©2007 Learning Link Technologies

http://www.learning-aids.com
1
UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em

How |o C|ÐqÞoSe ÐÞd 1|eÐ|
LeÐ|Þ|Þq Þ|oC|emS

So yoU| CÞ||d CÐÞ SUCCeed
|Þ SCÞoo| ÐÞd |Þ ||fe

by Lisa Harp
Certified Teacher, Educational Therapist
Creator of the Universal Learning System






©2007 Learning Link Technologies
http://www.learning-aids.com
2




















Published and printed in the USA and marketed worldwide.
Copyright 2007 by Lisa Harp.
All rights reserved.
No part of this publication may be reproduced in any manner
whatsoever without written permission.

For information contact:
Learning Link Technologies
P.O. Box 624
Burson, CA 95225-0624

(209)772-9523
www.learning-aids.com
lisa@learning-aids.com






©2007 Learning Link Technologies
http://www.learning-aids.com
3





Disclaimer: These test forms are intended for home use only.
The tests and the norms suggested are just that – suggested
norms. These norms are not to be used for school grade
placement or special education information. The tests are
designed to give parents information on how to go about
correcting learning disabilities and learning problems. The
maker of these tests will not be held responsible for any misuse
of these test forms.






























©2007 Learning Link Technologies
http://www.learning-aids.com
4


How to Diagnose a Learning Problem


Did you have dreams that your child would be an Honor Roll
student?

Or maybe have straight A´s?

But with every report card, have those dreams been
shattered like a broken window?

Perhaps you have a bright child who just isn´t doing well in
school.

Or, you may have a child who has been labeled with ADD,
LD, Dyslexia, Dysgraphia, or Dyscalculia.

Maybe you have an IEP for your child, but you´ve found this
really hasn´t helped. You´ve trusted the schools to guide you
through the system, but for some reason, you keep getting
stuck at a dead end street.

Isn´t it time you took your child´s education into your own
hands?

The Choice Is Yours.

If you´re just starting out on a quest to help your child
succeed in school, you can choose the system that teachers
and parents use to actually correct learning issues, or you
can continue with your current situation and the results you
have been getting.

Again, The Choice Is Yours.

©2007 Learning Link Technologies
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5
If you:

• have been searching for a way to help your child do
better in school but have been met with so many
obstacles along the way that you don’t know where to
turn….


• understand that the schools (in most cases) are not
equipped to actually help your child overcome a
learning problem and you want your child to succeed in
school and are willing to take the bull by the horns
yourself….


• are looking for something beyond traditional learning
methods, because traditional methods have not worked
for your child…


• Have already tried numerous resources available and
nothing seems to work…..


• want to pinpoint where the problem is and find a way to
fix it, not sugarcoat it….


• spend an extraordinary amount of time at your child’s
school and helping with homework and feel your time
could be better spent…..




©2007 Learning Link Technologies
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6
• feel that your child has been mistreated or
misdiagnosed by teachers or school officials, and you
would like to find a way to help your child fit into the
school system more easily so that these judgments can
go away…..


• are exhausted from all you do to help your child in
school and you need someone to guide you through a
process that will give you and your child more time for
fun activities instead of school work…..


• have invested huge amounts of money and time in an
effort to help your child but haven’t found a system that
has helped your child….


• are willing to spend 20 to 30 minutes a day with your
child initially in order to correct any learning issues. If
you can’t do this, then you are willing to find someone
who can (friend, grandparent, college student, etc.)

then

You Really Can Correct a Learning Problem!

And help your child succeed in school and in life.






©2007 Learning Link Technologies
http://www.learning-aids.com
7


Together, We Can Do It!

Learning problems, LD, ADD, ADHD, Dyslexia, Dysgraphia,
Autism, Asperger’s Syndrome, Dyscalculia….

Everywhere you turn there’s a label, a remedy, a book, an
expert.

Where do you go if your child fits into one of these
categories? What do you do?

How about if your child doesn’t fit into one of these
categories and is just having a rough time in school and
needs a little tune-up?

