learning skills, soi-ipp, The Basics

SOI System’s Approach to Learning Problems

SOI Systems is a company with a 50 year history of addressing student learning problems. Our focus has been primarily on making sure that the student’s capacities for learning are matching the expectations of the teaching situation – whether that is in a school, a university, or less formal circumstances like home schooling.

When the student’s capacities for learning do not match the expectations of the learning situation, we take a clinical approach to the situation – isolate and identify the learning problem; make a preliminary diagnosis, test to find the probable cause; prescribe an intervention; and monitor to see if the intervention is effective.

This is not a one-size-fits-all approach – it is individualized for each student-client. On the other hand, as with any clinical practice, there are broad guidelines based on years of experience. These guidelines define three general areas.

INTELLECTUAL ABILITIES AND CONCEPTS

All learning situations are predicated on a set of expectations about the student’s cognitive abilities – acquisition of new data or concepts (cognition), recall of data acquired (memory), information Continue reading “SOI System’s Approach to Learning Problems”

Classrooms, learning skills, Unique Issues

Reading with LOCAN

WHAT IS 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, training

Helping Students Learn to Read

Basic Reader is a complete reading program designed for elementary age students who are struggling with reading.

There are three major causes of reading difficulties: students do not have the necessary perceptual skills; students are not ready cognitively; or the teaching method does not match the students learning style.

Basic Reader addresses all of these causes and helps students read better in five easy steps:

  1.  screen student for vision problems
  2. determine student’s learning style (figural, symbolic, or semantic)
  3. choose the best learning path for the student
  4. administer workbook and computer exercises tailored for the student
  5. reintroduce reading instruction

Basic Reader can be used with many different kinds of students: Continue reading “Helping Students Learn to Read”

Unique Issues

SOI Support for Dyslexia

I believe the best support for struggling students with dyslexic symptoms is the full spectrum of Structure of Intellect interventions. Most of the students at Positive Learning Solutions have some degree of dyslexic symptoms, and have made much reading progress with their program and are progressing in school.

First, identifying visual and auditory perceptual processing problems and remediating them is necessary for success in overcoming any learning problem, and dyslexia is no exception. SOI-IPP and specific SOI computer and paper modules provide that underlying support for visual, auditory, and spatial abilities.

Any referrals to Meeker Paradigm Area 3 health professionals are appropriate as well. Some visual symptoms – such as letters/numbers/words moving or distorting, or losing place frequently – that are found in dyslexia checklists from any source, are in recent years found to actually be Irlen Syndrome symptoms co-existing with dyslexia. Free questionnaires can help determine if an Irlen screening and specific colors can eliminate part of the barrier to reading and learning.

Particularly if starting a phonemic awareness/phonics-based dyslexia reading program, a student is at a clear disadvantage if the auditory processing/memory are not strengthened beforehand. The SOI Auditory Kit strengthens auditory discrimination, semantic sequences, and memory of units. The Auditory Kit and Memory Matrix (particularly the 3 auditory exercises) are used with most, if not all of my students with much success. Every area of a student’s memory ability needs to be strengthened before any dyslexia reading program is begun. Continue reading “SOI Support for Dyslexia”

inspiration

Success Stories Are The Best!

Who doesn’t love a good success story? Take a look at some of these stories about the SOI-IPP program!


This program has moved our intervention with students to a level not seen anywhere else in our district and, I dare say, to a level not seen in most districts in Texas. We have truly implemented an effective RTI program. SOI has put in place the protocols for intervention, provided tracking and structure to our progress monitoring, and built an incredible support team for students and teachers.

We have seen a documented drop in our special education referrals in the last five years due to this program. SOI/IPP is foremost an intervention program that helps students be more successful with school, but it is also a cost effective way of identifying those in need and preventing unnecessary referrals for special education or dyslexia.

