A parent is the first to know if your child is struggling in reading. If you feel your child needs help with their reading skills, call
us today. We will assess and diagnose
your child and have a conference with
you to discuss your child's strengths
and areas they need help in. We will
then devise an individualized plan to
meet your child's needs and send them
off on a path to success.
CALL US TODAY
Learning Press LLC offers customized programs for children grades k-7. Our students have difficulty learning how to read through traditional methods. They need to be taught in a way that teaches to their strengths. Our program is designed to ensure every child reaches their full potential and develop strategies they can use throughout their academic studies.
K-1 Reading Level
An introduction into the world of literacy including letter sound relationships, phonemic awareness skills-word awareness, blending, sound isolation, syllable, rhyme, writing in response to reading, vowel emphasis, b and d confusion, sight word recognition, beginning reading, listening and reading comprehension, writing in response to reading.
Through the use of imagery our students learn the meaning of sounds. The kids will move through the process of learning to read and write with enjoyment, confidence and the desire to work towards becoming a stronger reader and writer.
2-3 Reading Level
Students are encouraged to continue their development of literacy skills through decoding instruction, comprehension instruction and writing practice. Skills and strategy coaching in these areas of literacy include phonic knowledge, word patterns, chunking and word attack; using before, during and after reading strategies such as previewing, predicting and visualizing, making inferences, summarizing and self-monitoring.
Through the use if imagery the kids will continue to develop good reading and writing habits in an environment that allows practice of targeted skills and strategies while also encouraging their continued use in school and home.
4-5 Reading Level
The continued use of learning strands including seeing, hearing, tactile and kinesthetic (for example letters can be written in the air.) Students will learn syllabic, morphemic, syntactic, grammatical structures of language and writing. Instruction includes integrative practices that involve reading, spelling and writing together. We stress language patterns that determine word order and sentence structure and the meaning of words and phrases.
We use colors and pictures
For years students have benefited greatly from "Pathways to the Mind." Although each case is unique, students trained with "Pathways to the Mind" improve 1.5 to 3 grade levels in the areas of phonemic awareness, phonetic decoding and oral reading. Given intervention using "Pathways to the Mind" dramatic improvement is seen. You can see results in more fluent reading that enable students to go beyond phonetically controlled books, improving oral reading skills.
In many cases older students will typically test at a 2nd grade level on phonics skills. These students often soar after being introduced to "Pathways to the Mind," significantly increasing phonemic awareness skills.
Although cognitively delayed students may need longer and more intensive periods of instruction, they typically make great gains due to the powerful mnemonics and unique multisensory techniques.
"Pathways to the mind trains students in the critical skills of phonemic awareness, letter-sound associations, and the ability to read and spell word correctly. Letters are represented in the colorful pictures to allow for visualization. The letter "f" isn't just a sound. the liquid is getting poured. It represents how we touch our bottom lip while saying the sound. The "f" is pouring into the LIP of the jar just as our teeth touch our lip when we say the sound. The "th" sound isn't just wet shoes. The shoes have a tongue just like we use our tongue to say the sound. The imagery and mnemonics are heavily utilized in the program to make it easier for students to learn and remember the sounds. This is especially important for those with weakness in short term memory, phonemic awareness, visual processing and/or rapid naming of visual symbols. The picture cards and, later, plain letters are used in hands on tracking activities to develop the phonemic awareness skills of blending, segmenting and sound manipulation. Students progress through the program, using various levels of words and materials to develop the ability to automatically sound out words for reading and spelling. The program continues to upper levels of phonics instruction for reading and spelling multisyllable words.
We teach fluency
Children are able to learn our concepts
We address underlying issues
Learning Press LLC
2679 Highway 70
Manasquan, NJ 08736