Episode 81: Study Skills Tips for Back-to-School Success – Jessyka Coulter

LD Expert Podcast with Jill Stowell
Study Skills Tips for Back to School Success
Jessyka Coulter

 

Jill Stowell: The beginning of the school year always brings a mix of possibility and a little bit of panic, right? There's the fresh start, the new teachers, clean backpacks, the hope that maybe this year will be different. But there's also that little voice wondering, “Are we really ready? Will my child keep up? What if we're already behind before we even started?”

In this episode, I'm talking with study skills coach Jessyka Coulter about how to give your teen the tools to start strong and actually feel in control of their learning. 

 

Welcome to the LD Expert Podcast, your place for answers and solutions for dyslexia and learning differences. I'm your host, Jill Stowell, Founder and Executive Director of Stowell Learning Centers and author of “Take the Stone Out of the Shoe: A Must-Have Guide to Understanding, Supporting, and Correcting Dyslexia Learning and Attention Challenges”.

Most students are heading back to school right now, so how's your child feeling about that? Excited, nervous, a little bit of both? And what about you, moms? Are you feeling hopeful, overwhelmed, cautiously optimistic maybe? We would love to hear from you, so drop us a comment and tell us what back to school looks like at your house this year. 

 

While you do that, I am delighted to welcome Jessyka Coulter to our conversation today. Jessyka is the founder of Ace Cookie Tutoring. She is a study skills tutor and executive function coach who specializes in helping middle and high school students learn how to learn. She's on a mission to teach teens that loving to learn isn't about being born a good student, it's about having the right tools. 

 

Today, Jessyka is going to share some of her favorite back to school tips, things that you can put into practice right away and help your teen feel more confident, less stressed, and better prepared to take on the school year.

 

Welcome, Jessyka. 

 

Jessyka Coulter: Hi, Jill. It's nice to officially be your guest instead of getting to pick your brain.

 

Jill Stowell: I know. This is very fun. We have connected a number of times over the years, and I know you are really passionate about study skills. So, I just wanted you to share that with our audience. Why are study skills so important? 

 

Jessyka Coulter: I love that question. I got to tell you, Jill, we could spend our entire time talking about why do mommas need to focus on study skills for their teens and not the content, not the actual subject or the materials being taught in all of these brand-new classes, let alone every class their child has taken up to this point.

 

I guess if I was to summarize it, Jill, it would be simply the fact that we've got to learn how to learn. Our teens that are struggling in school, that don't want to do homework, that are not as excited about back to school as you and I are, is for the fact that they don't know how to personalize their learning. They haven't learned their NERDY method, which means they don't have the 12 essential study skills they need to know how to learn.

 

That's the very simple answer, Jill, is they need study skills to actually like school. That's what it takes, because if you don't know how to learn, how are you going to enjoy something you don't know how to do? 

 

Jill Stowell: Right, and you know, it's so hard to think, yeah, but they've got to know all this history and all this biology and all these subjects, and yeah, they do. But if you know how to learn, you can learn anything. The door is really open to you. 

 

Jessyka Coulter: It's a matter of, okay, why do we need to learn, how to do the math or the history, the biology, like you said, when we can learn how to learn it, and then we can love every single class. That's a huge, huge win, I think, as we start the school year.

 

Jill Stowell: So, do you feel like there is a best time to learn study skills, like a best age? 

 

Jessyka Coulter: No, I love that. Jill, I don't know who all is listening in, but if we have a lot of mommas and middle schoolers, like sixth through eighth graders, then yes, like I just want to tell them, yes, please now do not wait. So middle school is the absolute perfect time to learn study skills, and unfortunately, it seems like a lot of parents in general, let alone the teens themselves, are very reactive and not proactive.

 

So, I don't usually get to work with a lot of high school, I don't get to work with teens until they're high schoolers that maybe, you know, struggled their freshman year, and now we're trying to decide, “Huh, can we recover the GPA for college or for whatever comes next?” or maybe I'm working even with college students that have dropped out because they realize, oh yeah, college, a lot different than any other grade up to now. 

