Help is at hand
An introduction to a new teaching method and system:
The Learn-Write System has been developed by Pamela Heather, who became involved after seeing the widely differing performance of her own children and others. These children were presented with the same opportunities, and intellect seemed on a par. Those who floundered appeared to be unable to take advantage of these opportunities. It was from this point that an enquiry began into the causes of under-achievement in written English over thirty years ago.
During the last decade, over 1600 students aged 5 - 75 have undertaken one or more teaching treatments. The undertaking of this new approach requires a commitment to acquire the new handwriting style. Our only failures were with the three students who were made to come under duress. All the others were amazed to find out how quickly they could catch up and achieve. Once the period of handwriting practice is over, students are then equipped to start changing the way they apply themselves to written language.
Parents are usually aware that reading is avoided, spelling skills are limited and that handwriting and written linguistic skills are not as good as they should be. Concern is shown when children appear unable to take full advantage of schooling, particularly when school fees are paid. Parents feel that all they can do is to urge their child to try harder. This is no longer the case, because whatever the degree of difficulty action can now be taken.
One key source of difficulty is the failure to take in the meaning when reading, another is the misplacement of attention on the mechanical production of longhand - both hamper an ability to learn easily, quickly and accurately. Many children and adults do not enjoy reading or writing, and they will avoid such tasks.
WE USED TO MISTAKENLY BELIEVE THAT STUDENTS WERE SIMPLY NOT ACADEMIC - THE LEARN-WRITE SYSTEM DISPROVES THIS MYTH.
The facts of under achievement are, as follows:
Reading skills/reading concentration seem unattainable
- A time consuming and laborious process of reading and re-reading is needed to gain comprehension.
- There is a fear of reading aloud and making errors.
- An inaccurate reader cannot develop a proofreading skill.
- Slow readers lose concentration and interest in reading.
- It is of little use being able to read when reading enjoyment is lacking, and
information is not easily acquired from text books.
- Slow illegible or inaccurate handwriting styles hamper achievement, and a
prescriptive teaching approach is required.
- Brief accounts, or rambling essays that do not always make sense, indicate that both
writers have poor sequencing ability and need help.
- A spelling problem, which remains despite the input of teacher, parent, spelling tests
and practice, requires a special method to instal a spelling memory.
Better and quicker results are gained compared to traditional remedial methods
- A prescriptive approach - the system is easily learnt
- Immediate improvements motivate and instil confidence
- Pride is taken in the presentation of written work.
- Wider career choices arise because higher grades are achieved across the school
- Learning enjoyment is acquired.
- Fatigue is minimised at the end of a school week / term
- Short term costs are cheaper than ongoing weekly tuition
For pupils under 9 years of age
Only two teaching treatments are required. Results are, as follows:
A superior method as it works around the problem areas of written English.
- Pupils are not expected to work using poorly acquired, basic skills.
- Class withdrawal/additional teaching support minimised.
- Need for long term, remedial tuition and additional work is eliminated.
- Behaviour, commitment and attitude improves along with the progress in reading and
- Emotional pressures are lessened - a happy child emerges
SO OFTEN WE HEAR
"IT SOUNDS TOO GOOD TO BE TRUE"
What to do
The first step is to book in for an assessment, without any obligation, to check written language, reading, spelling and handwriting ability. Subsequent visits can then be arranged. Tuition hours are organised by appointment and students are taught individually. Travelling costs are kept to a minimum. If you are travelling from abroad or from distant regions in the UK, then special arrangements can be made for you.
The total cost of each required treatment is agreed by the parent or student beforehand and the the Teaching Treatments are staggered to allow the students to gain maximum memory attainment. One treatment be undertaken yearly and no pressure is asserted to undertake more programmes. A few parents come just for the assessment and take notes as a written report is not part of this service. A writen report can be provided and is costed out at an hourly rate, as agreed by the parent. Most students take the minimum tuition time to complete each treatment, as follows:
- 9 hours for handwriting
- 6 hours for reading
- 4 hours each for written language and spelling
Teaching treatments are provided for:
- Vision & Reading
- Written Language
- Ball Skills and General co-ordination
Please note that a combined reading/vision service is offered and the Optometrists charges are additional.
The hourly tuition fees for teaching students cover the Centre's overheads, and reflect the quality of service. The cost is offset by so few hours of tuition being required. The prescriptive and intensive sessions guarantee improvement and satisfaction.
Please give 48 hours notice of cancellation as only one treatment can be undertaken at the Centre daily.