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Cognitive Functional System
Brain Development Tools
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Most kids begin sight reading around the age of 4 to 5. They then progress to phonics. True reading comprehension begins to take place starting around age 7. We have found that this natural progression follows the development of language and can be measured by the auditory digit spans of the short term/intermediate memory system. Generally, if a child's digit spans are less than 6 it is very difficult for them to understand phonics. This is due in part to the delayed development in the auditory cortex. Likewise, we
often see similar issues with reading comprehension. However,
two other elements
must be taken in to account: A child who tends to process visually will typically interact with the world from a "see-do" point of view. They tend to be spontaneous, but lack a sense of understanding why they do what they do. They just enjoy what they are doing in the moment. These children need to be taught how to process conceptually. Our approach to reading and comprehension issues consists of first assessing where the child is developmentally (which often differs from physical age). Next we assess the child's conceptualization skills development. Crossroads Institute then exercises the neuro-pathways that support the ability to comprehend what has been read or seen and how the brain processes this information. We measure language comprehension activity as it occurs, how the child discriminates and processes auditory vs. visual information. As part of our Crossroads Institute Learning Lab we have programs that will aid the child, parents, teachers and therapists. The lab activities consists of computer assisted programs that exercise the neuro-motor pathways which promote reading, comprehension and clear cognitive thinking. Children are placed on programs designed to break up neuro-inhibitors in feedback pathways which will then promote volitional, autonomic and expressive responses.
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