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LITERACY ENRICHMENT PROGRAM
Our spelling and reading enrichment program in Singapore focus on weak underlying cognitive abilities that may be the main reason for your child’s literacy challenges. We have curated a comprehensive literacy enrichment program by integrating our knowledge in cognitive development and training.
Our groundbreaking “sound to code” reading and spelling technique that is utilized in our reading classes for kids is based on how children initially acquire spoken language. In less than six months, students who have attended our reading literacy programs and reading classes for kids made reading progress equivalent to 3 to 4 years.
Auditory processing skills
The ability to discern sound codes, critical for listening or comprehension.
Visual processing skills
The ability to picture, manipulate, organise, comprehend and think with visual information.
Attention skills
The ability to sustain, divide and select information.
| LEARNING SKILL DEFINITION | BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS |
|---|---|
|
LEARNING SKILL DEFINITION
Vocabulary |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Guesses at meanings of words. |
|
LEARNING SKILL DEFINITION
Comprehension of verbal relations |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Poor reading comprehension of relationships of ideas. Poor at math “word” problems. Poor at analogies. |
|
LEARNING SKILL DEFINITION
Comprehension of extended information |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Inability to “track” long or involved sentences. Often misunderstands instructions. Inattentive during lectures. Poor comprehension with complex reading material. Asks frequently for repeated instructions. |
|
LEARNING SKILL DEFINITION
Visual memory for details |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Often poor in multiple-choice reading comprehension tests (which depend on memory for details). Misses details even if general comprehension is good. Poor speller. |
|
LEARNING SKILL DEFINITION
Semantic and verbal memory |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulty seeing connections in reading material. |
|
LEARNING SKILL DEFINITION
Speed of word recognition |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Loses place while reading. Skips lines while reading or skips words. In some cases can read upside down or backward, but not well otherwise. |
| LEARNING SKILL DEFINITION | BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS |
|---|---|
|
LEARNING SKILL DEFINITION
Visual closure |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Will not see complete word from first letter to last. Misreads “saw” and “was.” May incline head when reading. Stumbling, tripping, over-reaching, or knocking things over. |
|
LEARNING SKILL DEFINITION
Visual Conceptualization |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Poor concept formation; low reading comprehension. Comprehends single stimulus, but has problems classifying and conceptualizing. |
|
LEARNING SKILL DEFINITION
Visual Discrimination |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Mistakes b,d, and p,q; misreads inside letters. Omits small words in sentences. Misreads endings or beginnings. |
|
LEARNING SKILL DEFINITION
Judging similarity of concepts |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Poor concept formation; low reading comprehension. Cannot conceptualize similarities and differences in meanings. |
|
LEARNING SKILL DEFINITION
Visual attending |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Problems with spelling; recognition of new words. Forgets where things are. Has problems with vision span. |
|
LEARNING SKILL DEFINITION
Visual sequencing |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Cannot hold information in mind while “processing” it at the same time. Problems in recalling long words or sequences. Has difficulty concentrating |
| LEARNING SKILL DEFINITION | BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS |
|---|---|
|
LEARNING SKILL DEFINITION
Creativity with things |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Lack of ideational fluency. Inability to undertake a task without explicit directions. |
|
LEARNING SKILL DEFINITION
Creativity and expansion with facts
|
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Lack of ability and adaptability to expand ideas with facts given. Cannot think out of the box. Rigid & inflexible. |
|
LEARNING SKILL DEFINITION
Creativity with words and ideas |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Slow in composing essays or stories. Lacks sense of humour. Sterile writing, pedantic reporting. |
| LEARNING SKILL DEFINITION | BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS |
|---|---|
|
LEARNING SKILL DEFINITION
Sound Blending |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulties to blend individual sounds together to form words. |
|
LEARNING SKILL DEFINITION
Sound Segmenting |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulties to break apart words into their separate sounds. |
|
LEARNING SKILL DEFINITION
Auditory Discrimination |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulties to hear differences in sounds such as loudness, pitch, duration, and phoneme. |
|
LEARNING SKILL DEFINITION
Auditory Analysis |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulties to determine the number, sequence, and which sounds are within a word |
|
LEARNING SKILL DEFINITION
Auditory-Visual Association |
BEHAVIORAL CONSEQUENCES OF ABILITY WEAKNESS
Difficulties to be able to link a sound with an image or character |
STEP
01
problem
Although Michelle is able to read words clearly, she doesn’t comprehend what she is reading. She finds it difficult to follow orders since words “go in one ear and out the other”. Her parents are frustrated by her poor long and short-term memory. She has been classified as having ADHD because her teachers believe she is not trying.
STEP
02
cause
Having trouble imagining a gestalt is a major contributor to difficulties with language comprehension. This is referred to as weak concept imagery. Due to this weakness, people only understand “parts” of the information they read or hear.
STEP
02
SYMPTOMS
The signs of a deficiency in concept imagery can happen to people of any age.
This causes weakness in:
- Listening comprehension
- Reading comprehension
- Following directions
- Critical thinking and problem solving
- Memory
- Understanding cause and effect
- Oral language expression
- Written language expression
- Interpreting social situations
- Grasping humor
STEP
03
SOLUTION
Concept imagery, the capacity to construct an imagined or pictured gestalt from words, is developed through the Visualizing and Verbalizing® (V/V®) curriculum as a foundation for understanding and higher order thinking. The improvement of concept imagery enhances writing, critical thinking, memory, oral vocabulary, reading, and listening comprehension.
“My daughter went from C’s & D’s on her spelling tests to A’s & & Bs on almost every single test. Also, she reads much quicker and understands more of what she reads. Angelas confidence level has gone up a lot. All my daughters grades have gone up. Also, it does not take her as long to do her homework. I would recommend this program to anyone whose child is struggling.
Ever since Rianne started the training sessions, I see marked improvement in her reading skills. From barely managing a-few-word sentences half a year ago, she can now read story books of 20-30 pages at one go. In addition to her improved reading skills, she is now much more confident and more assertive. Therefore, the result is that she is more vocal now and willing to voice out her opinion. I am glad that I made the decision to join SBDC.
Empower your child to achieve more with reading and literacy programs!
Find out how our reading enrichment program in Singapore can impact your child’s learning and cognitive development today! The first step is to get in touch with us, to schedule an appointment so that we can get to know you, and help you understand your child better.
