrooms of teachers with math anxiety. That detail convinced researchers that the teachers — all of them women — were the culprits.

"Teachers who are anxious about their own math abilities are translating some of that to their kids," said University of Chicago psychologist Sian Beilock, who led the study published Monday in Proceedings of the National Academy of Sciences.

The study is the first both to examine the math attitudes of teachers and to show that those feelings can spread to students and undermine their performance, said coauthor Susan C. Levine, also a psychologist at the University of Chicago.

Experts said the findings could have implications for policymakers seeking to draw more women into careers in science, engineering and technology. Instead of focusing their efforts solely on female students, they could devise interventions for teachers as well.

"We always need more excellent scientists and mathematicians," said University of Wisconsin psychology professor Janet Shibley Hyde, who examines gender differences in math performance and wasn't involved in the study. "They are the force that drives the nation's economy. You don't want to dismiss 50% of the potential scientists because they're girls rather than boys. That's just crazy."

Beilock and her colleagues recruited seven female teachers from a Midwestern school district and assessed their level of math anxiety — a condition in which the prospect of doing math evokes unpleasant physiological and emotional responses. Such anxiety is more common among women, but isn't related to math abilities.

The researchers also gave math tests to 117 of the teachers' students and assessed their beliefs about math and gender at the beginning and the end of the school year.

source: http://articles.latimes.com/2010/jan/26/science/la-sci-math26-2010jan26

Learning Skills 101

colleen — Sat, 06 Feb 2010 13:00:42 +0000

So what are learning skills anyway? Most of us were never taught about these underlying mental skills that lay the foundation for our ability to learn. We were always taught that we could learn if we set our mind to it.

Between home and school we should be fine. If not, just see a tutor for a bit and you will be good to go. Unfortunately, not everyone is able to learn in this type of scenario. Why? Well, how easily and efficiently we learn is based on how strong our underlying learning skills are. This definitely turned out to be the case for my daughter who suffered from a traumatic brain injury at the early age of 11 months.

The skills we use to learn with are technically known as working memory, attention, processing, auditory analysis (including auditory processing), visual processing, word attack and logic and reasoning. We see these skills play out everyday based on how well we can pay attention, how well we can remember, how well we can process what we hear(we hear fine – its the processing of the sounds), how well we can process what we see (letter reversals, etc.), how well we can read unknown words (beyond the words we may have memorized) and how well we can plan, organize and problem solve. For each of these learning skills there are sub-categories that exist, too.

Lets explore an example of attention as a weak learning skill. In this example, we have a student is able to attend to one thing at a time only. However, the student will state that they get distracted very easily. After I work them through a series of exercises I can tell whether or not this is truly the case.

9 times out of 10 it is not the case. You see, students like this one tend to hyperfocus on their targeted input. They zone in on the teacher and everything else around them disappears. So, when an additional task is being introduced that requires processing, they are conflicted because they can only attend to one thing at a time and state they get distracted. In actuality, their "divided attention" skill is very weak along with their ability to process more than one thing at a time.

A student with the above weakness will state easy distractability but will also have great difficulty with remembering information coming from different inputs at the same time, especially if one is auditory. This student is able to take notes and process the input in the brain. However, if the teacher begins "discussing" the topic of the notes on the board, the student is lost. Similarly, if the teacher started to talk first, the student would be able to process this input but once the teachers asks the student to start writing notes along with the teacher speaking, the student would be unsuccessful. They are unable to share processing within the brain.

The good news is that the above weak skill is just one of many that you are able to strengthen due to the brain's ability to develop and grow. A student doesn't need to struggle with this weak skill set any longer.

Science has proved through research that our brains have the ability to strengthen their existing weak skills, build new pathways and strengthen existing connections. This is life changing news – it was for my daughter.

My daughter was 10 years old when introduced t brain training, residing in a self-contained 4th grade classroom and trying to learn with the skill level of a 5 year old. Brain training enhanced my daughter's ability to learn, created new pathways, strengthened her learning skills from mostly a 5 year old up to a 9 year old level in most areas measured.

Feel free to schedule a FREE 30 minute consultation with me and we will map out a vision and plan for your child.

