Parents/Schools:
Is your pupil/child struggling with Hebrew and/or English reading despite endless amounts of practise? Does s/he get nervous when you ask him to read aloud? Does s/he avoid situations where s/he may be asked to read? Your child may present with underlying reading difficulties. Time is of essence in this situation as most of the learning taking place in our classrooms is text based and your child is missing out and falling behind every day. Frustration builds up, and the negativity that the child associates with reading gets more difficult to undo as time goes on. If is often the otherwise intelligent/bright child that presents with literacy difficulties. Treatment requires an integrated multi-sensory approach that addresses the underlying areas of weakness. Only once this is addressed and the actual reading will become significantly less effortful and more accurate, will it be possible to work on building fluency. Therapy for this area is planned for 45 minute weekly slots.
Schools:
Many children may be found to be at risk for reading difficulty. If this population is screened, identified, and treated early on (up to reception age) a lot of frustration and expense can be avoided. You may be interested in setting up a prereading literacy group in the classroom consisting of a few children who have been found to be at risk. The children can then be monitored over time to ensure that their levels continue to remain consistent with the class.