Our auditory processing, sensorimotor, and memory programs build the neurological foundations that children need to understand reading and writing.
When a child is struggling with learning, the instinct is to add more. More tutoring. More homework. More repetition of what isn’t working. But if the brain isn’t yet equipped to process and retain information, none of that changes the underlying problem.
Our brain training programs take a different approach. Rather than working harder on the content, we work on the cognitive, sensorimotor and neurological functions that make learning possible: auditory processing, sensory and motor integration, and working memory.
This program is for children who struggle to make sense of what they hear, not because of hearing loss, but because of how their brain processes auditory information.
Signs that a child may benefit include difficulty following verbal instructions (especially in noisy classrooms), noise sensitivity, trouble breaking words into sounds, and challenges with reading and spelling that don’t seem to improve with practice.
The auditory processing program uses specialist classical music delivered through bone-conducting headphones. There are four different auditory “sub-programs”, and we select the one most appropriate for each child based on their assessment results. Over the course of the program, children may develop better sound processing, improved ability to follow verbal language, and reduced noise sensitivity.
This program targets how the brain and body communicate; a process called sensory-motor integration.
Children who would benefit often show signs like difficulty holding a pencil, clumsiness, trouble catching or kicking a ball, challenges with multi-step physical tasks, or poor spatial awareness. These challenges are often misinterpreted as a lack of effort or attitude issues.
The program uses a balance board and exercises that target movement, cognition, sensation and regulation. It is grounded in neuroscience principles about how to increase neural connections. By the end of the program, children typically show improved physical skills, balance, coordination, focus and greater ease with fine motor tasks like writing.
Working memory is the brain’s ability to hold and manipulate information.. It allows us to reason, comprehend, and process information.
Children with working memory difficulties may appear to forget instructions immediately, struggle to remember number sequences or spelling patterns, or have difficulty planning and completing multi-step tasks.
Memory training targets attention, memory and processing speed in a structured, progressive way. Our memory programs combine computerised exercises with hands on activities. This approach is based on the principles of neuroplasticity – this means that the brain is able to develop new neural pathways and become more efficient over time by engaging in regular cognitive exercises. Children who complete the program typically show improved ability to follow instructions, better retention of numbers and letters, and stronger executive functioning.
For children who are behind in reading and writing for their age or year level, our phonics program works systematically through the building blocks of literacy.
We break words into their component sounds, build decoding skills, and develop encoding ability (the skill of turning sounds into written words and putting them on paper). This program is grounded in structured, explicit phonics instruction.
Because reading and writing ability depends heavily on auditory processing, working memory and sensorimotor foundations, we recommend that children complete the auditory processing, memory and balance programs before beginning phonics instruction. When those foundations are in place, the phonics program will be much more successful.
We know that committing to a 20-week program is a big decision. Here’s exactly what you’re signing up for.
Programs run for a consecutive 20 weeks. This is the minimum timeframe that program developers and researchers recommend for meaningful and lasting results. If a child takes an extended break mid-program, progress can stall or go backwards, so we ask families to plan for the full commitment before starting.
Each session runs for 45-50 minutes, five days a week. This frequency is intentional. Consistent daily repetition is what creates neurological change. A once-a-week session simply doesn’t produce the same outcomes.
Session times:
(Monday to Friday)
7:00am – 7:50am
8:00am – 8:50am
9:00am – 9:50am
2:00pm – 2:50pm
3:00pm – 3:50pm
4:00pm – 4:50pm
In the case of public holidays, we’ll run Saturday makeup sessions.
Sessions are delivered in small groups of up to four children of a similar age and stage with their parent or care giver present. Each child completes rounds of individualised tasks tailored to their profile, with short breaks between each activity.
Depending on your child’s program, sessions may include listening to specialist music through bone-conduction headphones, balance and coordination work on a balance board, memory-building tasks on a computer, or progressing through a structured phonics sequence.
All program activities happen at our centre in Redcliffe. We don’t send exercises home for parents to manage. We understand that fighting with your child to do therapeutic tasks at home is its own kind of exhausting, so we’ve built the program so that’s never required.
A parent or care giver will need to be present for every session. This is to give you reassurance in your child’s safety and to be able to provide you with meaningful feedback on progress.
