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Reading and Comprehension

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 short term/intermediate memory system.

If there is delayed development in the auditory cortex we often see similar issues with reading comprehension. However, two other elements must be taken in to account:
  1. Does the child process information visually or conceptually? 
  2. What are the child's conceptualization and comprehension skills. 
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 assessing where the child is developmentally (which often differs from chronological 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 BrainyArcade and BrainMax programs 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.
  • Auditory short term memory development
  • Phonetic/expressive feedback
  • Critical strategic thinking