Seeds of Learning, LLC

Seeds of Learning, LLC Welcome to Seeds of Learning, LLC. Speech, Language, Literacy and Learning Therapy Services. We prov Who am I? Tera Sumpter, M.A., CCC-SLP.

Seeds of Learning, LLC is a home-based private practice for children of all ages with special needs in the areas of speech, language and literacy. Comprehensive evaluations are performed to determine areas of need. A treatment plan is created and tailored specifically for each child. Early intervention therapy is provided for children ages birth-3 years of age. I provide multisensory-cognitive treatment which shapes specific neurological processes involved in impairments such as dyslexia, auditory and written comprehension impairments, expressive language disorders, phonological disorders, articulation disorders, and childhood apraxia of speech. I am a wife, mother, and speech-language pathologist with specialized experience in the area of reading I am an instructor in the Speech and Hearing program at Cleveland State University. Having worked with children in medical and therapeutic settings for over 11 years, I understand the special needs that children and their families encounter when faced with learning difficulties. I am committed to providing quality treatment to children, as well as educating and empowering families. For a consultation or evaluation, contact Tera at 440-454-1686 or email seedsoflearningllc@gmail.com. Please do not substitute any advice found on this page for a professional evaluation. Contact Seeds of Learning, LLC directly to set up an appointment with a speech pathologist if you have any concerns regarding your child's development."

When a speech-language pathologist with 30+ years of experience says something is better than any Master’s program, it i...
01/13/2026

When a speech-language pathologist with 30+ years of experience says something is better than any Master’s program, it is worth paying attention.

“The Seeds of Learning EF Cohort Community is better than any Master’s program.”
— Jane Shomberg, SLP

This is not another webinar or passive training. It is a deep, practical, community-based experience that changes how you understand and support executive function in real therapy rooms and real classrooms.

Our next cohort starts this Friday, and doors close after that until summer.
If you have been waiting for something that actually elevates your practice and gives you tools you can use immediately, this is it.

Join us now and step into the work you have been craving.

If I had to pick just one executive function skill to raise awareness around, it would be working memory.Working memory ...
01/13/2026

If I had to pick just one executive function skill to raise awareness around, it would be working memory.

Working memory is such an essential skill for so much cognitive processing, and I believe it’s one of the most overlooked and misunderstood aspects of child development.

In short, working memory is like our brain’s juggler. It juggles information for just 10-14 seconds when it enters our brains...and that’s a good working memory!

I like to think of working memory as the “hub” where new information goes when it first enters our conscious brain.

Everything we learn depends on working memory.

Thus it needs to be part of every conversation that involves someone’s learning.

Some of you will read this post, and ask, “But Tera! How do we improve working memory?”

That’s the best question to ask! But it’s a HUGE question that I can’t answer in a social media post.

That’s why I created my Cohort where you can learn the answer to that question...EXTENSIVELY!

My Cohort spends THREE entire weeks on the topic of working memory because it’s that important.

Cohort starts Friday!

The next Cohort won’t begin until the summer.

Click here to Learn more 👉 https://terasumpter.com/about-the-community

Working memory is truly my favorite topic ever! I often fall down deep deep rabbit holes learning about it. 😂

And once you integrate working memory techniques into your interventions, learning takes off!

“I never thought my classroom would run itself, but now it does.”That is what happens when students are given the tools ...
01/12/2026

“I never thought my classroom would run itself, but now it does.”

That is what happens when students are given the tools to self-regulate, self-monitor, and self-direct.

Instead of constant reminders, redirection, and burnout, you get a classroom where kids know how to manage themselves and their learning.

Carly Conklin, a kindergarten teacher, saw it firsthand after joining the Seeds of Learning EF Cohort Community. When you stop trying to control every behavior and start teaching executive function, everything shifts.

Our next cohort starts this Friday, and doors close that day until summer.

Comment COHORT for a link to join!

If you are ready for calmer classrooms, more independent learners, and less exhaustion at the end of the day, now is the time.

Join us and start building the kind of classroom that actually runs itself.

Do you ever feel frustrated that your speech and language intervention just seems to be patching holes and simply skimmi...
01/12/2026

Do you ever feel frustrated that your speech and language intervention just seems to be patching holes and simply skimming the surface of symptoms?

Does generalization seem incredibly difficult to achieve?

I felt this way early in my career.

This feeling of frustration sent me on a 17+ year journey to dive deeper into the root needs, not just surface level symptoms.

My journey took me to so many other fields including neuroscience, cognitive psychology, occupational therapy, and cognitive linguistics.

It’s in those fields where I found research literature that was getting to the deeper understanding I was searching for.

Yes, I’ve spent decades crashing neuroscience and psychology conferences-and applying what I’ve learned to my clinical practice in order to refine my EF Intervention Framework.

I share my EF Intervention Framework with you in my Community Cohort Week 1 so you can start applying it ASAP!

