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.