Lynn Schaftlein reading specialist, tutor, learning disabilities
Lynn Schaftlein
received her Bachelor of Science degree in Sociology from the University of Louisville. For the past twenty years, she has worked with individuals who have learning disabilities. Lynn has also taught first and second grade in a parochial school for five years.

A significant portion of the population has a difficult time learning to read. These reading difficulties often lead to global learning problems as schoolwork becomes more complex.

Many children who fall behind in school are simply missing the key fundamental skill that others seem to have naturally. Therefore, early detection and intervention are paramount.

Lynn utilizes the most effective, research-based approaches, available.

Once the cognitive processes are addressed individuals are then able to learn on their own with the confidence they may have never before experienced.

My Difference

The majority of us have taken learning for granted. We are able to apply seemingly natural skills to the subjects studied. But for others, it's not that simple.

Regardless of how reading is taught — by phonics, linguistics, whole language, or any combination of methods — many of us have difficulty learning to read. As schoolwork becomes more complex these reading difficulties often lead to global learning problems . Learning difficulties typically lead to the added frustration of having average to above-average intelligence, yet falling short of their academic potential.

Learning difficulties are often the result of one or more underdeveloped brain processes. Most educational programs are not equipped to address this reality.

The result — an endless cycle of underachievement and tutoring.

Typically, "tutoring" begins at a level where a learning difficulty has been encountered. This special help may carry the student through to the next level in a particular subject, but problems are likely to recur because the underlying learning difficulty still exists.

My difference — what separates me from a traditional "tutoring" program — is that I determine and address the underdeveloped brain processes that caused the learning difficulty. I help people of all ages who are doing well in school but exerting disproportional effort, as well as those who have been considered "learning disabled" or dyslexic. Using the same techniques, I can also help average students obtain above average achievement through enrichment sessions. When a client's needs match my specialties, results are dramatic and, unlike most tutoring programs, the effects are permanent. Clients are able to learn on their own, with a confidence they may have never before experienced.


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