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We partner with school to implement a comprehensive Learning Community
in a School based on professional development and collaboration.
Utilizing best practices for language and Literacy development, our
model for schools can dramatically increase and sustain student
achievement. The following features are included in a Lindamood-Bell
Learning Community in a school.
On Cloud Nine Math Program
Research based Instructional Practices
The instructional programs authored by the founders and directors of
Lindamood-Bell have been implemented successful in clinical or
school-based settings for more than 30 years. They are research-based
programs that address the underlying language processing skills
required for competency in reading, comprehension, and math. A unique
feature of the programs is instruction based on a theory of cognition.
Specific brain-based skills such as symbol imagery, concept imagery,
and phonemic awareness must be developed in order for students to
benefit from standard-based instruction, strategies, materials, and
curricula. The sensory- cognitive
instruction practices explicitly develop the five recognized components
of reading: phonics, phonemic awareness, fluency, vocabulary and
Lindamood-Bell provides extensive, on-going professional development
for each of the school partnership. The goal is to program
implementation with quality and fidelity.
Professional development includes:
Introductory workshops in sensory cognitive programs, including the
Seeing Stars. On Cloud Nine, Visualizing and Verbalizing ,
Lindamood-Bell Phoneme Sequencing, and Talkies programs.
In-services and consulting in Response to Intervention (RTL).
In-services and consulting in Progress Monitoring and Differentiated Instruction
Direct, on-site coaching and program management on a full-time or regular basis for all instruction staff
Advanced professional development and certification for instructional
leaders to promote program quality, fidelity, and sustainability
Professional Learning Communities (PLCs)
Differentiated Instruction and Response to Intervention (Rtf)
Professional development is provided in the concepts and application of
an Rtl model, including diagnostics assessment, differentiated
instruction, and progress monitoring, Lindamood-Bell provides regular
reports to schools and district leadership to measure efficacy of
Sensory cognitive instruction is integrated into a Tier 1 application
to augment a school’s core language arts curriculum. In K-2,
instruction is focused in both decoding and comprehension skills
ranging from 30 to 60 minutes per day. Depending on the learning
profile of the classroom. In the upper elementary grades, daily
instruction is provided for 20 t0 30 minutes focusing on comprehension,
vocabulary, and critical thinking skills. Program steps are flexible
and adaptive to the varied learning needs of a classroom.
Within the elementary classroom setting, a “push-in” model emphasized e
Tier 2 application of the programs. At-risk students are grouped
homogenously based on data and overall academic.
, reading and writing process
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