What if you don’t have any real information but just a
nudging little feeling that something isn’t quite right, that your
child just seems to learn differently than other children?

Where do you go for help?

Who do you turn to, and who do you trust?

There’s just so much information to wade through…



As if you didn’t have enough to do already!

Rest assured that I correct learning difficulties every day!
It’s really not hard. If you can read and follow directions,
you, too can help a child who is struggling.

©2007 Learning Link Technologies
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8
The first formal step I take with these kids is to diagnose
their learning systems to find out why learning isn’t
happening as it should be.

I check for the following information:

• Dominant eye, hand, ear, and foot
• Visual processing skills
• Auditory processing skills
• Eye/hand coordination and fine motor skills
• Memory ability
• Information processing

I get a clear picture of the child as a whole after this
diagnostic testing session. I know where to start working
and which area needs the most work. It’s really very simple.

This is the most common picture of a child or student that I
get:

• Right brain dominant
• Poor visual and auditory processing skills
• Poor eye/hand coordination
• Extremely poor visual memory abilities
• Tendencies toward dyslexia (many reversals)
• High verbal skills
• Above grade level vocabulary

I call this a “syndrome” because I see it so often. I have
tested and worked with so many kids with this “syndrome”
that I think I could do it with my eyes closed and my hands
tied behind my back.

©2007 Learning Link Technologies
http://www.learning-aids.com
9
Most likely, your child has some or more of these symptoms
that are interfering with learning and by taking each learning
system and strengthening it, exercising it daily like an athlete
preparing for a marathon, you, too, can walk your child
through the confusing learning maze and end up at the finish
line:

• Honor Roll
• Reading, Math, and Spelling grades that make you
proud
• A child who wants to go to school
• A child with self –confidence
• An end to homework battles
• More time for family activities


“Each day of our lives we make deposits in
the memory banks of our children.”
Charles Swindoll, clergyman




You don’t need to pay a fortune to find out what is preventing
your child from succeeding in school. The following
diagnostic test forms are available for parents to use with
their own children at home, saving hundreds and thousands
of dollars for a diagnosis that gives you a blueprint on how to
go about correcting any learning issues that exist.






©2007 Learning Link Technologies
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nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| I II I

v|SUÐ| Þ|oCeSS|Þq v|SUÐ| Þ|oCeSS|Þq v|SUÐ| Þ|oCeSS|Þq v|SUÐ| Þ|oCeSS|Þq

Answer yes or no to each question.

Does the student:

1. get carsick while reading in the car? _______

2. reverse letters while reading? _______

3. reverse numbers while doing math? _______

4. switch words around (was, saw)? _______

5. have trouble spelling short or easy words? _______

6. have trouble staying on the line when
reading? _______

7. wear glasses? _______

8. have astigmatism? _______

9. ever have eyes that water? _______

10. get headaches or neck aches? _______

11. have words that start to run together while
reading?
_______
©2007 Learning Link Technologies
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11


12. have words that ever get fat or fuzzy, or develop
a halo while reading?
_______

13. get bothered from doing school work for a
long time? _______


14. turn his/her head to the side while reading? _______


15. skip words while reading? _______


16. skip lines while reading? _______


17. have a difficult time making pictures in the
mind? _______




If you answered yes to 5 or more of these questions, it
indicates that the student’s visual system is in distress.
By exercising the eye muscles and training the eyes to
move efficiently, school work and learning becomes
easy.





©2007 Learning Link Technologies
http://www.learning-aids.com
12
Eye Tracking:

Test the student’s eye tracking. Hold a pencil or the following eye
stick a few inches from the student’s eyes. Slowly move the stick
back and forth and have the student follow the stick with his eyes.

If you want a true indication of what the student’s eyes are doing,
move the stick back and forth slowly in front of the student’s eye while
it is patched or covered. Watch for shaky, jerky movements. Do the
same with the other eye.



Watch the student’s eyes. If eye movement is efficient,
then the eyes will move smoothly. If the student’s eyes
are jumping, shaking, or wiggling, then eye movement
exercises need to be prescribed for remediation.





















