Reading Fundamentals has been committed to assisting students with reading challenges for 10 years.
We work in a positive, homely environment, where students can feel relaxed, and where they are continually encouraged and nurtured. Our professional, passionate and empathetic team of facilitators are carefully selected and trained to instil in students a positive and confident attitude towards all areas associated with reading.
At Reading Fundamentals we offer two options of remediation: –
¬ The Cellfield Neuroscientific Reading Intervention Programme (a scientific programme researched and developed in Australia).
¬ Traditional Reading Intervention.
Initial psychometric evaluations are undertaken to assess areas of weakness in reading and comprehension; and to assist us in evaluating and recommending a desired course of intervention for the student.
As is often said; “From Grades 1 to 3 we learn to read, and from Grade 4 upwards we read to learn.” It is therefore vitally important that the basic skills associated with reading become an automatic function as quickly as possible.
It is vitally important to remember that a challenge in reading and comprehension skills affects all subjects, not only English.
If a child’s reading does not progress at the required annual rate of 12 months, a reading gap develops, and widens each year. Students then fall further and further behind, and are continually playing ‘catch-up’. This widening gap affects all academic areas, often resulting in a decrease in confidence, frustration, and the belief that they will never achieve their goals.
It is therefore our goal to assist in bridging these gaps, and to strengthen reading and comprehension skills, so that our students can feel confident, and are able to cope at levels required in all academic fields.
The Cellfield programme specialises in testing and treatment for reading disorders.
What is so different about the Cellfield?
Cellfield targets a learning disability that applies specifically to reading.
Advanced brain scanning has shown that reading disabilities have causes that include not only the auditory/language processing areas of the brain, but also the visual processing areas, in particular, the bridging areas in between.
Cellfield is an effective treatment, because it targets the ability to learn how to read. Those who had undertaken the Cellfield treatment, usually experience a ‘step-increase’ in their reading skills and continue to improve faster than what they could before the Cellfield treatment. Scientific evaluations have shown improvements of up to 12 months in Comprehension skills, and 23 months in decoding ability in the 2 week treatment.
How does Cellfield achieve this?
Children with reading disabilities have a rate of reading improvement that is persistently below their cognitive abilities. This is because they have problems ‘processing’ the visual symbols of our language into their corresponding sounds and then into meaning. Brain scanning research shows that these processing problems are in three broad areas; the auditory, visual, and visual-to-auditory. These problems set limits to the rate at which reading can be learned, and the ultimate level which can be reached.
Most treatment providers target only the auditory and some target just the visual. Seldom do they target both. None so far target the auditory to visual bridging area. Cellfield is unique in targeting all three simultaneously by using computer science. This is why such step improvements can be achieved in just two weeks and reading continues to improve and at a faster rate.
How does the Cellfield treatment make changes to processing?
The Cellfield treatment uses a computer workstation that presents a patented motion graphics design that is always moving over words and sentences that are presented on screen. This is designed to stimulate the transient vision centers in a systematic way, at all times, wherever the eyes look on screen.
The graphics are transparent for half the treatment session and opaque for the other half. When opaque, the graphics assume the additional function by becoming a moving mask, forcing the brain to read incomplete text in between the graphic ‘gaps’, by having to fill in the “missing bits” and to keep the whole sentence clearly in mind.
A major portion of each treatment session targets phonological awareness. There are ‘rhyme’ exercises with electronically stretched target words that allow children with reading disabilities to hear the essential differences between some sounds for the first time. There are also demanding decoding and encoding exercises that force greater auditory and visual ‘visualisation’.
The Cellfield treatment consists of ten treatment sessions of one hour duration, usually conducted over about two weeks. These progressively become more difficult but are designed so that with concentration and effort, final scores can increase with each session. Operating in the ‘difficult but achievable’ band, assisted by the trained clinicians, and providing a scoring system, motivates children to gain more from the Cellfield treatment.
See more information on the Cellfield website.
READING INTERVENTION PROGRAMME
This programme is suitable for students ranging in age from 5 years to University Level.
Sessions address the following:
An initial English reading assessment is completed (Woodcock Reading Mastery Test and Gray Oral Reading Test) in order to assess a student’s weaknesses, and to determine a relevant level at which to start a student. This covers:
Assistance with phonemic decoding and spelling (visual and auditory skills)
Improvement of eye-span, spatial development, position in space, and listening skills
Comprehension skills (the ability to understand and interpret passages and questions)
Problem solving skills
The programme includes the use of computers, as well as manual exercises.
A maximum of 5 students are accommodated during a session, with between 4 to 5 facilitators assisting. This ensures that students receive individual attention, whilst promoting the ability to concentrate in an environment where there may be background noise and distractions (class environment). This is an important part of the reading intervention.
As students are all individuals, and face varying challenges, it is an ongoing programme, where students are monitored on a weekly basis. However, the average time-frame for the completion of reading intervention is approximately 1 year to 24 months, but depends on the severity of challenges facing students, as well as the overall working pace of students during sessions. Reports are issued periodically, but we are able to give up-to-date feedback to parents at any time.