 

So short answer, middle school, Jill. That is when we want mommas – I want mommas to let their teens learn these skills, because there's such a big difference between, okay, I learned this as a sixth or seventh grader, now I get to practice it for a year or two, and now I'm starting high school knowing what works for me.

 

It's no longer, okay, figuring out, okay, how do I keep up with this content? How do I handle this new building? Oh, there's all these new teachers. Wow, everything's so much faster. Wow, there's so much more homework. And I have to figure out how to do this and learn this. It's, okay, I'm just focusing on the social stuff. I'm just figuring out on the new building, not on, do I actually know how to learn. 

 

Jill Stowell: So ideally, that would be the right time. It's never too late. You know, our brains are amazing. It's never too late for anything. But, yeah, going into middle school, that's a great time. 

 

Jessyka Coulter: Perfect time. Yes.

 

Jill Stowell: Yeah. At, at our Learning Centers, we work with bright students who struggle in school because of dyslexia or other learning challenges. And we've seen time and time again, that the right teacher can make a world of difference for a struggling student. But what if the teacher isn't a great fit for the student? 

 

Jessyka Coulter: Definitely. That's a good question. I got to tell you, Jill, I always loved during our interviews that you share a lot of stories about students that you've worked with. And I feel like in this case, I could tell several, several stories. But I can also even tell you a personal story. The answer that I want to give you is for me, senior year of high school, my physics teacher, we were not on the same wavelength.

 

So, when you talk about bad fits, she literally told me, Jill, “I can't help you.” She's like, “I don't know how to get you to understand because this is the way I know how to teach it.” And she pretty much told me I was on my own and I imagine some of our listeners have similar experiences, whether it's for them or their teens. And unfortunately, what we have to go back to, again, are those study skills. Because I knew in that senior year, okay, I can learn physics.

 

Like I knew, okay, I have these study skills. I know how I learn. I have this NERDY method in my back pocket, even though I didn't know it at the time. And I just had to find someone who understood me, who could teach me in the way that I needed to be taught. So that is one of my tips. One of my answers to your question is, okay, if that teen, that student, and that teacher can't communicate, okay, does that child know how he learns? Because if we don't know what works for us, how do we know the teacher is really not helpful? How do we know that teacher is really a bad teacher? 

 

And then the next tip is, especially for those of our listeners who might have kids that are going into, say, sophomore year or beyond. Well, if there was a teacher that was amazing that really clicked last year, why can't your child go back to that teacher? You know, a lot of times this math teacher might have taught your freshman, you know, algebra one, maybe totally different teacher, say, for algebra two. Well, I bet that algebra one teacher could teach algebra two material as well. 

 

So that would be kind of my two big thoughts there, Jill, is the idea of, okay, do we know what we need the teacher to do? Like how we need that teacher to present the material, which goes into learning style and personal preferences, let alone what are the other resources that teens actually have access to, to get the help that they want and that they need.

 

Jill Stowell: And really, when you talk about study skills, and for us, we're really always looking at underlying processing and learning skills to give you a really solid foundation for learning. If we have that solid foundation, if you have the study skills, then even if, you know, the teacher in a particular class isn't exactly a right match for you, you have tools that empower you to learn anyway. And so that's one of the things that I really love about your Love to Learn study skills program. You've got 12 specific skills in there.

 

And, and so they kind of provide, you know, that base of support for kids. And speaking of that, Jessyka, what I wanted to do was see if you could give us, say the top three of your study skills that parents and students should focus on right now at the beginning of the school year. 

