I was looking through your Q&A section and see you have additional support exercises for various disabilities. My daughter is 11, and we have never taken her to be officially diagnosed with anything, although she was slow to learn to read and struggles a great deal with reading comprehension.
We did your free assessment, which gave her an excellent reading level but showed:
Visual Sequential Memory – 5/9
Auditory Memory – 1/9
Eye Span – 2/9
Logical Thinking 4/9
These seem like low numbers for an 11-year-old, so we have signed her up for the Development Tutor, but I was wondering if you can recommend additional exercises that would be good for her.
I look forward to hearing your thoughts and/or ideas.
Development Tutor intends to develop the skills foundational to reading, reading comprehension, spelling, math, and learning. Foundational skills include attention and concentration; accurate perception; visual, auditory, sequential, and working memory; and logical reasoning. Auditory memory, which seems weak in your daughter’s case, can impact many areas, including reading comprehension. I recommend that you do five Development Tutor sessions per week; each session consists of three exercises.
What is also important is to give your daughter opportunities for application, which means letting her do comprehension worksheets. Try to let her do at least two per week. There are thousands of free comprehension worksheets on the internet. Start with relatively easy ones, and gradually, as she improves, let her proceed to more difficult ones. The passages, questions, and answers must be on separate pages.
Your daughter must now follow the three steps listed below:
1.) She must read the passages before reading the questions. Teachers always recommend that students read the questions before reading the passages. That is good advice when one is answering a comprehension worksheet for a test or exam, but the purpose of this exercise is to improve verbal and story memory.
Your daughter may read the passages several times. Once she starts answering the questions, she may not go back to reread the passages or search for the answers. The questions must be answered from memory.
She must use a gray pencil to fill in her answers.
2.) She must then take a blue pen, reread the passages, and self-correct her answers (she may now flip between the passages and questions).
3.) Lastly, she must take the answer sheet and, using a red pen, give herself marks based on the answers written in gray pencil. She may award only half-marks for answers that she corrected in blue.
Thank you for the guidance, I like the idea of self-correction and marking, it really will allow her to grasp how she is doing. She started the program last night and is very excited to improve herself!!!
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More about Susan
Susan is an educational specialist in the field of learning problems and dyslexia and has a B.A. Honors in Psychology and a B.D. degree degree. Early in her professional career, Susan was instrumental in training over 3,000 teachers and tutors, providing them with the foundational and practical understanding to facilitate cognitive development amongst children who struggle to read and write. With over 30 years of research to her name, Susan conceptualized the Edublox teaching and learning methods that have helped thousands of children struggling academically to read, learn and achieve. In 2007, Susan opened the first Edublox reading and learning clinic, and now there are 40 Edublox clinics internationally. Her proudest moments are when she sees a child who had severe learning difficulties come top of their class after one or two years at Edublox. Susan always takes time to collect the ‘hero’ stories of learners whose self-esteem is lifted as their marks improve.