The Learn-Write System has been developed by Pamela Heather, who became involved after seeing the widely differing performance of her own children and others. These children were presented with the same opportunities, and intellect seemed on a par. Those who floundered appeared to be unable to take advantage of these opportunities. It was from this point that an enquiry began into the causes of under-achievement in written English over thirty years ago.
During the last decade, over 1600 students aged 5 - 75 have undertaken one or more teaching treatments. The undertaking of this new approach requires a commitment to acquire the new handwriting style. Our only failures were with the three students who were made to come under duress. All the others were amazed to find out how quickly they could catch up and achieve. Once the period of handwriting practice is over, students are then equipped to start changing the way they apply themselves to written language.
Parents are usually aware that reading is avoided, spelling skills are limited and that handwriting and written linguistic skills are not as good as they should be. Concern is shown when children appear unable to take full advantage of schooling, particularly when school fees are paid. Parents feel that all they can do is to urge their child to try harder. This is no longer the case, because whatever the degree of difficulty action can now be taken.
One key source of difficulty is the failure to take in the meaning when reading, another is the misplacement of attention on the mechanical production of longhand - both hamper an ability to learn easily, quickly and accurately. Many children and adults do not enjoy reading or writing, and they will avoid such tasks.
WE USED TO MISTAKENLY BELIEVE THAT STUDENTS WERE SIMPLY NOT ACADEMIC - THE LEARN-WRITE SYSTEM DISPROVES THIS MYTH.
The facts of under achievement are, as follows:
Reading skills/reading concentration seem unattainable
Better and quicker results are gained compared to traditional remedial methods
For pupils under 9 years of age
Only two teaching treatments are required. Results are, as follows:
A superior method as it works around the problem areas of written English.
SO OFTEN WE HEAR "IT SOUNDS TOO GOOD TO BE TRUE"
The first step is to book in for an assessment, without any obligation, to check written language, reading, spelling and handwriting ability. Subsequent visits can then be arranged. Tuition hours are organised by appointment and students are taught individually. Travelling costs are kept to a minimum. If you are travelling from abroad or from distant regions in the UK, then special arrangements can be made for you.
The total cost of each required treatment is agreed by the parent or student beforehand and the the Teaching Treatments are staggered to allow the students to gain maximum memory attainment. One treatment be undertaken yearly and no pressure is asserted to undertake more programmes. A few parents come just for the assessment and take notes as a written report is not part of this service. A writen report can be provided and is costed out at an hourly rate, as agreed by the parent. Most students take the minimum tuition time to complete each treatment, as follows:
Teaching treatments are provided for:
Fees
Please note that a combined reading/vision service is offered and the Optometrists charges are additional. The hourly tuition fees for teaching students cover the Centre's overheads, and reflect the quality of service. The cost is offset by so few hours of tuition being required. The prescriptive and intensive sessions guarantee improvement and satisfaction.