 

Jessyka Coulter: Definitely. I knew you were going to ask me that, Jill. And I was like, how do I pick three? The first one, like the most important is the absolute easiest, because when you say the foundations, and we're talking about all these skills, because yeah, I focus on the study skills, and Jill, I know, you focus on so many other skills. But the idea here is, yeah, that foundation is like, okay, do we actually have what we need to know, like to start with, and then we could add on all of these classes, all the material. But if I had to pick three, I had to narrow it down and think about the NERDY method, because it's like I teach study skills in a very particular order in my Love to Learn Program.

 

But note taking is the absolute first skill I always teach. And it has got to be one of those three. And honestly, if I told our listeners, hey, mommas, pick one, you know, this is the one your teen needs before school officially starts, or as soon as school starts, we've got to have note taking, because if our children don't have notes, then how are they going to do that homework? And then what are they going to study when it's time for that test, for that midterm for that final? The other two skills, and I had to really think about it, I would tell you, a lot of mommas know, and a lot of teens know, that they struggle with time management.

 

And so, as we start a new school year, I really, really want every student out there to know, okay, how am I going to keep track of assignments? So, am I using a planner? Am I using a digital calendar? Like, what am I going to use? So that way, every time they leave a class, they know exactly what the homework is, what that project is, what they're supposed to do in between classes. So that's the second one. 

 

And then I would say that the third one is goal setting and a lot of our mommas probably go, “No, Jessyka, I want my child to be motivated.” And the reason that those fall under the E for energy in the NERDY method is the fact that we have to have motivation and goal setting together. So, as we start a new school year, I really, really hope all of our mommas, all of our parents who are listening, have that conversation with their teens.

 

What is your goal for the semester, let alone what is your goal for the school year? Because if mommas are hoping their kids are getting straight As, and their kid is dreaming about being a starting player on the basketball team, or is looking forward to that role, you know, in the school play, like that's two very different directions, which is going to be nothing but headaches for our parents and their kids. So definitely note taking, time management, goal setting, I would say those the most important since goal setting leads to motivation. 

 

Jill Stowell: So, I want to dig into the goal setting just a little bit, because having a goal that is attainable is really powerful for the brain. I mean, when we make steps towards that goal, and especially when we can start to monitor that ourselves, and we can see, “Oh, wow, I made this much progress towards that goal, or I hit this benchmark,” our brain gives us a little hit of dopamine, which, you know, makes us feel good. So, so do you have any tips about how a parent might approach this idea of goal setting or helping their child to create a goal that is really realistic for them? 

 

Jessyka Coulter: Definitely. And you're saying a magic word, Jill, whether you realize it or not. You're saying realistic. So, the way that I teach goals is through the SMART method. And I know that's not something I've created. So, I'm all about SMART goals, though.

So, for those of our listeners that aren't familiar, so that's specific, measurable, and then you can either say achievable or attainable, and then realistic, and then the T is timely. And so, when I teach teens, how to create a goal, how to achieve a goal, when we're going through my Love to Learn Program together, we always start with a long-term goal. And that can be several years out.

 

But I've learned a lot of teens that they're kind of in the now, they're very good about, “Okay, is there anything today I need to do?” They're not so good about thinking even three days from now, or two weeks from now. Oh, yeah, I should start on that project. And so that's step one, Jill, is I would say, okay, mommas and teens, we need to decide what is the goal.

I usually do like I said, six months, or even for starting at the beginning of the school year. You know, whenever the end of the first semester is or if I’ve got trimesters, whatever that kind of natural break is, like, let's just focus on that. That's our long-term goal.

 

And then the next step is to figure out, okay, what do I have to do to get there? Because when you're saying, okay, our brains love it, when we make those kind of steps, when we achieve little goals, short goals, I 100% agree. So, if I have teens very focused on grades, it's very easy at this time of year to look at this last semester and go, “What went well? What didn't go well?” You know, if we have a kiddo that's not waking up on time, that can be a short-term goal right there. If we have a teen that never turned in a piece of homework, like ever, that's a really easy goal.

