Your Key to Lasting Learning Success!

Frequently Asked Questions About Our Learning Success Systems:

How are these products and workbooks different than others?

All of our products and systems go to the root of the learning issue and correct what is wrong.  For instance, most struggling readers are weak in visual and auditory memory and discrimination skills, so we include easy to do at-home  activities  that step-by-step strengthen these learning avenues.  Helping your child overcome dyslexia, dysgraphia, or dyscalculia can be done with consistent, comprehensive programs that are field tested, scientific based, and laid out for you to use at home!  

Students who have a difficult time with academics in school often have gaps in their learning foundation as the root cause.  These students often have visual and/or auditory systems working differently or not as efficiently  as their peers as well as problems with gross motor activities and memory issues.  Also, these students are usually right-brain dominant, tactile learners, which places them at a huge disadvantage in a traditional classroom setting where left-brain skills are expected and the mode of teaching is primarily auditory. If a student learns by doing (tactile), then seven hours of auditory instruction can be excruciatingly painful.

The programs and systems that are offered by the Harp Learning Institute, especially the Harp Learning System prepare these students for academic success by strengthening the sensory components that are weak and filling in any gaps that have occurred.  The result?  Within a matter of months, students are making academic improvement, self-confidence soars, grades improve, test taking skills increase, and homework becomes more independent. 

How can your system and products help with so many different learning disabilities?

There is a hierarchy to learning.  The foundation for learning must be built one step at a time.  All too often schools and their curriculum force students to rush through the skills expected without reaching mastery.  The student might keep up for a while, but eventually the student has huge gaps in his/her learning foundation. It is crucially important to go back and fill in the missing learning gaps that the student has incurred.  If this doesn't happen, the student often becomes lost and "shuts down".  Self-confidence disappears.  Grades plummet.  

It doesn't matter what the particular learning issue is.  What matters is the filling in of the missing learning gaps.  If a student has dyslexia, the gaps are filled in step-by-step, usually within fifteen to twenty four months.  If a student has autism, these gaps will take years to fill in.  If the student is just a little behind in school, perhaps just a grade level below in reading, then within a few months progress is made.  The only difference is the amount of time spent on the activities that fill in the missing gaps of the learning foundation.

Do these activities work for every student?

The activities, programs, and systems that are available have been used for over fifteen years with a 98% success rate.  And the activities used in the programs and systems are research backed. Even though all students are different and all brains are different, the steps to building a learning foundation are the same.

 First, motor skills must be in place.  A student cannot be expected to write an essay if he/she cannot replicate a simple figure.  Next, the student must be able to process visual information since 75 to 90% of what a human takes in is visual.  It is our main learning sense.  All too often students are misdiagnosed as having other learning differences such as ADD/ADHD when they are simply failing to process visual information correctly.  Can you imagine how difficult it would be to focus if the images that you see are at a slant, moving, or even upside down? 

 Once these visual skills are in place, it is important to make sure that auditory skills are in place.  Often students with central auditory processing disorders don't hear sounds or parts of words correctly or at all.  Sometimes they are unable to filter out unnecessary background noises.  These are skills that can be taught and learned!  Once the student hears correctly, then he/she is able to process auditory information correctly, such as a lecture from a teacher or oral directions.  And, finally, memory building must take place.  Too often students have poor memory skills, which affects their ability to recall information for important tests or for math steps and formulas. 

It's not about intelligence!  It's about how to process information for academic success.  Whether the student has dyslexia or autism, the steps are the same.  The only difference is how long it takes to reach success.  The average time span it takes for a student to overcome dyslexia with the Harp Learning System is 15 months, which is why it is set up as a 15 month program.  However, it may take a student with autism several years to reach the same level of success.   

How do I know what to get for the age and level of my student?

None of the products or systems we offer are age specific. That is because in order to fill in gaps in a student's learning foundation, you must go all the way back and make sure the essential skills are in place.  Then, and only then, can you teach to skills mastery.  Since the brain has plasticity at any age, these scientifically proven exercises can even work for adults.  We have had success with college students and even stroke patients who have used her system.  Teens are often a little hesitant to do the activities, but once it is explained to them that we are building a learning system and we have to go back to the basics, they usually understand and do the activities agreeably. 

How long does it take before I see progress?

Every student is different and every brain is different. Also, it depends on how often you use the systems and programs.  If you only use them occasionally, then you can't expect much success.  If the programs and systems are used as described in the instructions, then usually within a few months the student will start showing improvement in self-confidence, attempting new tasks, and independence.  It generally takes a few more months for grades to improve.

Will my child get burned out performing these activities?

Students usually love doing the activities because they are supplemental education, which means they are not doing strictly academics.  We have broken down the larger academic skills and broken them into little components that we build up.  These are the building blocks of learning.  However, if the student is made to do the activities for hours on end, then yes, the student could get burned out.  Once the student masters a skill, there are many more that the student is exposed to to build his/her learning system.  The Harp Learning System is a fast paced program in that it has numerous skills that the student works on instead of doing the same thing over and over again.  Repetition is a form of learning, such as using flash cards to memorize multiplication facts, but it is usually the least desirable for students, especially students with learning differences.  The variety of activities available keep the student from getting bored or burned out with the program

Will we always have to do the activities in the system or workbooks?

No.  Once you have completed the activities, your child should have a strong learning foundation. 

How can I fit this into my already busy schedule?

Most of the programs only take 20 to 30 minutes per day.  The activities are easy and fun to do, so the student doesn't "fight" doing them.  In time, using the Harp Learning System, you actually save time because the student learns to self-regulate, focus, and attend to skills so homework is quicker and easier.

How much time each day will I have to spend on the activities?

Most of the exercises just require 20 to 30 minutes each day.  The Harp Learning System does require a one hour session once a week where a brain training is done.

The teacher wants my child to stay after school for more academic tutoring.  Is that the answer?

Students suffering with poor academic skills and below grade level performance are typically treated with a dose of more academics.  The thought is that more of the same that didn't work all day is going to correct the problem. This only fatigues and frustrates an already tired learner. This is not what these kids need!  If those methods worked, then the student would be at grade level receiving excellent grades.  The student needs corrective measures to make learning efficient.

What is your success rate?

98% of the students who complete the Harp Learning  System  remain at or above grade level.


Google Tag