Learning Skills 101

colleen — Wed, 03 Feb 2010 13:00:20 +0000

Last week, we began to understand what learning skills are and how they impact a student on a daily basis. If you recall, we stated that learning skills are the underlying mental skills formally known as attention, visual/auditory processing, memory, processing, word attack and auditory analysis. Most of our children experience these skills through reading, writing, spelling, paying attention, remembering, recalling and how quick we can respond to a request.

To continue our discussion around the "attention" learning skill, we recall our student from last week's example was having trouble paying attention to more than one thing at a time. We said our student had weak divided attention and in our example, this student also displayed weak ability to process more than one item at a time. There are definite exercises to work our student through from last week that will strengthen the weaknesses cited. Divided attention can be identified, measured and strengthened.

This week, we will talk about selective attention and cite an example. Selective attention is the skill that enables us to literally choose what we will pay attention to. We can still take in everything in our visual span but we only "select" one thing at a time to pay attention to. Let's begin.

Mike is a 10th grade student in his local public school district where the number of students in his science classroom is now approaching 28 fellow peers, thanks to school budget issues. The teacher is a bit overworked and underpaid, the students in the class are a good mix of high performers, middle of the road workers and average to slightly below average students. The student population just happens to be mostly young ladies and only a few young men. Mike is the pick of crop according to the young ladies in his class. The few males in the class cling to Mike for dear life to try and survive the uneven balance of gender population. They also see Mike as their leader because he presents so cool and collective. This semester the class is exploring Human Biology.

A typical class scenario in his science class is Mike arrives and the girls swarm to him. The remaining males follow along and hope for some attention. The teacher tries her best to gain control, separate the students and get everyone organized and focused. The teacher begins first with lecture to prep and gain interest in what will be a long "lecture" with visuals on basic genetics and chromosomes. Yawn … is what Mike begins to hear himself think. However, Mike needs this class and a good grade too because he thinks he may pursue science as a career. He knows he cannot afford to drift off and lose track of the discussion. In order to be successful, Mike needs to pull away from his friends, his fellow peers, stop the internal thoughts about the discussion that was just occurring and quiet his overall mind to begin focusing on the teacher.

Mike engages his selective attention and literally blocks out the noise in the classroom. The girls giggling, the guys whispering, the pencils falling, the teacher coughing, the students walking by the room in the hallway are just a few distractions that Mike chooses not to attend to with his focus. Mike's prefrontal cortex has just kicked into gear. This area of the brain decides what will receive attention, which cognitive resources will be used to analyze the incoming information and which distractions will be eliminated. Lucky for Mike, his selective attention skills are strong and he is able to focus on the teacher speaking, ignore the distractions around himself and his classroom and process the incoming information that will be on the next test. Not many students are as lucky as Mike and find it very difficult to block out distractions.

TRY A SELECTIVE ATTENTION TEST YOURSELF DIRECT FROM YOUTUBE.COM. Experience it from two different perspectives. One from being successful and paying attention to what was asked of you and nothing else. Second, from the perspective of weak selective attention and not being able to pay attention to what is being asked of you no matter how hard you try to focus and you understand what you are to pay attention to.

Selective attention is one of three types of attention in the broad sense. This skill can be easily identified, measured and strengthened. Do not wait to have your child's selective attention skills assessed today. Email now and save 50% off the cost. Everything you need to help your student is provided in my Enhanced Learning Skills System.

The good news is that the above skill is just one of many that you are able to strengthen due to the brain's ability to develop and grow. A student doesn't need to struggle with this weak skill set any longer. The Enhanced Learning Skills System was designed to strengthen learning skills required to learn and read easier and more efficiently. Call me today for an assessment and let's begin working together to help your child learn with ease.

Next time, we will discuss another learning skill and that impacts everyday learning ability and how there is hope and a solution. Call today for more information on your choices! Colleen can be reached at (908) 285-8352.

Learning Skills 101 – What is Working Memory?

colleen — Tue, 02 Feb 2010 13:00:42 +0000

To Review:

So far, we have been discussing what learning skills are and how they impact a student on a daily basis. If you recall, we stated that learning skills are the underlying mental skills formally known as attention, visual/auditory processing, memory, processing, word attack and auditory analysis. Most of our children experience these skills through reading, writing, spelling, paying attention, remembering, recalling and how quick we can respond to a request.