 

But we have to think about, okay, what is long term, what is short term. And then I sometimes call them mini goals, because like, if we have a student that didn't turn in any homework at all, that could seem overwhelming from the very beginning of the school year to go, okay, turn in all your homework, even though you never have before. So, I usually encourage my teens, and I work with them. Okay, you know, which class do we want to start with? You know, if you haven't ever turned in homework before, well, maybe you decide, okay, math, that's going to be my focus.

 

And the reason for that, that kind of mini goal would be because of the snowball effect, the idea of, okay, if I'm turning to math homework, and I can see that I can do it, and I feel good that I'm doing it, and I feel proud of myself that I'm achieving this goal. Well, guess what, they're going to start being able to turn in homework in other classes or working on other goals that all then lead to the long-term goal. So hopefully, Jill, that answers your question. But the idea of, yeah, let's, let's kind of break it down now. 

 

Jill Stowell: Right, right. I love that. You know, when we think about executive function, and this whole idea of goal setting, and getting myself motivated to really accomplish something, you have to start with the end in mind. What's it going to look like? Whether it's a project, or a semester, or your high school years, you know, you kind of have to look. What do I want it to look like? Because that's my big target out there. And then how am I going to get there? And what are those tiny steps that I take? And I love that you said, you know, if they haven't ever turned in any homework, you know, making a goal to turn in 90% of their homework is a lot for a first step. But if I can turn my homework in in one class, now I've learned how I can do that. I've learned what I have to do to do that.

 

Now I can apply it to a new one. So yeah, I love that. And I think that that's a great conversation for families to have now and put it up. This is a big deal. You know, this is a goal that I have. And these are the little steps. And we just want to make the steps attainable and then celebrate them, you know. And if you stumble along the way, that's okay. We're learning what do we need to do differently so that we can achieve that step? 

 

Jessyka Coulter: Yes.

 

Jill Stowell: So, I want to ask you about one of the other goals, time management. That's a really tough one for people. I know, that's a big, big subject. But, you know, a tip as people start thinking about going into the school year for time management, or even getting out of the house on time.

 

Jessyka Coulter: So, I would tell you, Jill, that I teach all of this, the study skills. The whole entire Love to Learn Program is based on how teens learn. And so, I'm very much focused on the visual versus the auditory versus the kinesthetic learning style. And the way that ties into time management, is the fact that my visual learners, they love their colors. And like, there's the simple fact of they need to see their calendar, their schedule.

 

And we can talk all about routines versus schedules, because to me, that's routines to organization and then schedules for time management. But that would be tip one is okay, how does your child learn, you know, more visual, more auditory, more kinesthetic? Because if we've got a visual kiddo, okay, we decide what does each class represent. Like what color in my planner on the calendar, or even okay, our test this color, and my daily homework is this color. For my auditory learners, they've got to have sound, they've got to have some kind of something to listen to.

 

The easiest kind of go-to for auditory learners is when my time management lesson, we always talk about what's your homework hour at home. And that could be literally homework, it could be study time, and I would say homework and studying are the same thing.

 

But anyway, the idea of something as simple as an alarm. We decide, okay, if it's five o'clock every single day, an alarm needs to go off on their phone or something at home that as soon as they hear that, oh, yeah, that means it's time to go to wherever my study area is at the house and start homework. And then for my kinesthetic learners, this one is actually an idea I kind of heard from somebody else actually in another interview. And then I kind of adapted it because I was like, you know, this is a good idea.

 

But I want to do it a little differently. And the tip on this with time management is so many of our mommas, so many parents expect their kids to use paper planners, because okay, that's, you know, what I did. So that's what you're supposed to do.

 

No, my kinesthetic learners generally the writing like that's very hands on, that's the action, but something they usually like even better are sticky notes. And so, something as simple as deciding, okay, instead of filling out my planner, I'm going to write each homework assignment, each project, each whatever on a sticky note. Then I could get a step farther. When they get home, okay, the sticky notes now need to go on your wall near your study area. And I encourage them to create kind of lists, the idea of okay, this is what I'm doing today. This is what you know, is happening, say this week, and this is stuff for the future. And they can literally if they have each assignment, each class, and it's on a sticky note, you can very much very easily organize them. 

