The Lindamood Phoneme Sequencing™ Program
It has been identified that problems in reading and spelling are often caused by the inability to perceive and identify the separate sounds within words. This is due to weak phonemic awareness and this weakness can result in adding, omitting, substituting and reversing sounds within words while reading and spelling. Students with this difficulty may be labeled dyslexic and might read the word “sting” for “string” or “cats” for “cast.” These students may be very inaccurate spellers and their invented spellings may not appear to be closely related to the actual sounds or their order within the words. Lighthouse Learning Solutions utilizes Lindamood Phoneme Sequencing™ program (LiPS™) to address difficulties in phonemic awareness and phonetic processing by connecting sounds to letters and to the oral-motor sensation generated when producing those sounds.
The Seeing Stars™ Program
The reading process is not simply a matter of sounding out words, and phonetic processing skills are not enough to attain fluency in reading. Some students may have good phonemic awareness but still read and spell slowly and inaccurately. For those students, there is a weakness in the area of visual memory. They may accurately sound out words but, when they see those words later in context, they are unable to recognize them and thus sound them out again. These students may also spell phonetically but inaccurately- for example, writing “e-n-u-f” for “enough” or “l-i-t-e” for “light.” They may successfully memorize words for a spelling test, but then spell the same words incorrectly in context just a few days later. For these students, it is necessary to develop the visual memory for letters and words (orthographic memory), which will aid them in retaining and applying mental images of words for quick and accurate word recognition and spelling.
Lighthouse Reading Solution™
The Lighthouse Reading Solution™ was developed in response to the needs of students who struggle with all aspects of reading. It integrates the theory and steps of successful reading programs and applies these steps to cohesive text of increasing complexity. This program stimulates phonemic awareness, which helps students accurately sound out new words, and orthographic memory, which enables students to retain mental pictures of words for sight-word recognition and spelling. Most importantly, however, this program teaches students to connect language to their senses in order to accurately comprehend text. It is a comprehensive and engaging reading program that simultaneously addresses all aspects of reading difficulties, including reading accuracy, reading fluency, and reading comprehension.
Once students have strengthened the foundational cognitive pathways needed for fluent reading, lots of practice can provide the final step to bringing their reading to grade level. Read Naturally® offers a motivating and structured approach to increasing reading fluency. Daily practice and repeated reading provide the exposure to text that allows students to increase their sight-word base, develop confidence and speed, and improve expression while reading.
The Visualizing and Verbalizing® Program
Students with comprehension difficulties may struggle with understanding what they read and what they hear. Often they may need to read information several times to understand it or they may just memorize information for a test without ever truly comprehending the material. They might have trouble paying attention in class, experience difficulty in following oral directions and struggle with test taking, organization and expressive language. The Visualizing and Verbalizing® program teaches students to visualize what they read and hear, and to create good images for others when they speak or write.
The Talkies® Program
For students who are very young or experience significant challenges with oral language, the Talkies® program works to address receptive and expressive language difficulties. This program systematically and effectively teaches students to connect oral language to mental imagery, providing a foundation for increased oral expression and listening comprehension.
Integrated Play Groups®
Some students experience difficulty in developing play and social skills to a level that allows them to regularly experience joy and success with peer interaction. Challenges in this area can lead to feelings of frustration and isolation, as the social arena becomes more complex and demanding. Using Pamela Wolfberg’s model of Integrated Play Groups®, we evaluate a student’s current level of play skills and interests, and work to build upon these skills through facilitated social interactions with peers. For students who seem to prefer playing alone, this process provides a foundation for true enjoyment and comfort with peer play.
For students who lack some of the concrete language and behavioral skills needed for success in the social arena, individual or small group instruction provides opportunities to learn social skills in a structured format and setting. Using Michelle Garcia Winner’s model of Social Thinking®, we evaluate a student’s current level of skills, and work to build upon these skills through individual and small group instruction designed to develop understanding and appropriate use of typical social language and behavior.