Over the last few weeks, we have been discussing the three types of attention. Selective, Sustained and Divided Attention were seen as necessary cognitive skills for students. Without these cognitive skills as strengths, the student has great difficulty within the classroom and in his life. This week, we will learn about working memory.

Working Memory works with attention to make it possible to process information that is given to us. For those with Attention Deficit Hyperactivity Disorder (ADHD), that are cognitive based symptoms, experience difficulty with all three types of attention which impacts the strength of their working memory. Why? Because attention and working memory go hand in hand. When attention is not held long enough to process information into working memory, the skill does not get worked thus presents weak. Parents of students with ADHD usually receive comments from teachers that their child gets distracted too easily and the student needs help with memory. The teachers will state that the student cannot remember information from one day or week to the next.

Working memory is needed for math, reading, comprehension, test taking and follow directions. Students use their working memory when reading and trying to comprehend. When they take tests and read the questions, if their working memory is weak, by the time they read all the possible answers for a multiple choice question, they forget the question and have to reread it again. Students will be unable to follow directions that have multiple steps because they cannot store the information long enough to follow through. Weak memory skills prohibits successful learning. Weak attention prohibits successful learning. See the pattern yet? All of our learning skills are interconnected. If just one cognitive skill is weak, our ability to learn is negatively impacted.

Learning Skills 101 – Visual Processing

colleen — Fri, 29 Jan 2010 13:00:53 +0000

To Review:

Over the last few weeks, we have been discussing our learning skills. Selective, Sustained and Divided Attention, and Working Memory, Processing Speed and included Visual and Auditory Processing. Without these cognitive skills as strengths, the student has great difficulty within the classroom and in his life. Last week we tried an exercise from Unlock the Einstein Inside: Applying New Brain Science to Wake Up the Smart In Your Child. Dr. Gibson is the creator of Processing and Cognitive Enhancement (PACE) and Master the Code (MTC).

This week we will discuss visual processing in a bit more detail. Visual processing relates to the brain’s processing to make sense of information taken in through the eyes. This is different from the mechanics of the eye that would lead to glasses. Visual Processing issues usually impact a child so they will find anything requiring spatial relations (keep in the lines, ordering the math problems on a paper within the space, not bumping into objects when they walk, etc.) a big challenge.

Reading and math are two subjects where accurate perception and understanding of visual processing is important. For example, spatial relationships are very important. Both Math and Reading rely heavily on the use of symbols I Most students I work with have this area impacted to a point. Some students are more severe than others. Visual processing issues will impact the child’s reading ability and thus academics. Math and Reading are the two subjects that are directly impacted.

Examples of how difficulty with visual processing could pose a challenge would be discerning between the many symbols within both subjects. Within reading, words must be perceived as separate units, directionality in reading left to right, similarly shaped letters of “b”, “d”, “q” and “p”. The importance of being able to perceive objects in relation to other objects is often seen in math problems. To be successful, the person must be able to associate that certain digits go together to make a single number (14), that others are single digit numbers, that the operational signs (+,x,=) are distinct from the numbers, but demonstrate a relationship between them. The only cues to such math problems are the spacing and order between the symbols (LD Online, 2008). Additionally, just being able to space and shape the flow of the equations to the space on the paper can be a challenge for students where they require graph paper to complete the work.

When you have visual processing difficulties, visual motor integration is often a spillover effect. This is the ability to use visual cues (sight) to guide the child's movements (LD Online, 2008). This refers to both gross motor and fine motor tasks. Often children with difficulty in this area have a tough time orienting themselves in space, especially in relation to other people and objects. These are the children who are often called "clumsy" because they bump into things, place things on the edges of tables or counters where they fall off, "miss" their seats when they sit down, etc. This can interfere with virtually all areas of the child's life: social, academic, athletic, pragmatic. Difficulty with fine motor integration effects a child's writing, organization on paper, and ability to transition between a worksheet or keyboard and other necessary information which is in a book, on a number line, graph, chart, or computer screen.

