New Heights Center LLC facilitating learning into the future for 28 years, an independent Dyslexia and Auditory Processing intervention service: Lindamood Bell® INCLUDING SEEING STARFast ForWORD, Phono Graphix, Wilson - Orton program
Call us in Baltimore, Maryland at 410.821.8808

Dyslexia Intervention, Executive Function, Cognitive Development & Metacognition Programs

EXECUTIVE FUNCTIONING - Thinking Skills program

Program Goals: A co-existing problem, when learning is difficult, may be poor foundational skills that support reading, comprehension and math. The foundational  cognitive skills to be developed, strengthened and automatized  are concentration, perception, short-term, long-term and working memory, and logicial thinking. Using an eclectic approach with emphasis on Audioblox® the goal is to develop strategies to self-regulate, self-check, self-correct, plan, and to be flexible in thinking.

Behavior Indicators:

  • Not sure of left or right
  • Poor sequencing of letters or numbers
  • Poor time awareness
  • Unable to copy shapes and designs
  • Difficulty with self-directing tasks
Books - Contact us in Towson, New Heights Center, Maryland, for educational testing and programs to support cognitive development and metacognition.

SEEING STARS® - An Integrated Reading and Spelling Program by Nanci Bell

Program Goals: to successfully develop symbol imagery skills to strengthen phonemic awareness, sight word knowledge, decoding fluency,strengthen reading, spelling and writing success.

Behavior Indicators

*Stumbling word recognition *Inconsistent spelling *Poor fluency

*Poor reading comprehension but good listening comprehension

Lindamood Phoneme Sequencing® for Reading, Spelling, and Speech
(Language Skills) and/or The Phono-Graphix® Method for Teaching Reading

Program Goals: To develop skills for self-correcting in reading and spelling. The program stimulates an awareness of the way in which the mouth forms the sounds in words. If the sound/symbol system is intact but not being used successfully, we stress the written manipulated code.  The multi-sensory programs then use the oral-motor information to "feel" sounds to determine the symbol/letter, the order of the sounds in words with practice in reading, writing, strategies for sight words, and comprehension skills.

Behavior Indicators:

  • Adds, omits, or reverses sounds in words when reading
  • Adds, omits, or reverses letters when spelling
  • Avoids reading and is reluctant to read aloud
  • Writes with simpler words than used when speaking

Child - Contact us in Towson, New Heights Center, Maryland, for educational testing and programs to support cognitive development and metacognition.

Comprehension Skills: Mosaic of Thourght by Keene and Zimmermann integrated with the Visualizing & Verbalizing® Program
Program Goals: To improve language comprehension, reasoning, and expressive language skills - oral, written and artistic expression. Facilitating CONNECTIONS text to text, text to self and text to world, this program stimulates the brain's ability to create pictures/images of the spoken word. These images are used to "view" the ideas to be expressed orally, written or artistically. Visualizing, therefore, enhances comprehension and retention.

Behavior Indicators:

  • Rereads material several times and still remembers only a few details, instead of the whole idea
  • Difficulty expressing ideas in oral conversation
  • Follows only part of an oral direction, has difficulty completing a task, or reaching a destination
  • Verbal humor is not understood

Math Skills: Structural Arithmetic by Stern and Gould & On Cloud Nine®

Program Goals: To develop skills to self-direct, self-check, and self-correct when using elementary or upper-level math concepts. The program develops concrete understanding of abstract mathematical concepts. Through multi-sensory processes, conceptualization and visualization strategies for addition, subtraction, etc. are acquired. Step-by-step processing determines what is given, what is needed, and how to "think the problem through" to an answer.

Behavior Indicators:

  • Often guesses at an answer without thinking first
  • May do upper-level processes (such as multiplication) but still has trouble with elementary concepts
  • Still uses fingers or counts out loud to do simple math
  • Inconsistent performance on problems they describe as "ones I know how to do"
  • Cannot explain the steps used to obtain an answer; states, "I just know it"

Contact us  New Heights Center, Towson, Maryland, for programs to support cognitive development and metacognition or to organize training at your site in the LBLP® programs.  Mentoring services for educators/SLP/ or parents needing support to implement programs is also available. New Heights Center is NOT Lindamood-Bell Learning Processes® nor is it affliliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood.  Lindamood- Bell, an international organization creating and implementing unique instructional methods and programs for quality intervention to advance lanugage and literacy skills - in no way endorses or monitors the services provided by New Heights Center.

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