The On Cloud Nine Math® Program
For students who struggle with math concepts and computation, the On Cloud Nine® program addresses math weaknesses by starting with the creation of a good conceptual foundation for numerals, the number line, and numerical operations. Through this program students learn to visualize and understand math processes and to accurately visualize word problems to determine what they need to know and plan a strategy for solving. This fun and interactive program can be beneficial to students of all ages who struggle with math.
This program is for students who need support in developing the ability to focus, sustain, and shift attention. Students participate daily in computer-based cognitive skill building programs, designed to increase working memory and processing speed along with attention and response to relevant auditory and visual cues. The tasks take the form of games and students progress at their own rates to levels of increasing difficulty. The goal of this program is to engage students in the process of improving memory and training their brains to attend to relevant stimuli, thus making them more available for academic instruction.
Handwriting Without Tears®
This program is for students who need to develop handwriting skills in order to express themselves in writing with greater ease and legibility. Trained instructors consult with an occupational therapist and use the Handwriting Without Tears® curriculum to support visual motor development and improve legibility of print.
Mavis Beacon Teaches Typing®
This program is for students who need to develop keyboarding skills due to difficulties with handwriting. While working to improve handwriting skills, students spend time each day working with The Mavis Beacon® training program, which instructs students in keyboarding by matching lessons to their individual level and need.
Even after students have worked to increase attention and focus through cognitive skills development, changes in routine and diet, and/or medical management, they may lack the concrete tools needed to stay organized and on top of the expectations of home and school. Participation in this program provides students with opportunities to engage in lessons and activities designed to increase self-monitoring and organization. Students are taught multiple strategies for learning and studying, and encouraged to identify and utilize the strategies that work best for them.
Subject Area Tutoring
For a student struggling with a particular subject in school, the learning needs evaluation will help determine the underlying causes of the difficulty. The individual learning plan may include a period of intensive intervention devoted to strengthening foundational skills. Following this period of intervention, sessions will be designed to guide the student to begin applying those developing skills to the difficult academic subject.
For students seeking extra challenge in an area of strength, individually designed enrichment programs can be arranged. Weekly sessions can be conducted in a one-to-one or a small group format, and tailored to the needs and interests of the students. Some classes may offer accelerated programming with higher-level concepts and materials, while other classes may offer time to delve into and express understanding of a topic of interest, in great depth.
Students can schedule time between the hours of 2:30 and 6:00 p.m. to receive homework help or opportunities to complete assignments in a structured and supportive setting. Homework help is not intended to take the place of subject area tutoring. If your child is struggling or needs support in a specific subject area, individual tutoring sessions should be arranged.
Some children experience difficulty engaging in the functional tasks of childhood. They may have difficulties with fine motor skills, gross motor skills, and/or sensory processing and integration. Weaknesses in these areas can create challenges in many areas of learning and play. For these students, occupational therapy (OT) can provide approaches to addressing these challenges. We can refer families to local occupational therapists who are able to evaluate and treat your student. Increased intensity of therapy and continuity of care can be provided in our equipped child development room, where you or one of our educators, working in consultation with your occupational therapist, can use the programming recommendations to provide additional therapeutic opportunities each week.
For students who experience emotional and behavioral challenges, qualified mental health professionals can evaluate and help your child improve his or her emotional and behavioral functioning. Weekly individual or group therapy sessions provide opportunities for children and adolescents to get emotional support and learn skills to help them successfully navigate and overcome their challenges. We can refer families to local therapists and will collaborate with the practitioner of your choice in order to support and implement specific treatment recommendations.
For students who experience difficulty with articulation and intelligibility, we can refer families to licensed speech therapists who can provide evaluation and treatment. Increased intensity of therapy and continuity of care can be provided in our equipped child development room, where you or one of our educators, working in consultation with your speech therapist, can use the programming recommendations to provide additional therapeutic opportunities each week.
Lighthouse Learning Solutions is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell – an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills – in no way endorses or monitors the services provided by Lighthouse Learning Solutions.