Unsolicited Testimonial of Middle School Success
“Thank you Mrs. Shook! You are truly blessed with the gift of wisdom and discernment in working with learning differenced children and their families. You have literally changed and directed lives. I wish you could see Logan now!”
“Once Logan moved on to Middle School (three years ago) the teachers were dumbfounded mid-year when I told them we had battled learning differences in Lower School and I wanted to see what they observed so we could keep on top of things! Their comments are that he is such a conscientious student and quite the hard worker. If only they really knew how those characteristics were developed! His grades are mostly A’s and he earns them independently! His favorite pastime is reading! All his peers and teachers know that Logan is the reader! He always has a book handy and loves to talk about them! He can read a book faster than I can and enjoys every minute of it! He has excelled at writing, although the boyhood patience of proofing and re-writing is still battled at times.”
Reading is Language/ Language Depends on Listening Skills
“You were discerning to work on the root causes of Logan’s academic struggles and were able to combine the right therapies to treat the whole of Logan and not just symptoms of learning differences. If only we could clone you now so everyone had your understanding!
~~ Immeasurably Thankful,~~ Logan’s Mom”
The Earlier Story: Reading Depends on Listening Skills
Logan was a bright six year-old boy who was failing reading, writing, and spelling in his private school kindergarten. The school recommended another well-known reading rehabilitation method, but the parents had a referral from a friend to see me. Logan had deficits in auditory-linguistic processing, phonemic awareness (sound-symbol correlation), short-term memory, auditory discrimination, and comprehension of instructions and short stories.
Auditory Processing Foundational to Phonemic Awareness
Logan used The Listening Program with air conduction headphones http://ctsdallas.com/Services/Therapies/IntensivePrograms.html to establish his perception of patterns of the sound environment laying a foundation for improving his phonemic awareness essential to reading decoding. He played listening games that directly addressed his areas of weakness. He learned to isolate specific sounds in words, blending sounds together, and segment words in sentences and sounds in words. http://ctsdallas.com/Services/Therapies/ReadingisLanguage.html .
Effective Listening Foundational to Reading Comprehension
Logan also learned components of problem solving such as identifying the problem, cause-and-effect relationships and deductive reasoning so that he could draw conclusions and make predictions about short stories. He also learned to visualize directions, math word problems, and word pictures from stories to increase his comprehension. He learned to write short stories that were age appropriate verbalizations which described objects and events. http://ctsdallas.com/Services/Therapies/ReadingisLanguage.html .
Oral Language Depends on Listening
I previously had worked with reading issues separately from auditory processing issues underlying language development for many years. I began noticing that combining these issues improved school performance in most children struggling academically. These children tested as having minor language delays in addition to auditory processing deficits with the manifesting symptom of poor academic achievement.
Oral Language Success Brings Academic Success Long Term
Logan’s developing his auditory and linguistic processing allowed more effective oral language skills to emerge as well as his written language. These continue to develop on their own as described by the letter which I recently received from Logan’s mother updating his progress.
Self Esteem Success
“Logan’s self-esteem and self-confidence is high. He is a typical and fun-loving teen of almost 14 years in every way! Enough time has passed now that the nightmare of homework tears and school frustrations seem dream-like. The countless hours of therapy sessions seem condensed to a short time frame! Neither of which was fathomable at the time we lived through all that hard work! But the icing on the cake is that Logan is a healthy, fun loving teen who developed great character qualities from his history with learning differences! Thanks to you Jane!”
***Logan’s Story is a composite of several children I have seen using this model. The mother’s testimonial is word for word from a letter I received about her specific child’s improvement.***