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Reading and Auditory Processing

It’s commonly believed that reading is a visual activity. While that’s true, reading relies just as much on our auditory processing. While we do see the words when we read, it’s also important that our brain hears the sounds, words and meaning contained in the text. When auditory processing is compromised, the brain cannot make sense of these sounds, making all activities that require auditory input difficult – reading, following directions, capturing details.

Children and Reading/Auditory Processing Issues

You hope this is the year your child will read better – the new teacher will somehow find the ‘key’. The school tells you to have your child read twenty minutes a day, as if practice is going to eventually flip the switch. That twenty minutes of reading becomes a chore and before you know it, your child’s joy of reading is completely gone. Gone with it is the willingness to try; grades plummet.

Being unable to read is embarrassing. The fear of being asked to read aloud leads to withdrawal and physical anxiety. Reading is required for everything: spelling, math, science, instructions for games and menus in restaurants. Falling further and further behind each year, the inability to keep up with the rest of the class becomes more evident.

Low self-esteem and lack of confidence may follow, which lead to social issues for children and make family life difficult.

Adults and Reading/Auditory Processing Issues

Adults have similar reading problems. They read slowly because processing the information takes a long time. Unfamiliar words or names in a text seem to be written in hieroglyphics. They reread information multiple times for comprehension.

If you are a slow reader, or if you’ve just discovered you have an undiagnosed reading problem, you’re working harder to read, and reading is likely not enjoyable.

Reading is an auditory processing skill that requires decoding the sounds of the words in the proper sequence and to do so rapidly, within milliseconds. Poor decoding skills are the primary cause of reading problems in children.



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How do our products help with Reading and Auditory Processing?

SSP

Safe and Sound Protocol (SSP)

The SSP is a five-day intervention that improves the ability to focus on the frequencies of human speech and reduces auditory hypersensitivities. By exercising the neural network associated with hearing, it supports sound-symbol connection.

iLs for Professionals

Focus System

The brain organization necessary for learning relies on the body organization necessary for optimum brain function. The filtered music and intentional movement exercises of the Focus System create the neural pathways necessary for brain and body integration. The multiple stimuli of the Focus System forces the brain to create and organize the neural network necessary to learn.

ils-voicepro

VoicePro System

The VoicePro is a tool used to train the ear and the brain to analyze and process sounds of language more accurately, to discriminate between similarly sounding phonemes and to speed up recognition of the sound/symbol relationship, all of which are skills necessary for reading and processing of information.

Case Studies

Dyslexia

“In my 21 years of experience as a therapist, I have never seen this type of progress in such a short period of time. He came to us in the summer after being retained to repeat Kindergarten. His physician diagnosed him with dyslexia, and his parents were distraught without a plan on how to manage a “life long sentence.” After 6 months of OT 1x per week and 14 sessions of Sensory Motor sessions of ILS, he no longer reverses his letters, his writing is beautiful with correct spelling, his memory is improved and most importantly he enjoys reading! He isn’t just meeting expectations this year; he is exceeding them beyond anything we could imagine.”

Dyslexia and low self-esteem

“G has developed into a more confident and emotionally regulated child. Developments in these areas have allowed him to make gains in his academics and social interactions as well as in his risk taking and willingness to try new things. Overall, he demonstrates significant changes in his overall self-esteem and emotional regulation. G is participating in classroom discussions and activities independently, without physical signs of anxiety. Socially, G shows confidence when working with peers during academic tasks. He presents as a generally happy child who is now excited to learn and be in school.”

Videos

Ron Minson, MD, discusses dyslexia at the Invisible Disabilities Association’s annual Brain IDEAS Symposium.


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  • Hi, My son – last night, in about an hour – wrote a whole 5 paragraph essay. He has never pumped out this much work at one sitting let alone without meds in his body. We are starting to see we can lower some of his med as well. He has gone through 30 sessions of the Reading Program on the Focus... All good news! Just wanted to share. Many thanks, iLs!

    RMG, parent
  • Previously, Lorelai hated reading. OK, she's still not thrilled with it. Dyslexia is her enemy. But since beginning the Total Focus Program, I have found reading books, which is something she never did before. Not only is she reading them, but she can narrate the stories back to me, which means she's processing the information!

    Michelle, parent
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