Many children and adults come to Lindamood-Bell because they believe – or have been told – that they have reading problems, or learning disabilities, or any number of other reading, comprehension, and math difficulties. Many of our students even have official, third-party diagnoses, such as dyslexia, hyperlexia, ADHD, CAPD, or autism spectrum disorders. These are very important things for us to know. Every bit of information is useful in helping us tailor each student’s instructional plan specifically to his or her needs.
However, these prior, third-party diagnoses – by themselves – cannot provide an accurate enough picture of the specific areas in which an individual is experiencing reading or comprehension problems. That is why all Lindamood-Bell instruction starts with a comprehensive learning ability evaluation.
Our testing battery is an extensive compilation of Standardized Tests that allows us to establish an accurate picture of each individual’s learning abilities. It is important that these tests are given to determine an accurate instruction profile that is not just based on a score, but also on the difficulty, behaviors, and time that it takes an individual to attain that score. The tests are administered, one-to-one, by one of our highly qualified instructors. Average testing time is 4 hours.
Lindamood-Bell does not and cannot diagnose children or adults with reading, comprehension, or learning disabilities. Our testing battery is used to determine the individual’s strengths and weaknesses in language processing, which allows us to design the most effective instructional plan possible for each unique student.
An individual learning ability evaluation measures:
As an essential part of the instructional process, each learning ability evaluation includes a follow-up consultation in which we explain the results of the testing – not just the scores, but also what they mean. During the consultation, we provide students and/or their parents/guardians with an accurate picture of the individual’s strengths and weaknesses in language processing. We also provide recommendations for the type and duration of instruction that would be most beneficial for the student.
This is where we are able to explain the specific underlying causes of those symptoms that most people view as learning disabilities, or reading problems. It is also where we are able to explain that difficulty does not entail disability, and that it can be fun and rewarding to overcome a challenge – even when it’s a learning challenge.
A Letter from a Dad:
"We sent our pretty scared/worried little dude to his first-ever assessment. Four hours later, this confident puppy comes bounding out the front door, exuberantly describing the most fun time he had with the nicest people, including all the cool stuff he got to do, prizes he earned, and more. He's excited about becoming an exceptional reader. We are immensely, immensely grateful!"
If you know of someone who has difficulty learning, we strongly encourage you to take the following steps: