ReadLS™

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ReadLS™ is a unique computer-based programme that improves reading proficiency through the integration of ocular-motor control, visual processing, auditory listening, and the vestibular system. The most important aspect here is the integration of skills. Often a child has developed the separate skills, but they lack the ability to use everything together. It is here where ReadLS™ plays such a crucial role.

Cognitive training (Phase 1):

  • 15 one-hour long sessions
  • Children and adults with reading and learning difficulties can benefit. Because of the principle of neuroplasticity, even adults who have struggled with reading, literacy, including spelling can benefit
  • ReadLS™ improves visual efficiency (including ocular motor) and visual processing skills
  • The timing between the auditory and visual systems is targeted, to improve decoding speed
  • ReadLS™ improves working memory needed for decoding, comprehension and executive functioning skills
  • Supports the underlying skills in the reading process.

Reading therapy program (Phase 2):

  • Consists of 50 sessions of Speed reading (one minute tasks) as well as Reading exercises (+-10 minute tasks)
  • The second phase facilitates:
    • The bridge between neural efficiency and the reading process
    • The overlap between reading and spelling skills, and reading and writing skills
    • Bridging reading decoding and comprehension as one process
 
There have been advancements in research that has helped us to understand what is required in our brain, in order to master the skill of reading.

ReadLS (™) Targets the following areas

  • Visual processing: Visual processing and visual attention allows us to process a number of letters simultaneously.
  • Visual closure: The ability to form a whole picture when presented with incomplete parts or when it is not visible in its entirety.
  • Ocular motor control: The ability of both eyes to work together when tracking a moving object. When ocular motor control is poor, it can lead to difficulties with reading e.g. losing your place, skipping lines, skipping words and lack of fluency and speed.
  • Visual sequential memory: Remembering and reproducing a sequence of letters, shapes, numbers, symbols or objects. Visual sequential memory helps us to identify the order of letters in words and words in sentences.
  • Multi-sensory: Multi-sensory means that more sensory components are included e.g. visual, auditory, kinaesthetic and tactile.
  • Executive functioning: Executive functioning is an umbrella term for a few high order processes such as inhibitory control, working memory and flexibility of attention. Executing functioning is responsible for paying attention, organising, planning and prioritizing, starting and completing tasks, understanding different points of view, regulating emotions and self-monitoring.
  • Working memory: This is the part of memory that is used for storing information and using it while you are in a middle of an activity. It is described as “memory in action”.
  • Timing: Timing is our ability to coordinate “looking” and “listening”, while paying attention with both our visual and auditory systems simultaneously. We also need good timing between these two systems to develop adequate working memory span to comprehend what is being read. Neurotiming is required between the senses to read with fluidity, rhythm and automaticity.
  • Auditory processing: Auditory processing is the way the brain recognises and interprets sounds, especially speech. Auditory processing helps us to recognise slight differences between sounds in words. When a person has auditory processing issues they may find it hard to isolate sounds in words, match sounds to letters or blend sounds into words, even though the sounds are loud and clear enough to be heard.
  • Decoding and encoding: Literacy is described as the encoding, decoding and understanding of language. “Decoding of phonemes is the root of reading, and encoding of phonemes is the root of writing.” (www.lsworks.org)
  • Phonological awareness: Phonological awareness is the precursor to decoding and it allows us to attend to, discriminate, remember and manipulate sounds at the sentence, word, syllable and phoneme or sound level.
  • Morphology / Word construction: A morpheme is the smallest unit of meaning in language. These units include root words, prefixes, suffixes, and bound roots (roots that need a prefix or suffix added to become a word).

The Dual road to reading:

Beginner readers use the parieto temporal area of the brain when they learn to read. This is because when a student learns to read they have to decode and identify each word individually. This causes them to read slowly, one-word-at-a-time.
A skilled reader uses a different neural pathway to read which is the occipital temporal area of the brain. Because skilled readers have automatised all the basic skills needed for reading they can go directly from what their eyes see, to the meaning thereof.
This means that a beginner reader uses a different part of the brain to learn to read, compared to a skilled reader when processing text. This is the centre of the ReadLS™ philosophy. There are students who get stuck at the parieto temporal stage for neural reasons, and they may never read fluently. These student’s working memories are overloaded with lower order skills that they just can’t automatise. They cannot make the transition to becoming a skilled reader. ReadLS™ was developed to help readers create new neural pathways and transition to becoming skilled readers.
Reference: www.lsworks.org

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