Academic Difficulties in Reading, Reading Comprehension, Writing, Spelling and Math

The first sign that a problem exists in a person's learning emerges when there are difficulties in learning to read, to write, or to do mathematical calculations. However, the root of the problem is usually in visual, motor or auditory processing systems.

When a psychologist delivering a standardized assessment looks at a person's performance with a neuropsychological lens, the root causes of the difficulties and strengths emerge.  For example, using the Wechsler tests, low scores in the working memory index subtests and the Arithmetic subtest suggest difficulty with the first step in learning from an oral presentation, especially being able to hold an age appropriate amount of data in memory while performing the next step in the task.  In such a situation the problem looks like difficulty in doing math, but no amount of tutoring solves the problem of classroom mastery from oral presentation, especially when the teacher's teaching style is largely oral.  Self esteem and self-confidence issues compound and further mask the real problem.

At the Vancouver learning Centre, not only are these root cause problems identified, but specialized and targeted rehabilitation programs are designed to address the problem directly through specialized exercises in oral working memory called the "Effective Listening Program."  At the same time the gaps in the learning hierarchy are filled in by using the learner's strengths in visual processing.  In this situation visual display is used to show and teach the content missed in the past and to frontload the new content coming up by using a preview system called the week-ahead program.

Similarly, problems in reading, spelling and written expression often have their origins in brain-based factors that can be detected by significantly lower scores in some subtest areas.  Remedies are used to address the weaknesses directly and teach through strength areas of the student.

Progress Reviews provide evidence that these strategies work to change overall learning outcomes and open doors to academic achievement and performance not previously possible, which provide potential future life opportunities.  In so doing life outcomes for the learners are transformed.

Next Steps

1. If you would like to have answers as to what can be done, you can book a free interview with Andrew Taylor or Lindsay Sealey by telephone at 604-738-2277 or by e-mail at andrew@vancouverlearningcentre.com or lindsay@vancouverlearningcentre.com.
2. If after you are fully informed through the interview and by reading this website you are interested in proceeding, Andrew or Lindsay will provide you with an assessment date to begin the process.
3. If you have further concerns or questions you can speak to principal psychologist, Dr. Geraldine Schwartz PhD, either by telephone or by booking a further personal interview.
4. The assessment will provide a clear statement of the student’s cognitive and educational strengths and weaknesses along with a detailed program that is offered as a proposal. The program is delivered by the Vancouver Learning Centre’s highly qualified teaching faculty.