 

So, they know, okay, not only have I written it, and I'm moving the sticky notes around. Now I could prioritize and put them in the right order on whatever I'm sticking the note to. So that would be my answer, Jill is the idea of start with a learning style. And then based on knowing that, use that to figure out how we're going to keep track of things. And then actually, you know, like we talked about the motivation and getting going on the stuff that's a little different study skill. But the idea of even just knowing when am I working on stuff? What am I working on? That we could easily do with what I just shared.

 

Jill Stowell: You know, I love that. As you were talking, I could just envision this dialogue between the parent and the student. Really just the student getting the opportunity to think through. Yeah, what would work for me? You know, would I really notice it if I used color or if I used sticky notes? You know, when I use my alarm, do I pay attention to it? But I think that's great. Because as soon as we can engage the student in that kind of thinking about their own thinking, we're, you know, stimulating their executive function and their ownership.

 

If it's theirs, then they're going to be much more willing to do it and much more intrinsically motivated to do it.

 

Jessyka Coulter: Now we haven't even mentioned that, have we, Jill? And that's such an important concept right there.

 

Jill Stowell: Yeah, yeah. Well, obviously, this is a big topic. There's a lot around it. Note taking is kind of a big piece. Is there is there any little thing? And I know you can't go into all of note taking, because I recognize that's a big skill that needs a lot of training and practice. But is there any one particular thing that you would say do this, keep this in mind as you start to take notes? 

 

Jessyka Coulter: Definitely. So, I would tell you that, again, very easy to personalize based on learning style. But then I would also tell all of our listeners that I teach seven note taking rules. So that's the core of my note taking lesson in the Love to Learn Program is to teach teens, okay, how to use your learning style to take notes. How are we going to personalize this? But then what are the rules to follow when you're actually taking notes? And the rule that I usually share the most, as many places as I can like this, Jill, is rule three, which is to write down those key facts and ignore redundant information. And I teach that because if teens don't write anything else in their notes, no matter if we've got a middle school, high school or college kiddo this school year, if they only focus on the W's, who, what, when, where, why and how, as well as other key facts, like vocab words and definitions and formulas, their notes 100% more useful than they probably were all last school year. And that also addresses another big concern I hear from parents, let alone the teens, when I ask them, “Why aren't you taking notes?” and that is, my notes aren't useful. Like, I write stuff down, and I never look at them again. Or B, the teacher went too fast, I couldn't keep up. So, it was easier just not to take notes than to take bad notes.

 

So, if they focus on rule three, key facts only, if that's where they start, their notes will be better and better as they add in the other seven rules. 

 

Jill Stowell: So sometimes less is more. 

 

Jessyka Coulter: Yes.

 

Jill Stowell: You know, this whole issue of note taking, we run into a lot of high school students that they aren't even really ready for instruction in note taking, because there are some underlying issues getting in the way.

 

A big one is auditory processing and I know this is a little aside from what you're talking about, Jessyka, but sometimes we see that parents and teachers are so frustrated with a student, and they may be frustrated with themselves, that they have these notes, and they absolutely do not make sense. And I think that tool of listening just for the key facts is really valuable.

 

The challenge for a student with auditory processing issues is that just the act of listening itself is so taxing, that they're – it's like they can't listen and take notes at the same time. They're working too hard to get the information and as soon as they look away from the teacher's mouth, where they're getting clues to what the teacher is saying, and look down at their paper, now they've kind of lost the thread of it. And as they're thinking to write, now they can't connect the dots anymore.

 

So, I realized that's a different issue. But that's one of the things we run into a lot. And we recognize, okay, well, then we have to first really stimulate and develop the auditory processing. And the other piece of that is the comprehension. Often, if you're not getting good information to think with, then of course, it's going to be hard to comprehend. Sometimes we have students that the real issue for them is comprehension, that they just can't take all this information and assimilate it.

