Our clients include those that struggle with one or more of the following: reading, spelling, comprehension, memory, test-taking, writing, attention, organization and following directions. These students are often not using their brain in the most efficient way for learning. Our training and techniques have helped clients to significantly improve academic skills and learn more efficiently – often with less study time.

Many students that have difficulty with reading, spelling, comprehension, etc., exhibit an auditory discrimination issue and/or weak or non-existent visualization skills which are addressed in our center using the Lindamood-Bell programs.

Auditory discrimination is defined as the ability to hear sounds and sound changes in syllables and words – such as hearing that /pip/ has three sounds, and that the first and third sound are the same. If a person has difficulty discriminating and then “mishears” sounds, issues with listening, reading and/or spelling may occur.

Visualization refers to converting what is read and heard into pictures in the mind’s eye. Those that have strong comprehension and long-term memory skills tend to visualize well. Over the years at Clear Pathways we found that when we address auditory discrimination and visualization skills students demonstrated improvements in a variety of academic skill areas. We began to think of these skills as the foundation of the ‘academic house’ so to speak – necessary for students to become independent learners. We found that when these skills were intact there was a solid base for learning. When they weren’t, students struggled in a variety of ways. The cornerstone of Clear Pathways Learning Services is addressing discrimination and comprehension/memory skills as so many people have deficits in these areas.

As visualization is a vital area for academic success, we have written an e-book entitled “Beyond Tutoring: Strategies to Improve Reading, Spelling, Comprehension and Memory” that addresses in detail how to work with visualization skills in the home environment. It discusses how to use and apply visualization to reading, spelling, comprehension, organization, writing, learning vocabulary words and following directions. The book also outlines how we teach clients with auditory-based learning issues how to read. This book is a helpful tool for those that cannot attend sessions on-site, as well as for clients that like to have the information in written form for future reference.

In addition, we have written a second e-book entitled “Poetry Fun: Training Visualization Skills with Poetry.” The poetry book is a companion book to Beyond Tutoring, and is an excellent resource to help train visualization skills with younger elementary-aged children. These e-books are available for purchase. We have received positive feedback from teachers and other professionals, that the books break the visualization training process into easy to implement steps. This is important as our goal was to make these books a simple to use resource for busy parents. They are an effective tool in regard to training this valuable skill at home.


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It is imperative to address the root cause of learning issues. Our learning program can provide significant benefit to those who have difficulty with one or more of the following:

  • Reading / Spelling/Writing
  • Attention and Focus
  • Sound Discrimination
  • Dyslexia
  • Comprehension
  • Memory
  • Language Processing
  • Sensory Processing 
  • Test Taking
  • Self-Esteem
  • Resistance to Change
  • Listening skills
  • Following Directions
  • Clarity
  • Great Fatigue…during and especially at the end of the day

After a few months of help from you my daughter Vanessa is a changed person. Not only have her grades improved, but she participates more in school and seems to attack new concepts with confidence and enthusiasm. She enjoys reading more and her athletic ability has also increased.
Kathleen N.
I’m writing to let you know how my son is doing since finishing with you. Before coming to you he could never remember even simple spelling words 20 minutes after learning them. Now he is retaining them and remembering his multiplication facts too! His reading was at 85 (at risk) words per minute before coming to you. His teacher recently tested him and he was at 137 and the goal was 118 by the end of the year!! I’m so impressed that he exceeded his goal and before the end of the year. He is a much more confident reader, speller and writer. I’m so thankful he enjoyed coming to see you and doing the work at home. Thank you for helping to build his self-esteem and teaching him to learn to use his brain properly.
Olivia W.

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Clear Pathways Learning Center | 530.768.1556