Reading

A specific reading difficulty occurs when a student cannot learn to read easily even though they have had good tuition. Most children begin to read two thirds of their way through their first year at school (Baaker, 1997) at whatever age it is that they begin school.

If they do not begin to read at this point then they will need assistance learning to read.

Even if their problem is a slow maturation the other students in their class will have moved on academically. They will need help to catch up.

The curriculum is designed to allow even students with a low IQ to learn to read, although these students take a little longer than the average student.

How can a reading difficulty be helped?

Testing for auditory or visual perceptual difficulties may make the reason for the reading difficulty clear. In order to begin to read, visual perception and auditory perception should be equally good. Rowena can do this testing for you.

Physical testing by an Ophthalmologist, or Developmental Optometrist to check on the ability of the eyes to see clearly, converge accurately, and track smoothly is important. Audiometry testing to ensure that the ears hear clearly is equally important.

If the ears hear well then a good phonics program may help when the words on the page are not read accurately.

If the eyes see well then a good program stimulating visual perception may help when the words on the page are not read accurately.

There are many good remedial programs. The correct remedial program is dependant upon the student’s learning strengths. Not all reading difficulties are the same.

Rowena can help you choose the right program for your child’s difficulty.

Memory testing to determine whether there are word finding difficulties (Semantic Long-Term Memory) or Working Memory difficulties may make the reasons for the reading difficulty clear and remediation more effective.

Rowena can help you use your memory more effectively.