“I’m an SLP, but I joined the Summer Cohort as a mom. It exceeded my (very high) expectations! Every day I use one of Tera’s techniques either directly or indirectly to help my kids. ‘Thank you’ doesn’t even begin to cut it!” –Kaitlin Alfermann, parent and SLP

If you want to learn about the ROOT needs of learning, my Community is the place to be.

Cohort Week 1 starts THIS Friday, January 16!

January 16 is the LAST DAY to join.

Comment COHORT, and I’ll DM you a link to learn more.

“You will not regret joining this Cohort. In fact, it just may be the game changer you are seeking. Don’t give the sign up a second thought, just do it.” -Belinda Benko, SLP

Children can present with learning needs in the following ways:🔹 Learning disability only🔹 Executive dysfunction only🔹 C...
01/11/2026

Children can present with learning needs in the following ways:

🔹 Learning disability only
🔹 Executive dysfunction only
🔹 Combined learning disability and executive dysfunction

💡Research has shown that the students who are most often identified in schools as needing services is the combined learning disability + executive dysfunction group (McCloskey et al., 2009).

Why is this?

👉 Well, the LD only students have strong executive function systems that get them by. These are the kids spending hours and hours on homework. The parents usually know there is a problem but the school often doesn’t see it.

👉 And then the executive dysfunction only kids are seen, but misunderstood. These kids are often identified as behavior problems. Since they have strong workers, people know they’re smart and assume that the reason they’re not “applying” themselves is because they’re lazy or unmotivated. These kids are often told to just try harder.

So the kids who are often identified as needing extra academic supports are the combination of both LD and ED.

🤔 Except once they’re receiving services, we often only support the learning disability, not the executive function needs…. So the kids stay in special education since nobody is teaching their EF systems to self-direct. They always need an external director.

We must learn how to address executive function needs in schools.

From the very first week in my EF Cohort, you will learn how to do just that.

Only 5 more days to join!

Cohort begins Friday, January 16.

👉 Comment COHORT and I’ll DM you a link with more info!

“Learning works best when executive function comes first.”1. You already see the struggle. Now you can respond with clar...
01/10/2026

“Learning works best when executive function comes first.”

1. You already see the struggle. Now you can respond with clarity instead of guesswork.

🧠 This cohort gives you practical tools and a shared language to confidently support students who feel overwhelmed, disorganized, or shut down in therapy and in the classroom.

2. Turn compassion into strategies you can actually use.

🌱 You care deeply about your students. This experience helps you translate that care into executive function supports that work in real sessions and real classrooms, reducing frustration and saving time...for you and your students!

3. Feel supported while learning.

💗 Educators and therapists give so much. This cohort offers a space to learn, reflect, and grow with like-minded professionals so you leave feeling empowered, validated, and better equipped to help your students succeed.

👉 Enroll now to get oriented and prepared before the cohort begins in just 6 days.

Comment COHORT below, and I’ll DM you a link to learn more and join.

❗️Join us and start this work with clarity, confidence, and community from day one.

There’s no quicker way to literally shut down a child’s cognitive processing than to nag or criticize them.We know from ...
01/10/2026

There’s no quicker way to literally shut down a child’s cognitive processing than to nag or criticize them.

We know from research that nagging does 3 things to the child brain:
1) increases anger
2) decreases ability to make a plan thus impairing a child’s ability to execute what we’re trying to convey to them
3) decreases ability to relate to what you’re trying to say thus decreasing comprehension

Say it with compassion, and your outcome will be better each time; not simply because compassion is nice, but because nagging and criticism shuts the brain down.

Something you might not know about me…Music has always played an important role in my life. When I was young, I played t...
01/09/2026

Something you might not know about me…

Music has always played an important role in my life. When I was young, I played the piano and flute. As far back as I can remember, I sang. I sang in various choirs and a ca****la groups, including the Cleveland Orchestra Youth Chorus. I sang and performed in school musicals, loving every moment.

The year I spent abroad in France during college, my friend and I started a band. (This was driven solely by the fact that we learned that the music performers got free beer all night long. ) We connected with a bass player from Germany, my friend played the guitar, and I was the lead singer. We performed in bars and pubs all over Grenoble, even being asked to perform live on a radio station in town. It’s possible that we made a 5-song CD before parting ways at the end of that year. A CD I will never share. 😅

Needless to say, I have always loved music.

20 years ago, my life turned pretty cerebral with grad school and my career that followed. But despite diving deep into the world of EF and communication, I have always been fascinated by the intersection of music and communication.

When I was invited to be on a music teacher’s podcast to discuss the role that executive function plays in learning music, I was all in! To learn that there was a music teacher who was connecting the dots and realizing that executive function impacted her students’ abilities to learn music, I was overjoyed and fascinated. And my nerdiness might’ve been a little too giddy.

