Lindamood-Bell Radio

Experienced literacy educators, Sheri McCarthy and Holly Lewakowski, from Kentwood Public Schools in Michigan, join Lindamood-Bell for Schools Director of Development, Dave Kiyvyra to discuss how their district is conquering COVID-related learning loss with intensive reading instruction.

Bella received Lindamood-Bell instruction in primary school to learn to read and improve her math ability. Years later she attended as an adult to get help with post-concussive learning issues.

Bella and her mom, Stacy, describe their family's unique journey and share how Visualizing and Verbalizing instruction at Lindamood-Bell is helping Bella reach personal and professional goals—Bella's most recent accomplishment was passing the EMT test!

Keilah was a bright child who struggled to keep up with school work. Her undiagnosed dyslexia was slowing her down and by sixth grade, she hit a wall—the gap between academic text and her reading abilities was way too big. Keilah's mom talks about watching her daughter transform into a confident reader as a result of online Lindamood-Bell Learning Center instruction. At Lindamood-Bell, we develop the imagery-language foundation for language and literacy. We believe all individuals can learn to read and comprehend to their potential. Locations Worldwide. 800-233-1819 | 805-541-3836 LindamoodBell.com

Kellie Cohen Minton, Director of Student Achievement and Accountability, Fort Smith Public School District joins us to discuss the district's literacy initiatives which have already resulted in increased reading scores for a large number of students. She also describes the impact of the pandemic on classrooms and how they continue to adjust instruction to meet the needs of struggling students during these unprecedented times.

Nanci Bell, Co-founder, Lindamood-Bell Learning Processes, describes how summer instruction can make the difference of a lifetime for students. —Individualized, intensive instruction in basic skills —Years of learning gained in only weeks of instruction. —Sensory-cognitive foundations for reading, comprehension, critical thinking, and math. —Evidence-based approach At Lindamood-Bell, we develop the imagery-language foundation for learning and cognition. We believe all individuals can learn to read and comprehend to their potential.

Locations Worldwide Online and In-Person LindamoodBell.com 800-300-1818 | 805-541-3836

Moderator: Dave Kyvyra, Director of Development, Lindamood-Bell for Schools

Presenters: Kelly Loftin Special Education Teacher Laurens County Schools, Dublin, GA

Kevin O'Haire Teacher on Special Assignment Student Support Services Monterey Peninsula Unified School District, Monterey, CA

As schools wrap up an unprecedented academic year, planning is underway for learning loss recovery. Our panel of educators each has first-hand experience using an intensive summer school model to get students caught up.

They discuss what has worked for their schools, the results of efforts, and what their intensive intervention Summer School model will look like in 2021. Lindamood-Bell is proud to host Leaders in Literacy. We feature educators sharing their insights.

Sydney Bassard was studying to become a pharmacist in college when her younger brother, a fifth grader, overcame his lifelong reading difficulties at Lindamood-Bell.

Impressed and curious, she started to work at the learning center herself and changed majors as a result of the experience. Now an outpatient pediatric speech-language pathologist, she continues to incorporate the programs and approach.

Sydney received both her Bachelor of Science in Public Health and her Master of Speech Pathology from The University of South Carolina. Her purpose is to help all children find their voice and assist families throughout the process.

Over the past three years, more than 150 teachers from across Jamaica have received Lindamood-Bell professional development to increase literacy for struggling readers and students with learning disabilities. Local educator, Ancelene, joins us to describe her experience using the programs with her own students.

A mother describes how instruction at Lindamood-Bell addresses the unique learning needs of each of her teen sons. One son, on the autism spectrum, attends Lindamood-Bell Academy; he makes progress in school curriculum while building language and literacy skills. His brother attends the learning center after school for specific academic support in challenging subjects.

As a child, Jack's hearing loss interfered with his ability to learn to read.

Now university-bound, he reflects on his experience as a student at the Lindamood-Bell Learning Centre in London.