 

So, all they get is just pieces, and they can't put it together. And again, the kids like that, what we see when they try to take notes is they try to write every single thing. And so, they've got pages and pages of, you know, like words, and they aren't useful that way.

So, for us, you know, we get a student like that, and we know we have to get in and develop the underlying auditory comprehension skills, visualization skills, in order for them to be equipped to now take that higher level study skill of taking notes. But circling back to what you said, having in mind less is more, go after just the key facts at first. That's probably a real relief to a lot of students.

 

They don't have to write down every single thing. They got to tune in for some very specific things, the who, what, when, where, why. That's really, really helpful.

 

Jessyka Coulter: I got to tell you, Jill, as, as I was listening to you, I'm going, okay, yes, I'm thinking about our interview very recently on auditory processing disorder that our mommas can listen to soon. And then it also was making me think of the fact that, yeah, I've learned for myself, and I've known for a long time that, yeah, if someone's talking, it does not get in near as well as if I can read it on the board or read it on a book. And it's actually making me think of another one of my note-taking rules.

 

I tell teens to share their notes with friends and classmates. Because what you're saying right now is, okay, yeah, someone who has, you know, auditory processing disorder, probably not an auditory learner. And so, if they're in a class and the teacher, all he does is talk, there's nothing written on the board. The teacher doesn't hand out any worksheets, anything to work through together. Teens are going to be really lost and so that's why it's essential that, yes, they build those skills.

 

So that way, maybe they do better than I did in some of my history classes with teachers who just talked, nothing else. But also, an important reason for them to say, talk to a classmate of, did the teacher say this? Because I can't tell you how many times I wrote down something thinking, okay, this is the person's name. And then it was testing after I studied and then I was looking for that particular name or that word, and it wasn't there. Because what I heard and what I wrote down, they were right. But they were not what the teacher actually meant.

 

And then I love what you're saying about the critical thinking. That's a huge part of retaining information, which isn't a study skill we even talked about. But I would tell you, Jill, when teens don't know how to comprehend, that's what's missing, is that they don't know how to connect to stuff they already know.

 

They don't know how to take it from very surface level to actually kind of digging in and learning more about material, let alone the annotation, which is another study skill I teach, which is also very closely related to note taking. That's an awesome chance for them to practice that comprehension, practice that critical thinking when they actually do more than just are very passive with even their notes or any homework or literally any materials from a class. So, my own tangent right there, but connected directly, Jill, to what you shared.

 

Jill Stowell: Well, and it's evident that, you know, this whole aspect of study skills, there's a lot there. That's a big, big toolbox. And so, if we can start to teach our kids how to study, how to learn, I think a lot of times it is just kind of thought, “Oh, well, they’re old enough. They know how to do this,” and they don’t.

 

That’s even college students. I mean just because you’re in college doesn’t mean you automatically know how to study, how to take the material and really understand and use it. So, thank you so much for sharing all of these great strategies. It is very empowering when kids have tools at their disposal that they can now use for the rest of their schooling and work. So, I want to say to our listeners I know there is a lot going on right now with the beginning of school. So, you know, if you pick one of these tips to share with your teen or help your teen start to dialog and implement, that would be a great start.

 

If you can do more, that’s fantastic but start. Start with one. In fact, we would love to hear which strategy you pick and get started on first. So, tell us in the comments.

 

Jessyka, you have a big event coming up starting tomorrow as a matter of fact. Tell us about the Learn It virtual event and how moms can get onboard with that.

 

Jessyka Coulter: Definitely. So, it is a back-to-school event. So, I’m lucky to get to collaborate with you Jill and what, almost 30 other parenting and learning experts. So, lots and lots of topics. Everything from auditory processing disorder like we mentioned a little bit earlier, let alone to test anxiety, let alone to all sorts of nutrition information, for teens, let alone for mamas, and pretty much everything you can think in between, all related to having an awesome start this school year and the event is called “Learn It: Open Your Teen’s Mind and Feed It”.

