When children with at least average intellectual ability struggle to learn, even with adequate instruction, there is likely something in the way that they are processing information that is underdeveloped, different, or inefficient.
At the Learning Center , we recognize that if we are going to effectively impact academic learning problems, we must prepare the brain for learning by strengthening or developing the underlying thinking processes that support academic skills.
These include skills such as:
- Processing Speed
- Auditory processing, language, and communication
- Phonemic awareness
- Visual processing
- Internal timing and organization
- Motor coordination and sensory integration
- Logic and reasoning
- Executive function
Our primary work is done one-to-one with students and focuses on teaching, strengthening, and developing those skills that lead to independent, academic success.
- The first step in our process is for parents to attend a Parent Information Night. This helps us get a “feel” for the student and allows parents to ask questions.
- Next, we do a functional academic and learning skills assessment and/or records review to look closely at the strengths and challenges in a student’s learning.
- The intake process also includes a parent/client consultation, report and recommendations, and program set-up.
The intake process is mandatory for entrance into any of the Stowell Learning Center programs as we want to be sure that from a student’s very first day, we are providing the best and most efficient programs and strategies for him or her. We do not want to waste any time guessing or experimenting!
Different students have different needs. Each student has a completely individualized program that is adjusted as progress is made.
Because our therapy focuses on developing underlying thinking skills essential to efficient learning, daily instruction is critical to the process. In order to reduce the cost to the family, we often suggest partnering with the parents to provide the frequency of instruction needed. We view parents as our teaching partners and we will provide both instruction and materials to support them.
We work with students of all ages who have challenges with listening, language and communication, reading, spelling, writing, comprehension, math, organization and study skills, and/or attention and concentration. Some students come with formally diagnosed learning challenges; others are simply struggling with school or some area of their life.
Our goal is for each student to become as comfortable and independent a learner as he or she can be.
To get started, give us a call at (909) 598-2482
Aaron was a very bright high school senior who wanted to go into pre-med in college. He was at the top of his class in physics and chemistry, but close to failing English and History.
Aaron had such weak auditory processing skills that listening in class was exhausting. His teachers reported that he often fell asleep during lectures
Aaron’s poor auditory processing also affected a key skill for sounding out unfamiliar words when reading. He could read, but not well, so he often failed to complete reading-related homework assignments.
Because he could do well in some areas, people often misunderstood and thought that he was not trying hard or not motivated.
Aaron went through an intensive summer program at SLC to increase his auditory processing and reading skills. His energy, stamina, and confidence for listening, reading, and writing improved greatly. He is now in college with a pre-med major.
Mark, at 12 years old, was outgoing, friendly, and confident—that is until it came to school. Mark was a terrific athlete and built fantastic Lego structures. He got As in math except for word problems but was beginning to fall behind in his other classes.
Mark was a very poor reader. He’d been able to compensate pretty well up until 7th grade, but the reading and writing demands in junior high were becoming too much to keep up with or talk his way out of.
Mark went through a program at the Learning Center to develop his phonemic awareness so that he could learn and use phonics for reading and spelling. His visual skills for reading were also developed so that he didn’t have to feel disoriented and overwhelmed when he looked at a page of text. Mark is now functioning well in a private high school and playing quarterback on the school football team.