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New Heights Center LLC

Call us in Baltimore, Maryland
at (410) 821-8808

Books and Glasses


Programs

New Heights Center LLC facilitating learning into the future for 28 years, an independent Dyslexia and Auditory Processing intervention service: Lindamood Bell® INCLUDING SEEING STARS® Fast ForWORD, Phono Graphix, Wilson - Orton program

Dyslexia Intervention, Executive Function, Cognitive Development & Metacognition Programs

EXECUTIVE FUNCTIONING - Thinking Skills program

Program Goals: A co-existing problem, when learning is difficult, maybe poor foundational skills that support reading, comprehension, and math. The foundational cognitive skills to be developed, strengthened and automatized are concentration, perception, short-term, long-term and working memory, and logical thinking. Using an eclectic approach with an emphasis on Audioblox® the goal is to develop strategies to self-regulate, self-check, self-correct, plan, and  be flexible in thinking.

Books

Behavior Indicators:

  • Not sure of left or right
  • Poor sequencing of letters or numbers
  • Poor time awareness
  • Unable to copy shapes and designs
  • Difficulty with self-directing tasks

SEEING STARS® - An Integrated Reading and Spelling Program by Nanci Bell

Program Goals: to successfully develop symbol imagery skills to strengthen phonemic awareness, sight word knowledge, decoding fluency, strengthen reading, spelling and writing success.

Behavior Indicators

*Stumbling word recognition *Inconsistent spelling *Poor fluency
*Poor reading comprehension but good listening comprehension

Lindamood Phoneme Sequencing® for Reading, Spelling, and Speech

(Language Skills) and/or The Phono-Graphix® Method for Teaching Reading
Program Goals: To develop skills for self-correcting in reading and spelling. The program stimulates awareness of the way in which the mouth forms the sounds in words. If the sound/symbol system is intact but not being used successfully, we stress the written manipulated code. The multi-sensory programs then use the oral-motor information to "feel" sounds to determine the symbol/letter, the order of the sounds in words with practice in reading, writing, strategies for sight words, and comprehension skills.

Behavior Indicators:

  • Adds, omits, or reverses sounds in words when reading
  • Adds, omits, or reverses letters when spelling
  • Avoids reading and is reluctant to read aloud
  • Writes with simpler words than used when speaking
Girl

Comprehension Skills: Mosaic of Thought by Keene and Zimmermann integrated with the Visualizing & Verbalizing® Program

Program Goals: To improve language comprehension, reasoning, and expressive language skills - oral, written and artistic expression. Facilitating CONNECTIONS text to text, text to self and text to world, this program stimulates the brain's ability to create pictures/images of the spoken word. These images are used to "view" the ideas to be expressed orally, written or artistically. Visualizing, therefore, enhances comprehension and retention.

Behavior Indicators:

  • Rereads material several times and still remembers only a few details, instead of the whole idea
  • Difficulty expressing ideas in oral conversation
  • Follows only part of an oral direction, has difficulty completing a task, or reaching a destination
  • Verbal humor is not understood

Math Skills: Structural Arithmetic by Stern and Gould & On Cloud Nine®

Program Goals: To develop skills to self-direct, self-check, and self-correct when using elementary or upper-level math concepts. The program develops a concrete understanding of abstract mathematical concepts. Through multi-sensory processes, conceptualization and visualization strategies for addition, subtraction, etc. are acquired. Step-by-step processing determines what is given, what is needed, and how to "think the problem through" to an answer.

Behavior Indicators:

  • Often guesses at an answer without thinking first
  • May do upper-level processes (such as multiplication) but still has trouble with elementary concepts
  • Still uses fingers or counts out loud to do simple math
  • Inconsistent performance on problems they describe as "ones I know how to do"
  • Cannot explain the steps used to obtain an answer; states, "I just know it"

Contact us New Heights Center, Towson, Maryland, for programs to support cognitive development and metacognition or to organize training at your site in the LBLP® programs. Mentoring services for educators/SLP/ or parents needing support to implement programs is also available. New Heights Center is NOT Lindamood-Bell Learning Processes® nor is it affliliated 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 lanugage and literacy skills - in no way endorses or monitors the services provided by New Heights Center.