On completion of the 20 week program, a full reassessment will be completed that includes a second written report. This is at no additional cost as we want to be able to show how far your child has come with Reading and Writing Solutions.
Many of them have had teachers assume they’re not trying, when in fact they’re working harder than anyone realises just to keep up. The problem isn’t motivation, like most parents and teachers assume. It’s that the neurological tools they need to participate in learning haven’t yet been developed. Once those tools are in place, the difference can be remarkable academically, socially, and emotionally.
Children who complete the auditory program typically show improved ability to follow verbal instructions, greater focus in noisy environments, and with training, stronger phonological awareness.
The sensory and motor program builds the physical foundations that children need for writing, sport, and everyday tasks that require body awareness and coordination.
Memory program graduates show measurable improvements in their ability to hold and use information, making school tasks less overwhelming and more manageable.
When children start succeeding at tasks that previously felt impossible, their relationship with learning changes. Many families report a significant reduction in school-related anxiety and resistance after completing a program.
The neurological changes produced by these programs are lasting and build genuine capacity to learn, setting your child up for life-long success.
Fill in our enquiry form or call us directly. We’ll ask a few questions about your child and what you’ve been experiencing and answer any questions you have before booking.
We’ll schedule a time for your child to come into our Redcliffe centre to complete a 2-hour assessment with Ruth.
The assessment session is designed to be calm, engaging, and appropriate to your child’s age. Ruth conducts the session in a warm, supportive environment.
After the assessment, you will receive a written report outlining recommendations and interventions.
If a program is recommended and you’re ready to begin, we’ll schedule your child’s start date and confirm all the details. From there, sessions are in-person five days a week for the duration of the 20-week
At the end of the program, your child completes a re-assessment to measure how much progress has been made. There is a lot to celebrate, including gains that show up not just in academic performance but in confidence, social engagement, and daily life at home.
Tutoring assumes a child already has the tools to learn. We start by finding out why they’re struggling, and implement a program specifically built for them.
Our 20-week programs draw on research-based neuroscience principles to build life-long literacy.
Our founder, Ruth, went through this journey as a parent first. After success with her own children, she dedicated her career to helping other families. She knows all too well what it feels like to be in your shoes.
We work hard to make this centre feel free from the pressures and anxieties children may associate with the classroom. Kids can be kids here free from judgement, and parents are always welcome.
If you’re wondering whether brain training could be the missing piece for your child, the place to start is an assessment. We’ll give you a clear picture and a clear plan.
No. Tutoring works on what a child needs to learn. Our programs work on building the neural connections a child needs in order to learn. Think of tutoring as trying to build a wall, and brain training as building the foundation the wall needs to stand on. For many children, tutoring becomes significantly more effective once these foundations are in place.
By working in small groups of up to four children, we’re able to keep the program both intensive and affordable.
Intensive, five-day-a-week therapy is what drives meaningful neurological change. Delivering that level of frequency in a 1:1 format would make the program financially out of reach for many families.
Importantly, sessions are still highly individualised. Each child works through their own tailored tasks, at their own level, with close supervision and guidance.
This will depend on the results of their assessments. Children will typically progress through all four programs as part of their learning journey. However, the specific auditory processing program chosen and the amount of time spent in each of the other programs is tailored to the child’s individual needs identified during their assessment.
Some children may move through certain stages more quickly, while others may spend longer strengthening specific skills.
The programs are designed to build skills in a structured sequence, starting with auditory and sensory processing, memory and then progressing to phonics and literacy. Developing these foundational skills first helps make later reading and learning instruction more effective.
After the assessment, we will explain the recommended pathway and pacing for your child.
Research tells us that twenty weeks is the minimum needed to produce lasting neurological change. Shorter programs may produce some improvement, but the gains tend not to be permanent without sufficient time for the brain to consolidate new pathways. Consistency throughout the 20 weeks is also important, because gaps in attendance slow the process.
Children attend the centre five days a week (Monday to Friday) for sessions of 45 to 55 minutes. All program activities take place at the Redcliffe centre (parents don’t need to facilitate exercises at home).
No, this program is not currently covered by any NDIS packages.
No, the assessment and programs are currently not eligible for any medicare rebates.
Explore our articles on learning difficulties, what parents can do to support their children, and what to expect when you seek help for your child.
