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Cognitive Skills Typical Prentice students are best described by Beth Slingerland as “those with average to superior intelligence whose achievement in language skills—reading, penmanship, spelling, oral and written expression—is not commensurate with their intelligence.” Prentice students possess average or well above average cognitive abilities marked by high level conceptualization and reasoning skills and relative weaknesses in processing speed and working memory. A student’s cognitive ability (IQ) must be within the average range of intellectual functioning and is assessed utilizing various intelligence testing including, but not limited to: Weschler Intelligence Scale (WISC-III or IV; WPPSI-III), Woodcock-Johnson Cognitive Battery (WJ-III), Stanford-Binet (SB5), Kaufman Assessment Battery for Children (KABC-II), Differential Ability Scale (DAS-II), etc.
Academic Achievement
Prentice accepts students who are struggling in traditional classrooms because their academic achievement does not match their cognitive potential. Applicants are carefully assessed through an examination of submitted achievement test results (i.e. Woodcock-Johnson Tests of Achievement (WJ-III), Weschler Individual Achievement Test (WIAT-III), etc.), report cards, and other documents.
Emotional/Social/Behavioral
Applicants should be emotionally healthy, have strong social skills and be motivated to learn. Students should not demonstrate or have a documented conduct disorder, emotional problems or other conditions that require specialized accommodations and/or treatment. Prentice students may have a secondary diagnosis such ADHD; however, this must not interfere with their ability to be productive participants in the classroom. Special Note: Our program is not designed for students with Autism.
Language-Based Learning Difficulties
Prentice students are those who are struggle in traditional classrooms because their reading, writing, computing and organizing skills do not match their cognitive potential. Typical problems for Prentice students are reading, writing, spelling, math, listening, memory, organization, oral language, etc. Prentice students excel at learning but have to be taught in a way they can learn. Prentice also uses the Slingerland® (or Malcomesius) Screening for Identifying Children with Specific-Language Disability to document and analyze errors frequently made by students with language learning difficulties while doing typical school-related tasks. The screening also helps identify processing strengths and weaknesses within the visual (seeing), auditory (hearing) and kinesthetic-motor (writing, speaking) modalities that contribute to language learning.
Is Prentice the right solution for your child?
Is your bright and creative child having difficulty mastering the written and spoken word? Do you wonder why it's hard for him or her to:
- Read, spell, and write?
- Follow directions?
- Retrieve words?
- Comprehend math facts?
- Use fluid, legible handwriting?
- Work to potential?
The problem may be a language learning difference.
Language learning differences (also referred to as Specific Language Disability, SLD or Dyslexia) interferes with a child's ability to retain and express language at a level commensurate with their average to above average intelligence. If your child exhibits these symptoms—especially a reading or spelling problem—you should seek a professional opinion.
Early intervention is critical
Studies show that when children with a language learning difference are provided with appropriate instruction by age 8, they have an 85 percent chance of achieving excellent academic growth. But if they not get help until age 10-11, their chance of achieving significant academic growth plummets to only 15 percent. Please don't wait until your child is in third or fourth grade to address this issue. Early intervention is critical to preventing frustration and academic failure.
"Prentice has taught me that there is nothing wrong with being dyslexic"
—Prentice student
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