Moving Beyond is designed to address the visual and/or auditory processing problems that account for many students’ reading, writing, and/or spelling difficulty. While many approaches teach remedial strategies, we at SPS are committed to addressing the underlying core issues that account for the gap between a student’s potential and educational performance.

Reading, Writing, and Spelling

As part of our Moving Beyond Program, we offer an innovative Reading Instruction Component designed to improve a student’s visual processing skills. Our program successfully develops symbol imagery, which is a critical to sight word development, reading fluency, and spelling. Our programming not only includes instruction based upon Lindamood-Bell principles, but our expertise in the areas of auditory processing, occulomotor skills, and visual processing development.

By addressing both auditory and visual processing, we assist students in improving sight word recognition, decoding speed (which affects reading fluency and comprehension), writing, and spelling skills. Our Reading Instruction Component is an excellent complement to our Fast ForWord Language, Reading, and Literacy Series. At SPS, we know that a student must possess solid auditory processing skills as well as visual processing skills to become a competent reader and achieve academic success.

Our Insight

By using cutting edge, brain-based strategies, we work to improve the fundamental causes of this gap, not just work on ways to “get around” a student’s challenges. Based upon current research, we now are able to improve how the brain processes auditory and visual information to effect change in academic performance. We are no longer in an age of just teaching remedial strategies. Although strategies to improve one’s skills are important, brain-based, comprehensive approaches ultimately change the underlying cause of a student’s difficulties.

Dedicated to the Individual

At SPS, we know that it takes commitment and very specific, focused programming to close the gap between potential and academic performance. Most students have expended much effort throughout the years and due to their persistence, hard work, and intellect, they have “gotten by” in school. Others have met roadblocks at certain junctures in the educational process. These include transitioning from learning to read to reading to learn, increased independent learning demands, comprehending and integration of more complex information presented in the classroom, as well as what information is required from study and research, and the higher cognitive and literacy demands of high school and college.

Lifelong learning and success

By addressing the fundamental causes of auditory and/or visual processing difficulties, improvement can occur in a student’s academic performance leading to increased success in all arenas of life.