A significant percentage of the population, almost 30% of
students, struggle with learning and reading problems. Specific
difficulty with reading is commonly called Dyslexia, and many learning problems often go undiagnosed.
Some of the approaches used are noted on the right.
Learning problems can have many different and often overlapping
causes. The primary learning problems related to reading include deficiencies in:
Ability to recognize the number, order and identity of sounds in words.
Weakness here results in difficulty sounding out, correctly
pronouncing and spelling words.
The ability to hold sounds in memory, in the correct sequence.
Difficulty here is often noted by sounds being omitted, added, or
switched in sequence during the decoding process.
The ability to rapidly access long-term memory of rote information
like the names of letters, numbers, colors and objects. Slow rapid
naming skills are associated with slow reading rates.
Ability to visualize and remember letter patterns in words. Weakness
is frequently noted in poor spelling skills, difficulty learning
sight words and often frequent word substitution errors when
Phonics is the knowledge of the rules that govern how words are
pronounced. To sound out words, one must combine phonological
processing skills with a knowledge of phonics to be successful.
The ability to create accurate visual imagery from what is read.
Weakness in this area can result comprehension
problems and a limited vocabulary.
Includes both visual and auditory memory issues with both short-term,
long-term and working memory.
Attention with and without Hyperactivity
Includes sustained, divided and selective attention. Attention
problems can disrupt reading, comprehension, learning and behavior.
How We Begin
The Director begins by doing thorough assessment testing with standardized,
nationally recognized measures to determine exactly what an individuals needs are.
We then design a one-to-one tutoring program that will be most effective
in addressing the student's needs.
With the learning problems identified, the
Consultant writes a lesson plan to implement the program of remediation.
The Consultant will work with the student, along with other Tutors, to
execute the lesson plans. Detailed notes are taken of every single
response the student makes during his session. The Consultant takes
those notes and builds a new lesson plan for the student's next session.
Once a week the Staff meets with the Director to review the progress of
each student and changes are made to the program as needed.
Approximately every 10 hours a written progress
update is provided to the parents. At approximately the midpoint in the
program, we meet with the parents to review in detail what we are doing
with the student and review his progress. At any point, if the parents
have questions or concerns, they are encouraged to meet with us at any
point in the program. At the end of the program, the Director will
administer the same battery of testing that was done in the beginning,
and provide a written report documenting progress and making any further
Colorado Reading Center Staff