– R.M., principal in Lubbock, TX     


I am taking this opportunity to thank all of you who have made it possible for my son, Ryan, to be a participant in the SOI program… He has shown great improvement in his writing skills, enough that his SOI specialist has recommended he no longer needs to see Ryan. Another area in where Ryan has shown improvement is in his reading. Although he is still five years behind, he has jumped three grade levels in just one semester. Continue reading “Success Stories Are The Best!”

training

Trauma Treatment and SOI ALA-PLA Learning Therapy Part 3

AN ADULT DYSLEXIC: PART 3

Click here to read the first part of Juan’s story.

“Can you teach me to read?” Juan asked me three months ago as his psychotherapy came to a close. Because he was beaten and humiliated as a boy for his “dyslexia,” I first treated his trauma in therapy and then applied SOI learning therapy. He has now taken both the computer test (ALA-PLA) and the CR test (paper and pencil).

You may remember what his profile revealed: with the exception of auditory memory, Juan tested at the bottom stanine in every ALA-PLA subtest! However, Juan did not feel comfortable on the computer and could not understand the test directions well. So, we gave him the CR test, explaining the directions one-on-one as he retook each subtest. The test was administered by Jamie Katz, Advanced SOI Trainer and co-founder of Brain Bridge SOI Training Center in Manhattan Beach, California.

After 3 months of SOI Learning Therapy, Juan scored at the Gifted level in NSI and DMU! The DMU, unsurprisingly, is autobiographical:

“FREE AS A BIRD”

ONCE I WAS A BIRD AND FLU OVER A RIVER. I SAW THIS SEA MONSTER AND I APPROACHED IT BUT TRIED TO EAT ME. I FLEW TOWARDS AN ISLAND WHERE THERE WERE MORE BIRDS. WE FORMED A COLONY AND BECAME MEN AND WOMEN AND WE BUILT A CITY THEN WE BUILT BOATS TO FISH AND RAISED FOOD.

WHEN I DIED THE SUN PICKED ME UP AND WENT THROUGH A SERIES OF TUNNELS TO WAIT FOR MY RETURN TO LIFE. THERE WERE DOORS WHERE I ENTERED, BUT THERE WERE HILLS BUT I KEPT ON CLIMBING…

Continue reading “Trauma Treatment and SOI ALA-PLA Learning Therapy Part 3”

training

Trauma Treatment and SOI ALA-PLA Learning Therapy Part 2

AN ADULT DYSLEXIC: PART 2

Click here to read the first part of Juan’s story.

Juan took the ALA test on the computer and was at the first percentile in every subtest and ability. We began working with LOCAN and the SOI CD and workbook, and retesting with paper and pencil. During our first workbook training session, Juan was nervous because he knew he “did not do well” on the SOI computer test. I asked him why he thought that and he said it was NOT a language issue but a comprehension issue. He did not know what the test was asking him to do. This was an interesting dilemma – the test assesses for comprehension and following directions, but how are you supposed to get an accurate assessment of these abilities if they don’t understand the test directions? Juan also stated that he had very high test anxiety (hence: PTSD interfering) which also impacted his test performance.

During the retesting, my assistant read the directions slowly, using her finger to point to the test. She asked Juan to repeat the directions and explain what he has to do for each subtest. Before he began a subtest, she said something to reduce his anxiety- “take a slow deep breath” or remind him that the test is simply to understand his learning styles and that some of this would come more naturally and some of it would be difficult. He seemed to be less anxious after this. His subtest results were way better on the proctored paper test versus the computer test.

He had extreme anxiety during the memory subtests and would hit himself on his leg when he could not remember a digit he read or heard. Clearly, these subtests and the difficulty in recalling numbers triggered his PTSD from being beaten in school. He rubbed the “magic” bead I had given him during hypnosis/relaxation him a few times to try and reduce the anxiety.

Juan is doing really well on the SOI workbooks! He always starts off nervous but slowly starts to feel more comfortable page by page. Continue reading “Trauma Treatment and SOI ALA-PLA Learning Therapy Part 2”