Students struggling to read or exhibit a receptive or expressive language delay need specific, research-based approaches for re-mediation in order to become successful learners. Wellspring Learning offers a balanced literacy approach based on the recent advances in the field of neuroscience and education. Our programs are based on current brain research, specifically regarding the neuroplasticity of the brain.  Simply put...the brain can make new and lasting connections based on the intensity and duration of a specific program.

We are experienced in working with students who have emergent reading difficulties or who have been diagnosed with a learning challenge such as dyslexia, ADHD, or autism. To be a proficient reader and successful learner a student must have a phonemic awareness for decoding, the ability to rapidly identify sight words and retain vocabulary, and the ability to comprehend what is read as well as have the underlying cognitive skills of memory, attention, processing speed, and ability to sequence.

Fast ForWord helps students improve language skills by combining Internet technology with breakthroughs in neuroscience. The training uses acoustically modified sounds and methods and cross-training to improve receptive and expressive oral language skills within a scientifically validated optimal learning environment. Essential elements of this are intensity, frequency, motivation and adaptivity.

Fast ForWord training moves beyond addressing the symptoms of language problems and attacks the root cause, which begins with the ability to distinguish among phonemes-the smallest unit of sound in language that can change meaning.  Students achieve gains in phonemic awareness while simultaneously integrating and cross-training other key language skills such as phonological awareness, semantics, syntax, grammar, listening , comprehension, working memory and event sequencing.

For fluent reading and spelling, it is necessary both to be able to make phonetic judgments about words, and to be able to recognize and spell words that do not play by phonetic rules.  Many words in our language have spellings that are not predictable using phonics, or have several possible ways to spell them.  These words are stored in our visual memory for easy access and are accessed and recognized using a process called symbol imagery, in which we remember what the words look like.  When spelling, we compare what we write on 
the paper to the picture in our mind.  If the pictures don’t match we think, “That doesn't look right,” and try again.  When reading, symbol imagery allows us to recognize words with unusual spellings, and allows us to recognize very common words without having to “sound them out.” A system of training to develop and retain symbol imagery results in gains in sight word recognition, spelling, and vocabulary building.

Gestalt imagery the ability to create imaged wholes is a critical factor in oral and written language comprehension. Despite good decoding, good vocabulary, and adequate background experiences, many individuals experience weak gestalt imagery, thus processing "parts" rather than "wholes," from verbal stimuli, spoken or written. This contributes to a Language Comprehension Disorder that may be accompanied by a commonality of symptoms: weak reading comprehension, weak oral language comprehension, weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor. Sequential stimulation using an inquiry technique develops gestalt imagery and results in significant improvement in reading comprehension