Seeds of Learning, LLC

Seeds of Learning, LLC Tera Sumpter, M.A., CCC-SLP • Executive Function Education • Author of the international bestseller, The Seeds of Learning • International Presenter Who am I?
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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. Tera Sumpter, M.A., CCC-SLP. 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."

Far too often, Executive Function is talked about in the context of planners and checklists. But EF is so much more than...
02/27/2026

Far too often, Executive Function is talked about in the context of planners and checklists.

But EF is so much more than that.

EF is the engine behind child development.

EF is the driver behind all learning.

Children have to perceive and attend to their environment to learn from it.
They have to hold information in mind to process it.
They have to resist temptations and ignore distractions to stay on track.
They have to self-monitor their thoughts and actions in order to fix mistakes.

This is Executive Function.

When we strengthen the roots, the leaves and flowers flourish.

When we build the boss, the workers thrive.

When we teach students to direct themselves, we prepare them not just for academic success, but for lifelong resilience, adaptability, and growth.

And this is where real independence begins.

Consequences require executive function.Think about that.To respond to a consequence, a child has to:• Inhibit the impul...
02/26/2026

Consequences require executive function.

Think about that.

To respond to a consequence, a child has to:
• Inhibit the impulse in the moment
• Think into the future
• Connect present behavior to a later outcome
• Adjust their actions accordingly

Those are executive function skills.

So when a child doesn’t change their behavior after a consequence, it’s often not defiance.

It’s a lagging skill.

If inhibition is underdeveloped, the impulse wins.

If future thinking is weak, “later” doesn’t feel real enough to matter.

We can’t expect consequences to build a skill that the child doesn’t yet have.

Skills are built through:
✔ Modeling
✔ Visual supports
✔ Structured routines
✔ Reflexive questioning
✔ Practice in the moment
✔ Opportunities for self-reflection

Consequences may stop behavior temporarily.

Support builds the skill long-term.

Every lesson is designed to make implementation simple and thoughtful.Each one of the full program 91 lesson plans inclu...
02/25/2026

Every lesson is designed to make implementation simple and thoughtful.

Each one of the full program 91 lesson plans includes:

✔️clear overview so you know the goal
✔️short research-based Pro Tip to ground the why
✔️script to support confident delivery
✔️modifications to meet different student needs
✔️reflexive question banks to deepen self-direction
✔️visual plan to make it concrete for students

Structured. Practical. Ready to use.

SPARQ-EF launches March 2!

Comment “SPARQEF” for a link to learn more.

Executive function (EF) development isn’t just about attention. It’s about learning to self-direct and self-regulate whe...
02/24/2026

Executive function (EF) development isn’t just about attention. It’s about learning to self-direct and self-regulate when things are hard: starting, staying with frustration, and returning after a slip.

One brain region that shows up again and again in the science of persistence is the anterior mid-cingulate cortex (aMCC).

Reviews describe it as a network hub involved in the cost/benefit computations of effort that support tenacity (sticking with challenge even without immediate reward).

Even cooler: It improves with practice!

And zooming out: EF is a set of “top-down” mental processes that make it possible to resist impulses, stay focused, and meet novel challenges-core ingredients of self-regulation.

We strengthen our own brains when we practice sticking with it hard tasks, and doing “just one more.”

We help our students do the same when we meet them where they are and scaffold the amount of time and energy they can apply to hard things. Today might be one minute. Tomorrow could be two!

Save this post if you’re building EF skills in yourself or your students!

Executive function isn’t built in one lesson. It’s built in phases.And in a world where there is so much noise online ab...
02/23/2026

Executive function isn’t built in one lesson. It’s built in phases.

And in a world where there is so much noise online about EF, it can be hard to know what actually works and what is just another bandaid.

That’s why SPARQ-EF is structured intentionally so teachers aren’t left piecing it together on their own.

Each phase builds on the last:
✨ Foundational awareness
✨ Practical classroom routines
✨ Deeper skill development
✨ Independent reflection and growth

Instead of managing behaviors all day, you’re teaching students how to manage themselves.

Clear. Scaffolded. Sustainable.

Because executive function isn’t just something we talk about. It’s something we teach.

Which phase would make the biggest difference in your classroom right now? 👇

In 2003-2005, long before I had visions of being an SLP, I had the opportunity to work as a consultant in Alaska. Two of...
02/22/2026

In 2003-2005, long before I had visions of being an SLP, I had the opportunity to work as a consultant in Alaska. Two of my assignments were in native villages off of Nome. I had to take the tiniest 5-seater planes over the most beautiful land to arrive at remote landing strips which each little village had. These villages obviously didn’t have hotels, so l either stayed with a native family or in a school. I literally ate, worked, and slept with the families. They would have 3-4 generations living under one roof. The stories I heard. Oh the stories. I learned of their ancestors, their traditions, their food, their native language, their history, and most powerfully, their history of generational trauma from colonization and assimilation. An elder told me how they’d been beaten as children for speaking their native language in school. English only! They spoke of the void that infiltrated and permeated their people as their culture and language were torn away from them.