©2007 Learning Link Technologies
http://www.learning-aids.com
13
Remediation and treatment for Visual
Processing:


If the student scored 5 or more yes answers on the first
inventory
Or


If the student’s eyes were jerky or shaky for the eye tracking
test,

Then

the student’s visual system is probably in distress and this is
interfering with academic success.

These are all common weaknesses, and are easily
corrected.

After a few months of eye exercises, students show huge
improvements in learning success, including reading, writing,
spelling, and math.

There are numerous eye exercises and vision training
exercises that will help the student’s eyes become stronger
and learn to track effectively across a page.






©2007 Learning Link Technologies
http://www.learning-aids.com
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It is suggested that you use



UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em SyS|em SyS|em SyS|em S|eC S|eC S|eC S|eC I II I

See|Þq |o LeÐ|Þ See|Þq |o LeÐ|Þ See|Þq |o LeÐ|Þ See|Þq |o LeÐ|Þ

to correct any weaknesses in the student’s visual
processing system.

www.learning-aids.com
©2007 Learning Link Technologies
http://www.learning-aids.com
15
nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| B BB B

Coo|d|ÞÐ||Þq |Þe eyeS w||Þ |Þe Coo|d|ÞÐ||Þq |Þe eyeS w||Þ |Þe Coo|d|ÞÐ||Þq |Þe eyeS w||Þ |Þe Coo|d|ÞÐ||Þq |Þe eyeS w||Þ |Þe
HÐÞdS HÐÞdS HÐÞdS HÐÞdS

Answer yes or no to each question.

Does the student:

1. have words that run together when writing? _______

2. have poor posture when writing? _______

3. have extremely large or small writing? _______

4. avoid cursive writing? _______

5. have a difficult time lining up columns on math
assignments? _______

6. have a difficult time copying from book to
paper? _______

7. have crooked or poorly spaced writing? _______

8. have a difficult time with ball sports? _______

9. tightly grip his pencil when writing? _______

10. hold his pencil incorrectly? _______

11. have messy or sloppy art work? _______
©2007 Learning Link Technologies
http://www.learning-aids.com
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If you answered yes to 4 or more of these questions, it
indicates that the student’s eye/hand coordination is not
working as well as it could. The eyes and the hands can
be coordinated to make the writing process easy.



Have the student:





1. Write the alphabet in lower case letters.





______________________________________________________

________________________________________________










©2007 Learning Link Technologies
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17

2. Trace the dotted lines.




--------------------------------------------------------------------------------------------


--------------------------------------------------------------------------------------------




3. Place a line down the middle of the paths.








©2007 Learning Link Technologies
http://www.learning-aids.com
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Scoring:


1. Check to see if the student’s letters are shaped correctly,
are legible, are about the same size, and that capital letters
are not used when writing the alphabet.



2. Check to see if the student stayed on the lines and that
pencil marks don’t go off the lines or all over the place.



3. Check to see if the student was able to put a line close to
the middle of each path.


Remediation and treatment for Eye/hand
Coordination:


If the student scored 4 or more yes answers on the first
inventory,
Or

If the student wasn’t able to form the alphabet letters
correctly, wasn’t able to trace the line or make a line down
the center shape,

Then

the student needs help with eye/hand coordination so that
writing and school work can be easy.
©2007 Learning Link Technologies
http://www.learning-aids.com
19

There are many activities that can help a student who is
having a difficult time with eye/hand coordination.

Students who have been diagnosed with dysgraphia show
huge improvement after using eye/hand coordination and
fine motor skills activities.

Often these kids are referred to an occupational therapist,
which can be costly.

You can get these exercises to do at home. Kids love them!