A funny story with visual processing weaknesses goes back to when I became certified and licensed in Processing and Cognitive Enhancement (PACE). First, I have to give you the background to the story. When I arrived in Colorado Springs for my week of training, I admit that I was probably the biggest doubting Thomas in the room. I came to Colorado because I wanted help for my children, especially Shannon who sustained cognitive injury from her autoimmune disorder. The Gibson Family, creators of PACE and MTC, picked up on my doubts. Perhaps it was because all I kept asking was “where’s the data?”, “Where’s the Research?” So, the family brought in their GURU .. Dr. Ken Gibson himself to speak to all of us that came to learn and get certified. Anyway, Dr. Gibson recognizes that a.k.a. Brain Training is still in its infancy relative to being mainstream intervention but its not in its infancy relative to research and proven results. So what’s the best way to prove something works? Yep … you guessed it! Dr. Gibson used the program on me! LOL. What happened was the best trainers for this program are the Gibson Family. They literally visit learning centers around the country to train/monitor the PACE/MTC trainers. So, I volunteered at this point, to get this over with. Let’s just say after the fact, I found out no one wanted to volunteer and they were happy I did so. Okay, next is the funny part.

I get up in front of the room of people and sit in the middle with the trainer. Then, I ‘m instructed to stand with the trainer and the metronome begins echoing in the room. I have not done anything at this point with a metronome. First, I’m instructed to not only catch the ball being thrown to me but do so on beat. Next, the trainer starts saying a sentence to me and we have to each say a word in the sentence within beat on each throw of the ball. Finally, I begin to stumble because I am using all my skills at once. My visual processing to visualize the sentence she spoke to me, my auditory to process what she said, my processing speed to hurry up and get the info into working memory, my working memory to hold onto all these directions and finally attention to make sure I am able to use all my attention skills and be successful. Whew! What a wake up call that was for me! Just doing that exercise alone woke up my mental skills and kept me alert for a while.

Another exercise the team used me for was learning the President’s forwards and backwards. I knew this was going to be tough because I couldn’t remember the name of the President who came after Washington. After they stopped giggling in good jest, of course, they worked with me and sure enough, they strengthened my skills within one session and I remembered the Presidents. You can’t imagine how proud I was to tell my husband, the history buff, that I could state all the President’s forwards and backwards. He said, If they got you to memorize the President’s, then I’m sold! He was sold and so was I because I personally felt the power of this training program. By the end of the week, I had renewed confidence in my own abilities! All the students that I work with feel the same way I did. More importantly, the goal of this one exercise is not to remember the President’s but to begin strengthening your cognitive skills. Learning the President’s is an added bonus. I hope you can "see" how visual processing and all the learning skills are so important for learning successfully.]"

Visual Processing: If visual manipulation or visual imagery is poor then those tasks that require seeing in your heard (math word problems, and comprehension, etc.) will suffer.

Your child may be experiencing similar difficulties while learning because one or more cognitive skills are weak. The best way to find this out is to have your child’s cognitive skills tested. The good news is after a student works with the Student Transformation System, they will have strengthened all of their cognitive skills. ADHD symptoms, that are cognitive based, disappear to the point the teachers and family take notice. Recognize that there is hope and a solution. Call today for more information on your choices! Call me at (908) 285-8352.

We will delve into Auditory Processing next week because it too is such a core skill that will impact across all subjects and environments (home/school).

Learning Skills 101 – Auditory Processing

colleen — Fri, 29 Jan 2010 13:00:07 +0000

To Review:

Over the last few weeks, we have been discussing some exercises from Unlock the Einstein Inside: Applying New Brain Science to Wake Up the Smart In Your Child. Dr. Gibson is the creator of Processing and Cognitive Enhancement (PACE) and Master the Code (MTC). This is one of the programs at the core of The Enhanced Learning Skills System.

Auditory Processing is really an important underlying mental skill. This week I wanted to provide you with some background details around this one mental skill. The National Institute of Deafness and Other Communication Disorders states the following on Auditory Processing:
Auditory processing is a term used to describe what happens when your brain recognizes and interprets the sounds around you. The "disorder" part of auditory processing disorder means that something is adversely affecting the processing or interpretation of the information.
Children with Auditory Processing issues often do not recognize subtle differences between sounds in words, even though the sounds themselves are loud and clear.

Symptoms of Auditory Processing Disorder can range from mild to severe. Here are some questions you can ask yourself about your child's processing of sounds if you think there is a problem:

Is your child easily distracted or unusually bothered by loud or sudden noises?
Are noisy environments upsetting to your child?
Does your child's behavior and performance improve in quieter settings?
Does your child have difficulty following directions, whether simple or complicated?
Does your child have reading, spelling, writing, or other speech-language difficulties?
Is abstract information difficult for your child to comprehend?
Are verbal (word) math problems difficult for your child?
Is your child disorganized and forgetful?
Are conversations hard for your child to follow?

