You may have heard about the three or four year olds that teach themselves to read. So it can't be that hard. Can it?
Well, clearly for some children the process presents itself as very complex. There may be many reasons for this. For example:
- The child may not have created the neurological connection/s that lead to fluency at the time when others were.
- They may not have experienced visualisation the way others have due to illness or stress at that particular age of learning.
- They may be missing some of the reading techniques that enable the ability to decode using the phonics skills that they appear to be proficient in.
Reading is not a linear process. Sure the process leads linearly to an outcome, but the learning may no take the student on a direct path.
When we work with students in a classroom setting, we encourage incorporating the BR™ techniques into the pedagogy. The obvious benefits being less 'thinking' and 'organising' time, on the part of the teacher, to use the techniques. By practising the techniques while incorporating them into the regular curriculum, the students receive the BR™ 'brain training' regularly and these neurological skills assist in when building other thinking abilities and strategies.
However when working in front of a class, by watching the students when using the BR™ techniques, you will quickly pick up who can visualise and who can't, for example. Coaching a student through visualisation can be quick and simple but does not have to follow a set order when introducing the techniques.
Much the same as reading speed. Practising 'Fast & Slow' is a great fun technique at any age and encourages and empowers the child through choice and control.
Being flexible in implementing, observing the students closely and incorporating daily BR™ exercises is simple, but don't see it as a linear process. Certainly, in someways it can be, but it doesn't have to be for every student or class.
Let go of planning and let it happen. HINT... the EziReaders™ will be your best friend.