SEARCH & TEACH
Search & Teach
While every child progresses at their own developmental pace, certain milestones should be met before formal instruction begins to ensure young learners aren’t faced with undue challenges or risk of failure.
Recent research highlights the importance of a proactive approach to addressing potential learning difficulties, emphasizing early intervention.
Most educators agree that from kindergarten to grade 2, children are “learning to read,” whereas from grade 3 onward, they shift to “reading to learn.” By identifying and supporting potential difficulties early on, we can set a strong foundation for future academic success.
Primary Goal:
Prepare children for reading success and to prevent the emotional consequence of frustration or failure in the classroom.
I also want your child to love to read! I am trained to identify weak perceptual areas and then provide an individual intervention programs to do all this.
Specifically I will assess and then target the following abilities:
- Visual Perception Matching and Recall: Before a child reads, they have to recognize likenesses and differences in letters in the correct orientation.
- Visual Motor: Handwriting means you have to be able to recognize a letter and physically control, the hand correctly, to write it.
- Auditory Perception Sequence & Discrimination: Blending sounds to isolate them in order to recognize them but also to be able to tell the difference between what the symbol (the letter) means and what the sound is. There are minimal differences between sounds.
- Body Image Directionality and Finger Schema: Asymmetric portions of the letter, left to right direction of materials, the position of fingers while not looking, must be perceived, and this begins with one’s own body.