Boy Overcomes Reading Frustrations
Young Boy Starts to Read Road Signs
A 6-year-old boy was not reading at all. He was suspected of having dyslexia He could not learn the alphabet in terms of order sounds, and letters. This prevented him from reading like his peers. His mother was an English tutor who knew there was something wrong and contacted Bridges. We conducted a diagnostic language assessment which revealed specific problem areas and inefficiencies of processing language. Within the first three sessions, he was reading predictable words, and by three months he was able to read grade level texts with assistance. His mother was reporting he was reading highway signs. This rapid improvement occurred with two sessions per week.
Year 5 Girl is Reading Novels
An 11-year-old girl’s parents were aware of their daughter’s learning difficulties before she began formal schooling. They were concerned she was not making the progress they expected despite many interventions. She had short-term working memory difficulties, directionality challenges, slow processing speeds and auditory processing difficulties. By 1 1/2 years of Bridges intervention, she was voluntarily reading novels and had a voracious appetite for reading such texts as “Skullduggery Pleasant” and “The Last 13.” The parents were extremely pleased she’d progressed to reading texts similar to her peers and making progress in other subject areas such as maths
Bright Boy is Reading Newspapers
Year 5 Girl Now has Confidence in her Maths Ability
A year five girl attending a prestigious private girl’s school was reported as having difficulties with attention, learning and remembering information. She was not enthusiastic about learning, and had a lot of anxiety about maths. She was hesitant about completing maths tasks she may be marked as incorrect. We began with highly supportive individualized plans which focused on her gaps of skip counting, double-digit multiplication and multiple-digit subtraction. By three months, she’d mastered skip counting from 2’s to 10’s. During her term report, she received a C+ for the first time instead of D’s and E’s. We began to teach her more complex problems leading up to pre-algebra, and she quickly learned these concepts. She became much less hesitant, and her mum was extremely delighted that her daughter was much more confident about maths.
Boy Masters Times Tables
A boy in year 4 was struggling with his basic facts and place value. He could not easily remember his time tables, and found division difficult. We performed a diagnostic assessment which showed he needed help to form his numbers correctly, he was counting using his fingers and needed help with multiplication and division. We started at the base level to address his foundational needs. Within two months, he showed mastery of skip counting by 10’s, 2’s, 5’s, 9’s, 4’s, 3’s and 25’s. By six months, he’d mastered single digit addition and subtraction., and his confidence in maths had increased substantially. By nine months, he’d mastered his double digits addition and subtraction. He said he could play maths games in class and compete with the top maths students.