McNichols Learning Foundation
PROGRAMS
Reading for Beginners - SHOMI: A Model of Organic Learning
Rather than relying on visual input like standard educational models, this phonics-based reading program – referred to by the acronym SHOMI – uses auditory and kinesthetic senses to begin the reading process. These senses – which the child has used since birth – help prepare their brains for reading. The SHOMI sequence encourages discovery through sharing, feeling, drawing, and watching themselves and their peers in small group settings.
These innate behaviors help build new mental connections between sounds and alphabet letters prior to reading words on a page. This multi-sensory approach puts learning into their hands through exploration of what they already know and enjoy as part of their early childhood play. Only after SHOMI is achieved do the students start sounding out simple words in phonics books. This brings them from early childhood into early reader at last.
GAP: Kinetic Math for Problem Solving and Critical Thinking
Our program called GAP (Games, Awareness, Practice) uses physical movement of a large variety of solid, measurable, math materials to improve students’ understanding of number values and concepts from addition and division through fractions and decimals—the foundations of higher math. This hands-on, kinesthetic learning model occurs in three stages: playing games with physical materials show students how the materials represent number values; building sensory awareness of how to move those materials into shapes and patterns helps them learn reliable ways to answer number questions; and finally, through practice, the underlying concepts related to those physical patterns will become much more solidly comprehended so they can be applied successfully to the abstract pencil and paper problems seen in textbooks and life.
Those who know math formulas will comprehend the underlying concepts and be able to apply them in unfamiliar settings. Others who have intuitively known answers but struggled to logically explain their thinking processes will be able to identify the steps taken to get them. And all students will have improved the problem solving and critical thinking skills needed for high school, college, and life.
Program Psycho-Educational Testing to Identify Learning Differences
Parents who see their children struggling in school know they are smarter than that. In such cases, testing to identify learning differences will show why. The earlier children are tested the better because they will not “grow out of it.” Also, dedicated teachers struggle with educational training and school curriculums developed in the early 1910’s and ‘20’s that have not yet incorporated current research into the learning mind. For testing, both the Wechsler and Woodcock Johnson are ALWAYS needed. Wechsler Preschool and Primary Scale of Intelligence for ages 2.5-to 7 years (WPPSI), Wechsler Intelligence Scale for Children (WISC), or Wechsler Adult Intelligence Scale (WAIS) for those over 16 or 17 identify real strengths and weaknesses - regardless of school grades. The Wechsler scores 5 different areas of a child’s learning. The full-scale IQ is a composite of these scores. Some individual scores might be very high, whereas others, such as Working Memory or Processing Speed can fall below average. A child who gets “tripped up” by one or 2 low scores can’t help but struggle in school — even if their grades are “good”. The Woodcock Johnson identifies which skills are at, above, or below grade level. Comparing Wechsler and Woodcock identifies learning differences that need to be addressed. Other tests such as the Bender-Gestalt or Nelson-Denny Reading might also be needed. Only licensed individuals can give these tests which cost $3,500 or more for each child. Unless a school district agrees to provide them without charge to the parent, this testing becomes a financial hardship for many families. McNichols Learning Foundation hopes to find qualified licensed individuals willing to assess struggling children at a reduced rate. The budget for this will have to be adjusted according to need which is especially great in disadvantaged areas.
It is important to note that even if struggling children appear to be working at grade level, they cannot produce their best work. They will know it, but not understand why. We have never met a “lazy” or “dumb” student. And we have worked with scores of children and some adults. These students are the hard workers who only need to discover a successful learning path. Invariably – in spite of some initial resistance to appearing “different” – within a few sessions they begin to notice increased understanding and look forward to participating. As a matter of fact, the strong work ethic they have developed in attempts to “keep up” with their classmates becomes an asset as they apply themselves with new determination, confidence and self-respect.
CONTACT
McNichols Learning Foundation
9182 Hyde Park Drive
Huntington Beach, CA 92646
Phone: 7143134223