It is suggested that you use

UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em S|eC SyS|em S|eC SyS|em S|eC SyS|em S|eC B BB B

Coo|d|ÞÐ||Þq |Þe eyeS Coo|d|ÞÐ||Þq |Þe eyeS Coo|d|ÞÐ||Þq |Þe eyeS Coo|d|ÞÐ||Þq |Þe eyeS
w||Þ |Þe HÐÞdS w||Þ |Þe HÐÞdS w||Þ |Þe HÐÞdS w||Þ |Þe HÐÞdS

to correct any weaknesses the student may
have in eye/hand coordination.

www.learning-aids.com
©2007 Learning Link Technologies
http://www.learning-aids.com
20


nSSeSSmeÞ| B nSSeSSmeÞ| B nSSeSSmeÞ| B nSSeSSmeÞ| B

nU nU nU nUd||o|y Þ|oCeSS|Þq d||o|y Þ|oCeSS|Þq d||o|y Þ|oCeSS|Þq d||o|y Þ|oCeSS|Þq


Answer yes or no to each question.


Does the student:

1. have trouble following oral directions? _______


2. have to see the person he is talking to in order
to understand what they are saying? _______

3. have a difficult time hearing his own voice while
reading silently? _______

4. become easily confused? _______

5. have temper problems? _______

6. have problems with mental math? _______

7. have a difficult time with multi-step
directions? _______

8. have an existing label of ADD? _______


©2007 Learning Link Technologies
http://www.learning-aids.com
21

If you answered yes to 3 or more of these questions, it
indicates that the student’s auditory system is in
distress. Activities that strengthen the auditory system
will help.

Have the student:

Put the following words in alphabetical order:

baby small zoo follow time
list find glue stink play

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Write down the days of the week:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________
©2007 Learning Link Technologies
http://www.learning-aids.com
22

Repeat these words exactly: mark yes or no

olives in vinegar _______
curiosity seekers _______
aluminum animal _______
suddenly suspicious _______
announced candidacy _______
conscientious maneuver _______



Repeat these sentences exactly:

Three men – raced down the hill – to a boat – in a river. _______
After dark one night – he gave the money – to his best
friend. _______



Repeat these combinations of words:

dog – smiling – fountain – pretty _______

yellow – flag – talking – fantastic _______

jump – house – mistake – funny _______

air – design – yell – tag – black _______

find – smell – don’t – fright – smile _______







©2007 Learning Link Technologies
http://www.learning-aids.com
23
Remediation and treatment for Auditory
Processing Problems:

If the student scored 3 or more yes answers on the first
inventory,

If the student had a difficult time writing words in alphabetical
order or writing the days of the week

Or

If the student missed any of the repeating words or phrases

Then

the student needs help with auditory processing so that
listening and school work can be easy.

I have often heard that nothing can be done for a student
who is suffering from auditory problems.

I have found this to be untrue. Kids show huge
improvements with auditory training activities.

Most teachers use the lecture model to teach, and this
leaves kids with auditory problems in a tough situation.

The kindest thing that you can do is to offer auditory skills
training to kids with this problem. It’s so easy to do. And
kids enjoy doing the exercises. When auditory memory and
other auditory skills are strengthened, then learning
becomes easier.


©2007 Learning Link Technologies
http://www.learning-aids.com
24

It is suggested that you use

UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em S|eC B SyS|em S|eC B SyS|em S|eC B SyS|em S|eC B

HenÞ|NG 1o LenÞN HenÞ|NG 1o LenÞN HenÞ|NG 1o LenÞN HenÞ|NG 1o LenÞN

to correct any weaknesses the student may
have in the auditory processing system.

www.learning-aids.com




















©2007 Learning Link Technologies
http://www.learning-aids.com
25
nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| nSSeSSmeÞ| ¬ ¬¬ ¬

e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq

Answer yes or no to each question.

Is the student:

1. a daydreamer? _______

2. artistic? _______

3. musical? _______

4. emotional? _______

5. often in a fantasy world? _______

6. very smart but grades are poor? _______

7. verbal but finds it difficult to put ideas
in writing? _______

8. uncoordinated? _______

9. unable to focus on something that doesn’t
interest him/her? _______

10. uncoordinated? _______

11. have handwriting with an irregular slant? _______

©2007 Learning Link Technologies
http://www.learning-aids.com
26
12. having trouble with reversals? _______

13. a poor speller? _______

14. having trouble with reading but not math? _______


If you answered yes to 5 or more of these questions, it
indicates that the student’s auditory system is in
distress. Activities that strengthen the auditory system
will help.


