Duluth Core Learning

Spelling isn't just memorization... it's visualization.

This activity strengthens visual memory, sequencing, and mental visualization. By spelling part of a word in the air before hearing the rest, students practice holding information in their minds, building the complete word, and strengthening the brain skills that support reading and spelling.

Attention. Inhibition. Flexibility. All in one activity! 🧠

A simple head turn can tell us a lot! 🧠

In this clip, we're observing the influence of the Asymmetrical Tonic Neck Reflex (ATNR) on movement. Assessing reflex patterns is one way clinicians gather information about the sensory-motor foundations that support attention, coordination, visual skills, and learning.

Every movement pattern adds another piece to the puzzle.🧩

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Where do your eyes go when you're thinking?

Our clinicians put themselves to the test by answering questions that challenged picture memory, imagination, sound recall, feelings, and inner self-talk.

Try a few yourself:
🏠 What does your front door look like?
🎵 Can you hear your favorite song?
🐘 Imagine an elephant wearing roller skates.

Did you notice your eyes move as you searched for an answer?

Activities like these help us understand the different ways the brain accesses and processes information. Every learner has unique strengths, and understanding how the brain works is the first step toward helping it work more efficiently.

🧠 Sometimes the most interesting part isn't the answer—it's the thinking that happens before it.

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Looks easy? Give it a try! 👀

This student is finding numbers 1–20 in random order, alternating pencils every other number, AND counting in the opposite direction at the same time.

Activities like this strengthen visual processing, working memory, attention, cognitive flexibility, and bilateral coordination--all skills that help support learning, focus, and success with everyday tasks🧠✨

The more ridiculous it sounds, the harder the brain works! 🧠

Nonsense reading removes shortcuts, challenging the brain's phonological, visual, and attention systems. Overtime, this results in more fluent and automatic reading skills!

Age 3-5 --> Mirroring is very common and often developmentally appropriate.

Ages 6-8 --> Some involuntary movement is still considered typical!

Ages 9+ --> Mirroring is considered atypical and can indicate possible processing challenges that can then impact learning skills and efficiency.

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Missing information? No problem!

Your brain is a power house, relying more on pattern recognition and predictability for ultimate efficiency when reading! 🧠📖