Our Process
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What makes us different?
When choosing a clinician there are many considerations including:
- Educational background
- Proven areas of expertise
- Scheduling flexibility
- The breadth of program offerings
- Whether they are a good match personally
We know that with the right amount of intense therapeutic intervention, we can make changes in a short amount of time. We believe that a brief ”time out” from what is not working can provide what is needed to access instruction in a traditional classroom.
We treat the causes, not just the symptoms.
Our Tools
We have compiled programs and exercises for developing underlying “mental tools” needed for success, not only in reading and writing but in every area of LEARNING and ATTENTION:
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We stress the Learning Continuum as our point of evaluation and programming decisions. Where schools and tutors do their work on the top two steps of the continuum and make accommodations for weak areas, we are actually training the weaknesses to be strong enough to not need any accommodations or modifications.
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We have a specific and sequential Auditory Stimulation Training system.
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We have refined our Auditory, Memory, Processing, and Attention programs.
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We have a CORE Learning program developing motor skills, internal organization, visual skills, body, and attention awareness.
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Our tools include Samonas Sound Therapy, metronome, and audio-vocal training.
What is needed?
At Duluth Core Learning, we specialize in
the cognitive processes behind learning to read, write, and spell. We have studied learning and applied that research
to therapeutic instruction.
At Core Learning, we treat the
CAUSE and not just the symptoms.
We offer therapeutic instruction in:
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Phonemic Awareness
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Phonological Awareness
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Decoding
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Reading Fluency
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Comprehension
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Critical Thinking
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Components of writing including spelling
Cause
We focus on enhancing and developing those processing skills that will bring about the biggest impact on learning:
Auditory Processing: to process sounds. The major underlying skill needed to learn to read and spell.
Auditory Discrimination: to hear differences in sounds such as loudness, pitch, duration, and phonemes.
Auditory Segmenting: to break apart words into their separate sounds.
Auditory Blending: to blend individual sounds to form words.
Auditory Analysis: to determine the number, sequence, and which sounds are within a word.
Auditory-Visual Association: to be able to link a sound with an image.
Comprehension: to understand words and concepts.
Divided Attention: to attend to and handle two or more tasks at one time. Such as: taking notes while listening,
carrying totals while adding the next column. Required for handling tasks quickly as well as handling complex tasks.
Logic and Reasoning: to reason, plan, and think.
Long Term Memory: to retrieve past information
Math Computations: to do math calculations such as adding, subtracting, multiplying, and dividing.
Processing Speed: the speed in which the brain processes information.
Saccadic Fixation: to move the eyes accurately and quickly from one point to another.
Selective Attention: to stay on task even when distraction is present.
Sensory-Motor Integration: to have the sensory skills work well with the motor skills - such as eye-hand coordination
Sequential Processing: to process chunks of information that are received one after another
Simultaneous Processing: to process chunks of information that are received all at once
Sustained Attention: to be able to stay on task.
Visual Discrimination: to see differences in size, color, shape, distance, and orientation of objects.
Visual Processing: to process and make use of visual images.
Visual Manipulation: to flip, rotate, move, change color, etc. objects and images in one’s mind
Visualization: to create mental images or pictures.
Visual Span: to see more/wider in a single look.