Reading Intervention
Silent Reading Comprehension
Silent reading comprehension at all levels of text difficulty requires three abilities: word identification, language comprehension, and print processing (beyond word identification).
Word identification is the process of making print to sound links for each word encountered regardless of whether or not meaning is also accessed.
Language comprehension is the ability to attach meaning to a word using context clues.
Print processing involves everything else that is required to read silently with comprehension beyond word identification and language comprehension including eye movement strategies, print to meaning links (being able to access meaning without first converting print to sound), using inner speech, and integration.
At Dynamic Therapy Specialists, LLC we examine all THREE areas required for silent reading comprehension in order to determine the child’s area of greatest weakness which is preventing the child from reading successfully at the next grade level. With this information, we use a variety of strategies and research based therapies to address reading comprehension targeting the area of greatest weakness. This method of assessment and intervention planning often results in progress that is above and beyond improvements noted with traditional therapies.
Reading Intervention might be appropriate if your child is struggling…
- To figure out words during reading (might be substituting words, guessing at meaning, mixing up the letters in words, or generally unable to figure out new or unfamiliar words in text)
- To read smoothly orally(pausing appropriately, using different inflections, etc)
- To understand what has just been read
- To predict, anticipate, or make inferences about text
- To keep his place while reading
Reading Intervention might also be appropriate if your child is ABLE to read but complains about reading (Makes statements like “I hate to read” or “it’s too hard”. Also significant procrastination, avoidance, and resistance to reading).
|
