learning skills, soi-ipp

How SOI Helps Non-Readers

“Dyslexia” is not synonymous with “non-reader” — and it is misleading to use the two as interchangeable.  There maybe many reasons for an inability to read, and dyslexia is only one of them. Applying “dyslexia” too loosely is more than semantic misuse; it may actually preempt interventions that are more appropriate and less expensive.

What are the intervention therapies for a non-reader?


If students are beyond the third grade and have still not learned to read, we must assume that they have already encountered all of the standard reading instruction — whether it is phonics, whole word, language experience, or any other method — so, we can reasonably assume that more of the same will not be an answer.


For non-readers beyond the third grade, there is an additional problem — they first need to be convinced that they can read.  They have confronted the non-reader label over and over again, so they begin to identify as a non-reader, and they become less motivated to keep Continue reading “How SOI Helps Non-Readers”

Classrooms, learning skills, Unique Issues

Reading with LOCAN


LOCAN is a new method for teaching reading.

Most children who have not learned to read by the third grade are probably figurally-dominant. They are labeled “learning disabled” or “dyslexic” because they cannot read. Concrete learners will also probably struggle to progress in reading with any of the existing methods. Or, if they do learn to “read,” it will probably be reading without comprehension. All children who are preliterate or non literate can benefit from LOCAN!

LOCAN is a hieroglyphic language, making it direct and concrete. Every word in the language has its own glyph. Picture-characters (or glyphs) stand for words. One picture-character equals one word. The meaning is directly represented in the symbol. Children first learn to read logos, trademarks, stop signs, etc. It is the natural way to learn to read. LOCAN extends this natural experience into the English language.

It is easy to acquire vocabulary, and is much easier than Continue reading “Reading with LOCAN”

Classrooms, Testing, training

Making the Most of SOI Test Results

SOI tests are tests of learning abilities. If someone is having difficulty learning, the cause may be a lack of learning abilities.

Our tests are a great way to get a snapshot of students’ learning abilities and to see their learning potential. Now that you know more about your students’ learning abilities, what’s next? How do you help all of these unique students?


The SOI test results have profiled your students’ strong and weak abilities. Now what?

SOI is the easiest and most efficient way to improve their learning abilities. We provide you with Continue reading “Making the Most of SOI Test Results”

certified learning, Classrooms, soi-ipp, Testing, The Basics, training

Taking the Next Step in Learning

At SOI Systems, we provide you with practical ways to help your students succeed. SOI is a system of assessments and training materials that develop intellectual abilities and learning functions.

We equip students with the necessary intellectual skills to learn subject matter, do analytical thinking, become more creative, and, most importantly, learn how to learn.


The robustness of the SOI tests helps incorporate students with gifts in areas not usually included in other assessments. figural, symbolic, evaluation, and creativity abilities are all Continue reading “Taking the Next Step in Learning”


My SOI Journey So Far!

In August 2013, I was hired as an assistant activity leader for the Kid Zone Enrichment Program. Six months later, I was promoted to activity leader and put in charge of the kindergarten and first grade club room. My supervisor, Dylan Fitzpatrick, told me I was perfect for SOI and that I would love it. With learning the exercises, asking questions, and watching Dylan work with my kiddos, I finally got the hang of it! Dylan continued to support me, answer my questions, guide me every step of the way, and teach me as I thirsted for more.

At first I was extremely frustrated because I wanted the results to be instantaneous. This is a process that takes time because you can’t skip steps. With the correct training, plenty of patience, guidance, support, and plenty of question asking, I started to understand why I was told I was perfect for this program. It was amazing to watch the kids who used to complain every day change and gain so much self-control, strength, and confidence! The way they controlled themselves, interacted with each other, and interacted with me was becoming more consistent and evident to others. Over time and with hard work, these kids were finally able to stand in a line or queue without wiggling around or touching the person in front of them. Playing with their friends, interacting with staff, or even waiting in a queue or line was becoming more consistent, and I wasn’t the only one seeing the change.

The next school year brought more SOI training, new and returning kids, a new manager, a new supervisor, and greater challenge. I was far more confident with SOI; my club room was doing SOI four times per week every week. For 15-20 minutes at the beginning of every day, it became routine. After two months, the kids were able to do the arm exercises and form a line and queue without me being the leader. We set goals and created competitions. The kids would go Continue reading “My SOI Journey So Far!”

Unique Issues

Case Study: Atypical Gifted/Learning Different


As a psychologist and the director of the SOI Diagnosis and Testing Center of Manhattan Beach, I assessed Ryan, 11, using a variety of ecologically valid tools to measure neuro-processing, including the following: developmental history, parent and teacher-report checklists, clinical interview, visual motor screening, the Structure of Intellect (SOI) Test of Learning Abilities, the Social Responsiveness Scale (SRS-2), and the House-Tree-Person Personality Screening.

Ryan presented with a history of poor reading comprehension, hyperactivity, sensory issues (difficulty turning pages while reading), an awkward pencil grip, “quirkiness,” poor frustration tolerance, and under-performance problems. He has great difficulty finishing his work on time, or starting a reading or writing assignment. Ryan wears glasses, which correct his visual acuity to 20/20. He is double-jointed, twirls his shirt, and makes verbal clicking sounds. When asked to read, Ryan states, “It’s just too hard; I can’t read.” He often gives up and cries. A review of his symptoms would elicit diagnostic questions including dyslexia, ADHD, spectrum disorder, learning disabilities and/or visual processing disorder.

Ryan presented with some difficulty following the test instructions, especially on reading speed and memory tests. His handwriting and fine motor (NFU) coordination appeared impaired. He did not exhibit symptoms of an attention disorder. His checklists were negative for ADHD. Ryan’s SRS-2 was negative for a Spectrum disorder. Ryan did present issues relating to a visual processing disorder – Reading Disorder (DSM-5: 315.0) – which slows down his response time and makes his academic efforts frustrating and inconsistent.

My overall diagnosis for Ryan can be summed up as follows: Ryan has a classic “learning different” brain. Continue reading “Case Study: Atypical Gifted/Learning Different”