|Problem Areas||Memory, Reading, Confidence, Low Self-Esteem, Spelling, Concentration, Anxiety, Difficulty with Maths Comprehension,|
|Finished Program||March 2013|
Liberty had difficulty in retaining her learning, & needed to regularly go over the same ground to retain it, which was not that easy once her GCSE years had begun. In fact at Junior school, it seemed unlikely that Liberty would be able for GCSE’s. So however did she beat the predictions?
Liberty had difficulty in retaining information and she was a slow and reluctant reader. Also she was lacking in self-confidence, and very worried about getting things wrong & quite negative about her abilities. It was difficult for her to complete an assignment/paper in the time given. Spelling didn’t come easily for her & she would often need to check quite simple words. We wanted to address these problem areas for her – particularly with her GCSE’s in view.
We had tried other options for Liberty earlier on in life, but things were still not easy for her. So when we heard about the ALC program, we were keen to try anything that might help Liberty to retain information and build up confidence. Completing the questionnaire prior to enrolling on the program helped to confirm that it was certainly worth trying, as lots of aspects seemed to ‘fit the bill’.
The ALC program was an easy program to try, it is not long and fitted easily in after school and during the holidays. It was so satisfying to see the progress in reading by the end of the sessions. Liberty actually enjoyed the course, which made it very easy to complete. We felt as parents it was our responsibility to do what we could and as much as we could to help our Liberty to succeed in her learning.
Liberty had tended to be embarrassed by what she couldn’t do & avoided challenges because she felt she couldn’t do them. The positive & encouraging help she received on the program was excellent & a big boost to her self-confidence.
So far we have seen in improvement in Liberty’s spelling, reading, writing, confidence and concentration. In spelling she is now able to spell without much help at all, whereas before she often asked for quite simple words.
She is also able to read faster and enjoys it more than she has done & her accuracy has certainly improved. Prior to the treatment she was very easily distracted by noise, which is a distinct disadvantage as there is a lot of noise around us all the time!
We also noticed that she is a lot more willing to work independently, with the confidence that she is able to do her school work without necessarily being helped.
The improvement in her writing, being joined up, was pretty much immediate. Her reading had also improved by the end of the treatment. However her spelling improvement was more gradual, as was also her confidence.
One thing I noticed about the treatment, is that it is easy not to notice small improvements, such as spellings, or even confidence growing. It helps if you look back to how things were before. I noticed, for example, instead of automatically asking for help with homework, she was doing it independently until she got stuck, which showed an improvement in her confidence.
I didn’t expect such a quick change in her handwriting – changing to joined up writing, which has made her writing much faster – very important in her exams.
Her ability to retain information also improved, however it really took her exams to prove it! Because at Junior school, it seemed unlikely that Liberty would be able for GCSE’s. Her predicted grades in her CAT tests were F’s and G’s. But in her actual GCSE’s her results were:
2 x A’s
1 x B
5 x C’s
1 x D (Which was a year 10 exam)
When her school announced the results they actually announced her achievements ahead of those who had gained A’s and A*’s, because her actual combined results were 38 grades above what her predictions were supposed to be!