You will need to test the student for eye, hand and foot
dominance. If the student is mixed dominant, for instance,
right handed but left eye dominant, then you will need to
remediate with the brain exercises.

To check for eye dominance:

You can give the student a camera and ask him to hold it as
if he were taking a picture. The eye that he holds the
camera up to is his dominant eye.

Or…

You can give the student the following cut out. Have him
hold it straight out in front of him.

You will stand about 10-15 away from the student.

Have the student line up the inner hole of the cut out with
your nose.

©2007 Learning Link Technologies
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27
As you look through the cut out, you will see one of the
student’s eyes. Whichever eye this is, left or right, is the
dominant eye.

Instructions: Cut out the circle. Give the square shape with
the inner circle cut out to the student. Have the student step
back from you for about 10-15 feet. Have him hold the cut
out straight out in front of him and have him line it up with
your nose. The eye that you see through the cut out circle is
the student’s dominant eye.




























©2007 Learning Link Technologies
http://www.learning-aids.com
28
Foot dominance: Tell the student to stand on one foot. The
foot that he is standing on is his dominant foot.


Ear dominance: Give the student a phone or sea shell.
Instruct the student to hold the phone or shell up to his ear
as if he were listening. The ear that he holds the phone or
shell up to is his dominant ear.



Hand Dominance __________

Eye Dominance __________

Foot Dominance __________

Ear Dominance __________


Remediation and treatment for Brain
Retraining:

If the student scored 5 or more yes answers on the first
inventory,

Or

If the student was not aligned all right or left on hand, eye,
ear, and foot dominance

Then

the student would benefit from brain retraining.
©2007 Learning Link Technologies
http://www.learning-aids.com
29


It only takes once a week with a session of physical
exercises to balance the left and right hemispheres of the
brain.

It is easy to do.

Until the student’s brain is taught to learn, then school work
can be difficult for these students.

As a matter of fact, I use the Brain Retraining on every
student I get. It has never failed me yet in bringing a student
up to grade level.



It is suggested that you use

UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em S|eC ¬ SyS|em S|eC ¬ SyS|em S|eC ¬ SyS|em S|eC ¬

e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq e|Ð|Þ Þe||Ð|Þ|Þq

to correct any imbalance of the brain and the
learning systems that work with it.

www.learning-aids.com



©2007 Learning Link Technologies
http://www.learning-aids.com
30

nSSeSSmeÞ| B nSSeSSmeÞ| B nSSeSSmeÞ| B nSSeSSmeÞ| B
Memo|y Memo|y Memo|y Memo|y

Answer yes or no to each question.

Does the student:

1. have a difficult time memorizing math facts? _______

2. learn spelling words and do fine on a test but can’t
write the same words in own writing? _______

3. read something but can’t tell you what
was just read? _______

4. ask you to repeat directions? _______

5. act like information that was taught at another
time is new information, even though the student
mastered it before? _______

6. fail to grasp grade level concepts? _______

7. have a difficult time putting ideas in writing? _______

8. seem lost a lot of the time? _______

If you answered yes to 3 or more of these questions, it
indicates that the student’s memory is weak. Activities
to strengthen the memory will help.

©2007 Learning Link Technologies
http://www.learning-aids.com
31
You will need to check to see if the student's visual
memory and auditory memory need a "tune-up".


1. Hold up card # 1 for 5 seconds. Take the card
away so the student can't see it.

Have the student copy it on a piece of paper.


2. Hold up card #2 for 10 seconds. Take the card
away so the student can't see it.

Have the student copy it on a piece of paper.


3. Hold up card #3 for 15 seconds. Take the card
away so the student can't see it.

Have the student copy it on a piece of paper.


Check to see if the student copied the shapes like the
originals.

If a student in grades K-1 was unable to copy card #1,
then, there might be a memory problem.

If a student in grades 2-3 was unable to copy cards
#1 and #2, then there might be a memory problem.

If a student in grades 4 and up was unable to copy
cards #1, #2, and #3 then there might be a memory
problem.




