Most children 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. This natural progression follows the development of language and can be measured by the auditory short term/intermediate memory system.
If there is a delay in the development of the auditory cortex, often similar issues with regard to delayed reading comprehension is also seen. However, two other development profiles are also taken into account.
- Does the child process information visually or conceptually?
- What are the child’s conceptualization and comprehension skills?
These additional profiles are important because 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.
Reading and comprehension issues are determined by assessing where the child is located on the developmental age scale (which often differs from chronological age). The child’s conceptualization skills development is also assessed.
Engaging the proper neuro-pathways that support the ability to comprehend what has been read or seen helps the brain process this information appropriately. It is also important to measure language comprehension and how the child discriminates and processes auditory information vs. visual information.
NeuroCoach™ and other neuro-lab activities for child development consists of computer assisted programs that exercise and engage the neuro-motor pathways, which promotes reading, comprehension, and clear cognitive thinking.
Children are placed on programs designed to break up blocked feedback pathways in the brain, which will then promote volitional, autonomic, and appropriate expressive responses. These include:
- Auditory short term memory development
- Phonetic/expressive feedback
- Critical strategic thinking