If you’re interested in listening to the Time to Practice episode, look up Tera Sumpter: Executive Function Skills & Practice wherever you listen to your podcasts. Thank you to host, Christine Goodner for having me!

Last thing- you know what’s so cool?! Christine joined the Winter 2026 Cohort! She’s all in on EF for her music students. That’s what I love so much about the Cohort Community-so many different people learning about the importance of EF together; so many people to learn from. Doesn’t get much better than that!

Isabella often finds it difficult to get started on tasks due to challenges with her executive function, which affects h...
01/08/2026

Isabella often finds it difficult to get started on tasks due to challenges with her executive function, which affects her ability to plan and manage her time effectively.

When faced with assignments or projects, she feels overwhelmed by the sheer number of steps involved and struggles to prioritize what needs to be done first.

Her sense of time is often inaccurate, leading her to overestimate how long tasks will take, making the tasks feel more overwhelming.

As a result, Isabella often procrastinates, not because she doesn’t want to be successful, but because she’s unsure how to break the task into manageable chunks that work for her.

This creates a cycle of stress and frustration, making it even harder for Isabella to get started in the first place.

Do you know Isabella? I’ve spent my 17+ year career helping students of all ages just like her. I can show you how to help your students too.

Comment “COHORT,” and I’ll DM you a link to learn more.

Next Cohort begins January 16 in my Seeds of Learning Community.

Learn, Connect, Grow 🧠❤️🌱

Attention plays a crucial role in language comprehension because it helps us focus on relevant information, filter out d...
01/08/2026

Attention plays a crucial role in language comprehension because it helps us focus on relevant information, filter out distractions, and organize incoming language data in real-time.

In essence, attention acts as a filter and a guiding force that allows us to process, integrate, and make sense of language.

Without it, the complex and dynamic process of understanding communication falls apart.

COHORT MEMBERS: The entirety of Week 2 of the Cohort is dedicated to the executive function skills of perception and attention > key fundamental skills needed for language development! Get excited! This week will blow your mind!

I’m so excited to share the role that attention and other EF skills play in childhood learning with over 980 Seeds of Learning Cohort Community members!

There is still time to join.

Comment COHORT and I’ll DM you a link to learn more.

Registration closes and Cohort starts next Friday, January 16.

So many therapists and educators tell me they’re tired of the status quo, tired of surface-level strategies, tired of qu...
01/07/2026

So many therapists and educators tell me they’re tired of the status quo, tired of surface-level strategies, tired of quick fixes, and tired of feeling like they’re just managing symptoms instead of creating real change.

If that’s you… you’re not alone.

The truth is, meaningful progress doesn’t come from another printable, another chart, or another behavior trick.
It comes from understanding the root-the executive function system that drives a child’s development, learning, and independence.

That’s why I built this learning experience:
⭐ For the professionals who want depth.
⭐ For the ones who want to understand the “why.”
⭐ For the ones who know their students deserve more than Band-Aids.
⭐ For the ones who want the tools to make real change for their students.

If you’re ready for continuing education that actually transforms your practice,
comment COHORT and I’ll send you the details.

Cohort begins January 16! Get in now to get ready for GO TIME!

Jordan is a 7-year old student in second grade. He’s a bright, creative thinker and loves to learn, but he absolutely ha...
01/07/2026

Jordan is a 7-year old student in second grade. He’s a bright, creative thinker and loves to learn, but he absolutely hates reading. He finds it incredibly frustrating. He’s good at phonics and knows all of his letters and letter sounds. He’s even good at the sound games his teachers play: “What is the first sound in the word ‘bat’?”

But when it comes time to put all the sounds together to read lengthier words, Jordan struggles. He sounds out the words, but then forgets the sounds before he can say the word. He doesn’t understand why he can’t remember all the sounds and figure out the words the way the other kids do. It makes him feel stupid and sad.

His teachers have him do more phonics and phonological tasks where he identifies sounds in isolation and in words, but this doesn’t seem to help when it comes time to put it all together. His teachers are confused. The tools that they’ve been taught to help Jordan just aren’t working, and they’re not sure what to do.

What Jordan’s teachers don’t know is that his verbal working memory is weak. (No fault on the teachers! How many reading programs address verbal working memory? How many people are taught about the role of executive function in literacy development? Not many.)

Jordan’s verbal working memory is struggling to hold onto all of the sounds from the word he’s just decoded. His verbal working memory literally “drops” the sounds before he can put the sounds together to make the word.

Jordan needs activities that scaffold how much speech sound is held and operated on. Using activities that include chains or word ladders are a great way to exercise this cognitive “muscle.”

Jordan doesn’t need to feel so frustrated when reading. There is so much we can do to help him. We just have to understand the role that executive function plays in literacy development and have the right techniques to support its development.

Want to learn how to do this?

Join the Cohort beginning next Friday, January 16.

Comment COHORT for a link.

Address

16927 Detroit Road Suite 5
Lakewood, OH
44107

Telephone

+14406161984

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