Hah - the Canadian education systems have their ears, eyes and mouths shut tight, in case they get tainted with the reading science, of which the LMB is highly recommended by the reading researchers, that the same Canadian education systems also avoid like the reading researchers had the black plague.

That said, I encounter LMB in the beginning among other dyslexic programs that also have very good track records and worth the expense of the private tutoring.On the LD and dyslexic forums, parents who have enrolled their children, are very please with the outcomes, but moan about the expense. However, I see that they now have payment options where the dyslexic child of the mild to moderate range, the parents have different payment terms at low interest rates. The average in 2012, would be about $8000 for a kid like mine, and I could pay as low as $320 for 120 hours of instruction. Not bad, considering the options in Canada, and the few that are available, what would have cost $320.00 in 2004, is now closer to $500 a month, and nobody is offering payment plans, to make it easier for families to afford private tutoring. Hell, parents can’t even received a tax credit at income time, for the tutoring that takes place outside the school.

What caught my eye in 2004, besides being desperate for help and knowledge -

“Many children and adults suffer deficits in two primary sensory-cognitive functions which interfere with their ability to process language. One is phonemic awareness weakness, such as Olivia Muskie had. This weakness causes individuals to add or omit sounds in words and not know they are doing it-such as reading “steam” for stream, or “imagination” for immigration. The second problem is concept imagery weakness, and though more serious, it is often more difficult to diagnose.

Concept imagery is the ability to process the gestalt (whole) of language that is read or heard. Imagery is the sensory system’s way of connecting to language. The brain sees the language it reads or hears. But, for some individuals, the brain doesn’t image the whole or concepts of the language. This weakness puts individuals in the often tragic situation of grasping parts of what they hear, or parts of what they read. With only “parts” understood, they have trouble with reading comprehension. They have trouble following conversation and getting the main idea, or making an inference, or drawing a conclusion. However, they often can read words well, and do not have trouble with phonemic awareness. Consequently, they appear to not be paying attention, or they appear less “bright.” They can have logical thinking problems or expressive language problems.

While both problems are disturbing, the good news is that the brain can be taught to perceive sounds and image concepts. Just as Olivia’s brain learned to think with sounds and letters, and therefore her reading and spelling improved, the brain can learn to image language concepts and reading comprehension and higher order thinking skills can be developed. “
http://www.lindamoodbell.com/press/time-magazine-article-reading-mentions-lindamood-bell.aspx

And today the Canadian education systems no matter what province - and ignore the science and the research - “Many of the children in our schools or communities with these two types of sensory-cognitive weaknesses are left trying to learn without all the cognitive tools they need. They frequently suffer from low self-esteem, and may even believe themselves to be less capable than others in their family or class. Their “cognitive tool kits” are not complete because their sensory systems are not completely developed in these two important areas of brain function. Hence, no matter what system is used to teach them to read-whole language or phonics-they may not develop to their full potential.

The answer to solving the learning issues in America lies not in choosing between whole language or phonics. The answer lies in diagnosing and solving the underlying sensory cognitive functions necessary to learn to read, spell, or comprehend. It appears we have to look farther down the ladder, back to the brain and the sensory system-if we are going to teach individuals to learn to their potential.”

The 1999 Newsweek cover story - http://www.lindamoodbell.com/press/newsweek-dyslexia-science-reading.aspx

From what I have read, the Autism parents rave about LMB and what it has done for their children and learning in school.

I travelled to the U.S. to take the Lindamood-Bell training workshops myself, as a parent, and then came home to use the programs daily with my own children.  Very glad that I did. Makes you look at both language and learning in a whole new way.  These have been available for 25 years now, but are little known in Canada.

I had requested that our provincial Autism association sponsor local Lindamood-Bell workshops, but it seemed to be too much for them. I hate to say it, but they are more interested in simple social outings or bringing in speakers who really have nothing much to say.  They have not been useful to us.  It has been feel-good stuff with no substance.  Lindamood-Bell is a cut above that, by far. 

You can go to the Gander Publishing website, also run by Lindamood-Bell, and order the various teaching kits yourself, for use at home.  True, these are expensive —and heavy….be ready for pricey shipping costs — but worthwhile.  I devoured the teaching manuals, which are dense, but clearly written.  Some aspects of the programs have accompanying DVDs available too.

There is a private school in Ottawa that supposedly uses these methods - Mindware Academy (specializing in learning disabilities).

The Mindware Academy - A teacher after my own heart. Too bad what is in the Mindware Academy, is not in the public schools.

“When I returned to the field after raising my children, I began volunteering in my son’s class. I soon realized that, despite a caring and committed teacher, there were many children’s needs who were not being met. To try and meet their needs, I opened Mindware Educational Services, an in-home tutoring service that specialized in helping children with learning disabilities. I soon realized that these children needed more than just tutoring after school. They needed an environment that supported them and empowered them In 2004, Mindware Academy was born.”

http://www.mindware.ca/abous_us/our_founder_-_shelley_holloway