Understanding Learning Disability Assessment
What does the learning therapy program target?
Visual, Auditory, and Motor Kinetic Modalities
Computer-based not tutor-based. Through our evaluations and learning disability assessments, we are able to obtain valuable data enabling us to pinpoint areas that need to be strengthened for the struggling student. One evaluation is the Learning Efficiency Test by Dr. Raymond Webster. This test checks auditory and visual memory and places individuals in a percentile rank according to chronological age. For example a student may score in the fifth percentile against their age group on this type of evaluation. This means that 95% of the students at the same age level scored higher on this particular subtest. This student could participate in remedial reading classes for years, but if the low level of auditory memory sequencing skills are not improved, he/she will never really succeed. Struggle will be constant. ELI’s goal is to strengthen and rebuild these skills so the student can succeed with normal functioning abilities.
What Does The Program Do?
* Addresses the cause
* Provides exercises that train or retrain the brain
* Builds new aptitudes
* Is a reflexive approach
* Changes the whole life
Learning Disability Assessment Testing
Once identification is complete, the next step is correction. Can anything be done to help a student with low auditory or visual memory skills? Can a student that cannot sequence properly be helped? Sometimes a student has difficulty integrating information between auditory and visual modes. He/She might see words and write them, but cannot say words quickly. Can anything be done about it? Can we train the brain to integrate information from one sensory input area to another? Can we strengthen memory scores? YES!
YES! One can change the ability to process and restore memory. In doing research for ELI, we found that there were many programs using nonsense words that had been working on these specific skills for years. ELI is designed to adapt skills and then relate new skills to process and restore memory. ELI is designed to adapt skills and then relate new skills to real words. Thus, a quick application into the actual world of school learning occurs for the student.
When all this occurs, we have a student who has the skills to learn. A student equipped for learning becomes motivated. Students are constantly challenged to gain new information and are able to transfer learned material to long-term memory.
The main difference between ELI and other programs is that ELI is not merely a reading program. There are few companies in the business of educational therapy with a program as massive as ELI. Our goal is to serve all students, especially the non-reached population. If a student is progressing in any other program, we do not automatically recommend that this student be enrolled in ours.
We are seeking the student that has not been able to progress in any other program and is feeling the discouragement. Because we are willing to serve the student who is failing in the classroom and students, young and old, who will likely drop out of school, our population is unique.
ELI is referred to as an “intensive care” learning system. The educational therapy approach may be the final approach to reaching students who have not learned by other methods. The multi-sensory, interactive approach is highly successful with the non-achieving students. I am sure you can imagine the success a marginal student on ELI would experience.