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San Francisco and Lodi
Learning Centers for Struggling Students
Learning Differences Don't Just Magically Disappear!
Too often, parents think that their children will just "outgrow" a learning difference. But without proper intervention, these students are left with failing grades, low self-esteem, and a multitude of other problems that coincide with learning disabilities.
The Harp Learning Institute in Lodi takes struggling learners and turns them into independent, successful students by going to the root of the problem and filling in learning gaps. With our 5-Step, research driven program, students build a strong learning foundation. Tests can then be passed with ease. Grades soar. Self-esteem increases. Homework can be done independently.
Learning should be fun! The process of learning should come naturally and at a predictable pace. But for many students, the process of learning just doesn't click. Sometimes it is actually painful!
So, what is going on?
20 to 30% of the students in every classroom struggle with the process of learning!
The traditional approach is to assign more academics, taught in the same manner that didn't work in the first place! If a student has an auditory processing disorder, or any other learning difference, more academics won't fix the problem!
The Science Behind Our Program:
At the Harp Learning Institute, we know that just like building a house, a strong learning foundation must be built. That is why we start our students out with gross motor skills and increasing the body/brain connection. Babies are not hard-wired for every skill at birth. We understand this and help students build new neural pathways in the brain so the process of learning can be easy!
If a student doesn't have these basic skills in place, then higher level skills are difficult or impossible to learn. Our students are up and out of their seats! They may be performing a simple academic activity while at the same time bouncing a ball or jumping on a mini-tramp. This is the first step to building that crucial learning foundation!
After gross motor skills become strong, we work on visual processing skills. Since we take in 75 to 90% of what we learn visually, it is paramount that students perceive not just their school work, but their world correctly. At Harp, students enjoy working on skills such as eye tracking, visual motor integration, eye/hand coordination, visual closure, visual figure ground, spatial skills, visual discrimination, and perceptual skills.
Next, auditory skills are refined. Many students struggle to tune out background noises. They might hear the whirring of a computer as if it were a jet! Another student's pencil moving on paper may sound like raking fingernails across a chalkboard. Perhaps these students only hear beginnings or endings of sounds. How frustrating can you imagine this to be? At Harp, we work at refining skills such as auditory closure, auditory processing, auditory synthesis, auditory discrimination, and following oral directions.
Every step of the way, we strengthen memory skills, starting with basic visual and auditory memory building and gradually increasing the demand of the skill. By the end of the program, students are able to manipulate memory and have a strong working memory, which relates to better grades, higher understanding of material, and the ability to learn and remember!
Of course, we teach academics in every session! We understand that most students with a learning difference are right-brain dominant, tactile learners! This is why school can be so frustrating for them. To succeed in most classrooms, students must be able to access the left hemispheres of their brains as well as perceive visual and auditory information correctly! That is why we start students with multi-sensory activities and then slowly advance them to academic skills that they will encounter in school. This is a key component to academic success!
Learning differences are at an epidemic level, and all too often students who have these differences slip through the cracks. At Harp, we feel that no student should have to suffer from a learning difference! The first step is often just to find out where the student's strengths and weakness lie. From there, a personalized learning success plan can be implemented.
No matter how you label it: learning disability, learning difference, ADD/ADHD, dyslexia, dysgraphia, dyscalculia, visual processing disorder, auditory processing disorder, delayed language processing, or just a little bit behind in school, the fact remains that these students NEED help!