The Learning Process: Why Children Struggle and What To Do

The beginning weeks of school are usually a time of fun, meeting new friends, adjusting to new routines while brushing up on last year's skills. However, by November, new material and the challenges of learning start to appear. They may be subtle and not evident to their teacher at first, but parents may notice that something is not right. The problem is most often not due to the teaching or the content being presented but rather underdeveloped cognitive processing skills, weak sensory integration and inefficiency (not acuity) of the visual system. All of these skill areas can often be improved and resolved in otherwise intelligent children.

Since tutoring addresses the same content as school, it will not resolve covert processing difficulties which are the true cause of symptoms as difficulty learning to read, comprehend, retain information, follow directions, focus attention, do math problems, write, spell and complete school work in a reasonable amount of time without parent intervention. Often tutoring becomes a cycle year after year, a crutch that will get children "through school" but not resolve the root cause of the problem at hand nor create independent learning.

When is tutoring beneficial? When a child has had a poor instructional/educational experience, has missed excessive amounts of school due to a long illness or other reasons, or may be going into a more academically challenging program and needs to brush up on his or her skills. The majority of children however, do not fall into these categories, are not struggling because of poor educational systems or lack of instruction but because of weak cognitive processing abilities, which are often covert creating a "silent struggler" scenario. Unfortunately these students spend too much time being "spoonfed" through programs that do not get to the crux of the problem.

Sound like a child you know? The Center For Learning Enhancement identifies and remediates the root causes of learning difficulties through cognitive skill training, a therapeutic training approach based on JP Guilford's Structure of Intellect (SOI). Through 60 years of this research, cognitive skills crucial to successful school performance, and methods of evaluating and training them have been developed and proven effective. As a result, students can function well in class, succeed academically and become life long, independent learners.

Will this be the last year a child you know struggles to learn? Thousands of children and 60 years of research say "Yes, It Can Be"! Know a child who is among the thousands of "silent strugglers" in our schools today? Call today! 856-234-7337.