 

I don’t know how many of our listeners are Weird Al fans. But I’m a huge Weird Al fan. So, I was like, you know, let’s make it fun. Let’s base the name of the event off of Weird Al’s song “Eat It,” which is based off of Michael Jackson’s “Beat It”. Just a little trivia fact and like you said, Jill, we start tomorrow. So, it is a seven-day event all pre-recorded. So, mommas, you can sign up, listen to all the interviews that are released at 10:00 AM Central, immediately if you want or you could space them out through your day and every expert has been kind enough to donate, kind of contribute an awesome, downloadable resource as well. 

 

There is a replay weekend. So maybe if you don’t catch this, when the interview is released, you will have access to the whole week, let alone the weekend right after. So, I know Jill, you will have a link down below so mommas can sign up for that and I feel like I can say so much more. But at the same time, it’s like mommas, if you want some more help with back to school, now is the time to sign up and listen, because I’m purposely hosting it as early in August, as possible to make sure you’ve got those strategies in place before the school year starts or as soon as the year starts for you, the closest to the beginning.

 

Jill Stowell: Well, your conferences, your events always provide such wonderful resources for moms and teens and as you said, I will be doing a session on auditory processing at the Learn It event this year. So, remember, it starts tomorrow and I hope to see everyone there. Jessyka, I have one last question for you.

 

Jessyka Coulter: Okay.

 

Jill Stowell: For parents who are thinking my teen doesn’t want help, what would you say to them?

 

Jessyka Coulter: I feel like I get to say so many things, Jill. But if I make it short and sweet, I would remind all of our listeners, all the parents out there that your teens, your children can learn. I would remind you that your children want to learn. They want to do well but they don’t have the skills to do so. So that would be just a reminder, just let it kind of soak in and accept the fact that okay, you know, your child who’s not turning homework, your child who’s getting those bad grades, your teen who back talks, seems to have an attitude. It’s not because your child is like yeah, I hate mom and dad. It’s I need help. I’m struggling and I don’t want to tell you I’m struggling. I would rather act this way, do these things and make you figure it out versus actually come out and say, “I need some study skills.”

 

Jill Stowell: Yeah. Well, that’s so true. Thank you for that. Thank you for joining us today, Jessyka. We’re looking forward to a really great event with you and all of your guests.

 

Jessyka Coulter: Yeah. Thank you. We have hundreds of mommas already signed up. So, I imagine that the list will just grow as the event continues and I just can’t wait to hear the feedback because Jill, every time I bring you on, I get amazing feedback. Moms would say awesome things about your interview, let alone every other guest. So, I know it’s going to be another good event. It is.

 

Jill Stowell: Well, good luck with that and thank you so much. I love having you.

 

Jessyka Coulter: Well, thank you, Jill. I love being here. We have more conversations in our future, I know. Yeah.

 

Jill Stowell: So, study skills give students structure and confidence and a way to take ownership of their learning. If your child is still struggling, even with good strategies in place, there’s likely something deeper going on. That’s what we see and address every day at Stowell Learning Center. Bright, capable students whose underlying processing skills just aren’t supporting them the way they should. 

 

At Stowell Learning Centers, we help children and adults eliminate struggles associated with dyslexia and learning differences. We want to make this journey easier for you. Connect with us on social media, on our website, StowellCenter.com, for information and free resources.

 

The challenges associated with dyslexia and other learning disabilities can actually be dramatically improved when we strengthen the weak or missing underlying skills. Contrary to popular belief, your child doesn’t have to just live with it for the rest of their life. Every day doesn’t have to be a battle for your family. We’re on a mission to help as many people as possible, so please subscribe, like and share so that we can reach families who really need encouragement, hope and real solutions. Let’s change the narrative for struggling students together.