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Therapy to address weak concept imagery for better reading comprehension.
LMB Visualizing and Verbalizing

THERAPY FOR CONCEPT IMAGERY SEEKS NEUROLOGICAL IMPROVEMENT IN THE FOLLOWING AREAS:

Weak reading comprehension

Weak listening comprehension

Difficulty with critical thinking/problem solving

Difficulty following directions

Difficulty expressing language orally

Difficulty with memory

Weak written expression

Difficulty grasping humor

Difficulty interpreting social situations

Difficulty with cause and effect

Weak attention and focus

Difficulty with mental mapping

Therapy to balance hearing to improve reading development skills
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Increase the ability to pay attention in the class-

room by increasing the volume at which the speech frequencies are perceived by the ear and decoded by the brain, and decreasing non speech sounds that are out of balance; reducing distraction. Therapy will enhance listening skills and the ability to perceive different sounds more accurately and improve phoneme awareness. Improve listening comprehension, and understand and process speech in conversation more rapidly. Improvement in the ability to listen to ones's own inner thoughts, including thoughts perceived through the process of reading. Enhance the ability to organize, sequence, and retain sequences, so the content is logical when reading.

Therapy to address weak symbol imagery to increase processing rate, self correction and reading fluency. LMB Seeing Stars

THERAPY FOR SYMBOL IMAGERY SEEKS NEUROLOGICAL IMPROVEMENT IN THE FOLLOWING AREAS:

Difficulty learning sight words

Difficulty sounding out words

Problems with phonemic awareness

Difficulty with orthographic awareness

Orthographic spelling

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Remediation of the gamma brain oscillation wave patterns to improve language skills important for parsing sounds to learn language, read, as well as other school tasks important for achievement. Increase the rate that the brain processes speech.
Coming soon SLC FF program

                      Coming Soon!

Children with language-based learning disabilities have a reduction in brain activity associated with sounds that occur as rapidly as speech sounds do during normal talking. After training, there is an improvement in gamma band efficiency. Amplitude is no longer reduced on the second tone, and in the majority of cases CELF-4 showed improvement in core language skills, expressive and receptive language skills. Simply put... children can process  speech as rapidly as their peers, learn more in the classroom, improve their social skills, and increase reading fluency.

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