©2007 Learning Link Technologies
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32
Card #1















Card #2














Card #3













©2007 Learning Link Technologies
http://www.learning-aids.com
33
Have the student repeat the following words in a
series:

Level 1

hop, dog, sink

father, take, fall, drink


Level 2

apple, jumping, petunia

standing, belly, design, figure


Level 3

district, family, appetite

dangerous, agile, christen, familiar


The student should be able to correctly repeat the series
of words back to you without help or having you repeat
the words.


Level 1 – grades K-1

Level 2 – grades 2-4

Level 3 –grades 5 and up
©2007 Learning Link Technologies
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34


Remediation and treatment for Brain
Retraining:

If the student scored 3 or more yes answers on the first
inventory,

Or

If the student scored below the suggested grade levels for
the memory activities

Then

the student would benefit from memory training activities.


Until the student can remember the information that was
taught or presented, there will be limited school success.

The students who do well in school remember what was
taught so that the information can be revealed during testing
and application.

Most people think that if the memory is weak that the student
is destined to a life of failure.

This just isn’t true. I work on memory building activities daily
with students and get outstanding results.





©2007 Learning Link Technologies
http://www.learning-aids.com
35

It is suggested that you use

UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq UÞ|ve|SÐ| LeÐ|Þ|Þq
SyS|em S|eC SyS|em S|eC SyS|em S|eC SyS|em S|eC B BB B

eU||d|Þq e|oCkS fo| eU||d|Þq e|oCkS fo| eU||d|Þq e|oCkS fo| eU||d|Þq e|oCkS fo|
Memo|y Memo|y Memo|y Memo|y

to correct any memory weaknesses.

www.learning-aids.com




















©2007 Learning Link Technologies
http://www.learning-aids.com
36
nSSeSSmeÞ| e nSSeSSmeÞ| e nSSeSSmeÞ| e nSSeSSmeÞ| e

Þ|oCeS Þ|oCeS Þ|oCeS Þ|oCeSS|Þq |Þfo|mÐ||oÞ S|Þq |Þfo|mÐ||oÞ S|Þq |Þfo|mÐ||oÞ S|Þq |Þfo|mÐ||oÞ

Answer yes or no to each question.

Does the student:

1. have a difficult time doing more than one thing
at a time? _______

2. have a difficult time with left and right? _______

3. reverse words or letters in writing or
reading? _______


4. go from one task to another without
completing any of them? _______


5. have an existing diagnosis of dyslexia? _______

6. have a difficult time with abstracts or
algebra? _______

7. fail to understand a subject that doesn’t
interest him/her? _______

8. have a difficult time with directions
such as east and west? _______

©2007 Learning Link Technologies
http://www.learning-aids.com
37
If you answered yes to 3 or more of these questions, it
indicates that the student is having a difficult time
processing information. Activities and exercises to
strengthen processing will help.



Remediation and treatment for Processing
Information:

If the student scored 3 or more yes answers on the first
inventory,

Then

the student would benefit from processing skills activities.


These activities are easy to do and a lot of fun.

Kids love them. They are a challenge, but in a fun way.
Learning to think in a different way is life changing for these
kids.

There’s no mystery to strengthening processing skills. The
more a student does them, the easier it is to process
information presented at school.








©2007 Learning Link Technologies
http://www.learning-aids.com
38
It is suggested that you use

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SyS|em S|eC e SyS|em S|eC e SyS|em S|eC e SyS|em S|eC e

Þ|oCeSS|Þq Þ|oCeSS|Þq Þ|oCeSS|Þq Þ|oCeSS|Þq
|Þfo|mÐ||oÞ |Þfo|mÐ||oÞ |Þfo|mÐ||oÞ |Þfo|mÐ||oÞ

to correct any processing weaknesses.

www.learning-aids.com






So, there you have it. The tried and true method of
correcting learning problems.

You now know which areas are weak for your child or
student.

You now know where to begin.

The rest is up to you.

Best wishes to you on your journey.

Lisa Harp
http://www.learning-aids.com



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