| A learning assessment is the first step in | | | | easily read, think, prioritize, understand, |
| the right direction to help your child | | | | plan, remember, and solve problems. Strong |
| overcome common learning disabilities. Since | | | | cognitive skills lead to fast, academic |
| learning struggles manifest themselves in | | | | learning and make life much easier. |
| many different ways, a quality learning | | | | |
| assessment should start with that in mind. | | | | There are many examples of how weak cognitive |
| Struggles can range from trouble paying | | | | skills can lead to many common learning |
| attention in class to difficulty sounding out | | | | disabilities seen today. Poor concentration |
| words or struggling to comprehend reading | | | | and attention skills can cause a student to |
| materials. Quality assessments will identify | | | | be easily distracted and miss instructions. |
| the specific cause and give you an idea of | | | | For children who can't segment or blend |
| how to fix the issue. | | | | sounds, weak underlying cognitive skills lead |
| | | | to listening, reading, and spelling |
| There are a variety of causes for learning | | | | challenges. If a learning assessment is done |
| disabilities, but most people have false | | | | correctly, these weak cognitive skills should |
| misconceptions of what truly causes them. | | | | be identified and plans made to help the |
| Many people point to genetics, poor teaching, | | | | individual overcome the disability. |
| or even a lack of motivation, but these are | | | | |
| false theories that usually only address the | | | | Once weak cognitive skills are identified, |
| symptoms of a problem, not the underlying | | | | they can be improved with the proper |
| cause. In fact, almost anyone can improve | | | | training. A unique plan of action for |
| their current situation with the proper | | | | strengthening the weak cognitive skills will |
| testing and training programs that address | | | | follow a good learning assessment. It is |
| the issue. Students who lack motivation | | | | important for a learning center to take a |
| typically are not struggling because they | | | | cognitive-based approach to testing and |
| don't care but because they are frustrated | | | | training, but it is also important that they |
| from past, repeated failures resulting from a | | | | develop a plan of action unique to your child |
| learning struggle. | | | | so he or she can achieve the best results |
| | | | possible. Everyone is slightly different, so |
| The true cause of learning difficulties come | | | | it is essential to make sure the plan of |
| from weak underlying cognitive skills; skills | | | | action is a personalized approachnot one size |
| that enable you to learn. That means they | | | | fits all. |
| must function well for you to efficiently and | | | | |