These intimate experiences are ones that shaped me forever.
They truly taught me, a young, sheltered, privileged white girl from the burbs, that when you disrespect someone’s communication and culture, you disrespect the core of who they are. This was a message I continued to receive throughout my 20’s as I spent years in various countries. This message has shaped my career as an slp. The value I hold paramount in my clinical practice is to value the core of each human with whom I’m trusted to serve. It’s easy to say those words- I value the core of each human. But it’s more difficult, even painful at times, to actually do it. To assess our own biases and privilege. To truly see someone else, take the time to learn about them, understand them, and meet them where they are. Not where we want them to be. To respect and honor their values and pain, their struggles and triumphs, their culture and their language.

The gift of being a therapist means we are entrusted to hold space for all of these aspects of another human. I’m not sure if there’s anything more sacred.

Verbal working memory is the aspect of our executive function system that “juggles” speech sounds. It holds sound so tha...
02/22/2026

Verbal working memory is the aspect of our executive function system that “juggles” speech sounds. It holds sound so that it can be processed and decoded by our phonological “workers” like phonological processing.

Verbal working memory is a critical executive function skill for developing speech, language and literacy skills as a phonological (speech sound) system is the basis of these types of development. If verbal working memory cannot hold onto the speech sounds, then these skills that require decoding of a phonological system will struggle to develop.

Some examples:
SPEECH: Baby’s verbal working memory must hold mom’s speech model of “cat” long enough for his brain to process and learn the sounds that form that word.

LANGUAGE: Baby’s verbal working memory must hold mom’s speech model of “cat” long enough for his brain to generate meaning for the word and understand the concept of that animal in order to develop the vocabulary word.

LITERACY: Student’s verbal working memory must hold onto the teacher’s model of the sounds long enough to correspond them to the symbols (letters) for phonics development.

🧠If verbal working memory can’t hold onto speech sounds long enough, the information being transmitted through those speech sounds can’t get processed for learning.

First executive function, then learning.

When we built this program, we listened carefully.Teachers told us they don’t have time to study a 100-page manual just ...
02/21/2026

When we built this program, we listened carefully.

Teachers told us they don’t have time to study a 100-page manual just to use a lesson.

They need something they can implement immediately.

But here’s what we also know:
Understanding the why behind what we’re doing matters. Research empowers us to adjust, problem-solve, and meet the diverse needs of our students.

So we designed something that honors both.

Each lesson includes a short, research-based PRO TIP — giving you the insight behind the strategy without requiring hours of extra reading.

Practical.
Grounded.
Ready to use.

Launching March 2 with special launch pricing.

Learn more here 👉 https://terasumpter.com/sparqef

One of the most common misunderstandings about executive function is thinking emotional regulation is a separate skill s...
02/20/2026

One of the most common misunderstandings about executive function is thinking emotional regulation is a separate skill set.

It’s not.

Executive function is the brain’s regulation system. It manages thoughts, actions, perceptions, and emotions.

Emotional regulation is what we observe when EF is operating in the feeling domain.

When we strengthen the executive function skills that regulate our emotions, the visible outcome is emotional regulations.

If we only target the emotional behaviors we see, without addressing the underlying regulatory system, we are working on symptoms, not the root needs.

Different domain. Same system.

One of the most common misconceptions I hear about executive function is that it can’t be taught or improved.But executi...
02/19/2026

One of the most common misconceptions I hear about executive function is that it can’t be taught or improved.

But executive function isn’t a personality trait.

It isn’t something students either “have” or “don’t have.”

It is a set of cognitive skills, including working memory, inhibition, cognitive flexibility, and planning, that develop over time and strengthen with explicit teaching, modeling, structure, and practice with feedback.

We would never say reading can’t be improved.

We would never say math skills are fixed.

Why are we saying that about self-regulation and planning?

Brains develop. Skills grow.
And with the right supports, executive function does too.

What do you say when someone says EF can’t be improved?

Reference
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science (New York, N.Y.), 333(6045), 959–964.

Standardized assessments are typically administered one to one.That setup closely mirrors body doubling, where the simpl...
02/18/2026

Standardized assessments are typically administered one to one.

That setup closely mirrors body doubling, where the simple presence of another regulated adult supports attention, task initiation, and persistence.

When a student is sitting individually with an examiner, in a quiet space, with structured pacing and immediate redirection built in, their executive function is being externally supported.

That environment reduces distractions, lowers cognitive load, and provides built-in regulation.

So if we don’t see executive function challenges during standardized testing, it doesn’t necessarily mean they aren’t there.

It may mean the testing conditions are scaffolding the very skills the student struggles to manage independently.

Standardized assessment of executive function has been shown to have low to moderate reliability (Dawson & Guare, 2018).

This is exactly why Cohort members are learning about a different assessment process right now.

I call it P.O.P. — Patterns of Processing.

Effective executive function assessment is not about a single score or a single setting. It requires analyzing a child’s patterns of processing across domains and across environments.

Context matters. Environment matters. Executive function is highly sensitive to both.

That is the difference between testing performance and understanding processing.

Understanding a child’s processing is what leads to effective treatment methods.

Reference
Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (3rd ed.). The Guilford Press.

Some of the most powerful learning tools start with a pencil, a blank page, and someone who truly understands kids. We a...
02/17/2026

Some of the most powerful learning tools start with a pencil, a blank page, and someone who truly understands kids.

We are endlessly grateful for Brigid and the intention behind every SPARQ-EF visual.

SPARQ-EF comes out next week!!

Comment “SPARQ-EF” and I’ll DM you a link to more info.

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16927 Detroit Road Suite 5
Lakewood, OH
44107

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