Bridge Intervention


Understanding & Supporting Learning Difficulties
By Areena Loo, CEO, Bridge Learning

We know that a child has difficulty learning subject content such as English and Mathematics when they struggle in school. Poor grades are just manifestations of deeper issues, alerting us that the underlying learning skills and foundational systems are weak.

Instead of fire-fighting the manifestations ineffectually with more remedial drills and rote learning, we need to understand the causes or roots of the child’s challenges in attention, reading, listening, speaking, writing, social-communication or behaviour.

Brick Model 1 represents weak learning capabilities due to underlying deficits and affect both academic and non-academic performance. This model is typical for one who experiences learning difficulties or has Learning Disability.

The crux of being able to support a child in learning effectively is in the uncovering of underlying deficit areas and real needs through our Dynamic Diagnostic Assessments, likening to a health check-up.

Our diagnostics and monitoring process systematically identify and target the learning needs needed by the individual for progress and development. A spectrum of learning skills and abilities are assessed to ascertain an individual’s strengths, weaknesses that affect learning and perform-ance.

We help parents and schools to understand their children in an enlightened manner instead of mislabelling them as “lazy”, “naughty”, “stupid”, or “defiant”.

This illustrated Model 2 epitomizes the follow-up of Bridge Learning’s premier diagnostic learning support and specialized intervention.

The unique amalgamation of specialised education, therapy and subject content working in multi-lateral dimensions, to strengthen vulnerable underlying learning skills and to bridge the learning gaps simultaneously is Singapore’s first.

When the underlying learning skills and foundational systems are strengthened, the learning processes function more efficiently. Learning capabilities work at its optimal to facilitate understanding and absorption of content better and faster, for successful learning.

Model 3 exemplifies how revolutionary diagnostic assessments and intervention programmes can build strong foundation and enhance confidence, learning performance and life skills for your child.

Typical tuition drills focus on the top “brick layer” of symptoms. For example, if the child cannot read, the top “brick layer” dictates that more phonological drills are to be done. If the child is unable to perform in Math, it dictates the child to be burdened with more worksheets and assessment books.

Therapy-focus on specific developmental domain such as speech, gross motor or fine motor skills. It is useful and needed in some cases, especially for moderate to severe conditions. In these cases, the bottom “brick layers” are especially weak and thus, more attention is needed to make sure the underlying symptoms are targeted before observable behaviours can be improved.

In order to maximize a child’s brain ability and learning performance, effective intervention must work on underlying brick “layer” so it improves upper “brick layer” such as posture, attention, languages and even speech.

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