Auditory Processing Disorder (APD) is an often an unknown problem and often not diagnosed because many of the behaviors noted above can also appear in other conditions like learning disabilities and attention deficit hyperactivity disorder (ADHD), dyslexia, autism, autism spectrum disorder, specific language impairment, pervasive developmental disorder, or developmental delay. It is also possible to have APD and have these same disorders. If that is the case, then most of the time the major disorder like autism is found and treated and APD goes undetected.

Audiologists (hearing specialists) can determine if a child has APD. Only audiologists can perform auditory processing testing and diagnose your child.

Problem Areas for Kids With APD (taken from kidshealth article):

The five main problem areas that can affect both home and school activities in kids with APD are:

Auditory Figure-Ground Problems: This is when the child can't pay attention when there's noise in the background. Noisy, low-structured classrooms could be very frustrating.
Auditory Memory Problems: This is when the child has difficulty remembering information such as directions, lists, or study materials. It can be immediate (i.e., "I can't remember it now") and/or delayed (i.e., "I can't remember it when I need it for later").
Auditory Discrimination Problems: This is when the child has difficulty hearing the difference between sounds or words that are similar (COAT/BOAT or CH/SH). This problem can affect following directions, reading, spelling, and writing skills, among others.
Auditory Attention Problems: This is when the child can't maintain focus for listening long enough to complete a task or requirement (such as listening to a lecture in school). Although health, motivation, and attitude might also affect attention, among other factors, a child with CAPD cannot (not will not) maintain attention.
Auditory Cohesion Problems: This is when higher-level listening tasks are difficult. Auditory cohesion skills — drawing inferences from conversations, understanding riddles, or comprehending verbal math problems — require heightened auditory processing and language levels. They develop best when all the other skills (levels 1 through 4 above) are intact.

Your child may be experiencing similar difficulties while learning The best way to find this out is to have your child’s cognitive skills tested. The good news is after a student works with the Student Transformation System they will have strengthened all of their cognitive skills including auditory processing. ADHD symptoms, that are cognitive based, disappear to the point the teachers and family take notice. Recognize that there is hope and a solution. Call today for more information on your choices! Call me at (908) 285-8352.

7 Differences Between Tutoring and The Student Transformation System

colleen — Fri, 23 Oct 2009 23:59:35 +0000

Tutoring (Similar to Sylvan and Huntington)	Brain Training using The Student Transformation System
additional academic instruction to help a student improve grades in school	intensive, specialized training program designed to make learning easier and more efficient
increases subject knowledge and related general knowledge	improves the brain’s ability to process information in any academic subject
helps student catch up after prolonged absence fills in the gaps when a student moves to a new school	uses the most up-to-date, ground-breaking strategies from cognitive neuroscience
permits student with attention deficit to complete unfinished assignments at home	improves selective attention, divided attention, and sustained attention, visual processing (i.e., reversals), auditory processing (reading and math difficulties) and memory (retaining math facts, etc.)

takes the homework load off of the parents, creating more free time and less stress for them	gets to the root of the learning problem and literally rebuilds the basic ability to learn efficiently
reinforces the reading skills and spelling rules taught in school	a new approach to reading and spelling that is retained at a subconscious level
helps student move through the school year more smoothly	gives student the ability to reach his or her full learning potential Find out more about the Student Transformation System

Enhanced Learning Skills for Kids » learning skills

4 Strengths Every Child Must Possess to Comprehend Successfully

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SAT Vocabulary: Aboveboard

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Female teachers may pass on math anxiety to girls, study finds

After a year in the classroom with female teachers who say they are anxious about math, girls are more likely to share that attitude — and score lower on tests, researchers say.

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Learning Skills 101

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Learning Skills 101

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Learning Skills 101 – What is Working Memory?

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Learning Skills 101 – Visual Processing

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Learning Skills 101 – Auditory Processing

Problem Areas for Kids With APD (taken from kidshealth article):

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7 Differences Between Tutoring and The Student Transformation System

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