Mistakes Are Common. The Good News:
Mistakes Can Be Avoided!

Learning to read written abstract symbols and words can be difficult. The Learning to Read Program addresses these hurdles.

More than 50% of the words read in K-3 grades are abstract words (like you, she, the, an, at, a, in). Abstract symbols and words are difficult to learn to read because they have no inherent meaning; while concrete words (like tree, dog, boy, hat) are easily experienced and therefore are easier to learn to read because they have a sensory meaning.

 

The young reader’s (age 5-10) brain functions as a predominantly multi-sensory processor of information (primarily of visual and auditory input). Seldom can this young reader use his multi-sensory thinking style to recognize and learn to read written abstract symbols and words when all he is given as teaching tools are phonics and memorization.

 

Confusion builds in the young reader when sensory input (visual and auditory) provides lots of bits of information and no meaningful experience. This student has no way to identify what has confused him, and therefore no way to resolve his learning dilemma. He has no tools for organizing, standardizing and integrating all that he is sensing when he looks at written abstract symbols and words.

 

Confusion interrupts the child’s learning, and produces the reading mis-behaviors of hesitation, inserted words or lines, skipped words, or the lack of comprehension while reading.

Confusion leads to brain dis-integration.  Without brain integration, thinking is limited and performance is likely to be impaired.