Whether our children are 5 or 25, functional reading remains a goal. “Reading” is actually 2 different components…fluency, and comprehension.

The academic system teaches fluency through an abstract system of symbols (letters) and sounds (phonetics).

When a child with neurological disorganization is repeatedly taught reading by trying to decode, learn letters, phonetics, etc., it builds a great deal of frustration.

Frustration creates stress and stress turns on the flight/fight/freeze response of the nervous system.

Think about our child with visual motor and processing differences being taught in this manner (not to mention the success or failure of this endeavor is measured by our children’s ability to produce evidence they understand):

“Here is a letter .. the letter makes a sound .. there are rules for when this letter looks a certain way – BIG or little – and makes different sounds…and when the different letters are put together, they make a word…and the word represents some real thing…and that real thing when put together with other words (that also represent real things) make a sentence…etc.”

The overwhelming majority of our children have visual motor disturbances…you have lost them at the very first step “Here is a letter.” What if they see three letters? What if they can’t focus on the letters because they dance around? What if the letter looks one way this time and another way the next time (Which way is rightside up? Backwards? etc.)?

Look no farther than reading outcomes for children with DS. In effort to improve this ability special education will bring in pictures to get the child to understand what the word is…combining fluency and comprehension as if they were the same neurological process.

Reading fluency must be sensory, and taught by sensory methods (example is Doman Method).

Reading Comprehension is a cognitive process and effort must be made to improve visual motor integration, visual and auditory processing, processing speed, fully established laterality, cerebellar function, and inter- hemispheric communication.

Functional Reading and learning to read relies upon integrated foundational states. Sensory Integration, reflex integration, and emotional regulation.

If every session of “reading” is stressful, the child’s system will be in flight/fight/freeze preventing them from accessing their cognitive processes.

5 Ways to prepare for reading:

Mindfulness/ Visualization / Meditation Activity – to turn off flight/fight/freeze, elicit the relaxation response, and regulate the emotional and internal systems. (Vagus nerve).

Get Away From the Table – Make the reading large and put it on a vertical surface like the wall to elicit focus an attention through the vestibular system. If possible, have the child step up on a small step – this elicits the VOR (Vestibular-Ocular Reflex) and helps calm the RAS (Reticular Activating System that is in charge of filtering out extraneous sensory information).

Pull in proprioception – Lay on your bellies on the floor to regulate the sensory system through proprioceptive input to the core. If you are flashing words, let the child “rest their head in their hands” this also calms the RAS and improves focus.

Joy – The epigenetic benefit of Joy is very important. Be mindful pf your own mindset. Are you planning to “work” on reading? Are you preparing for battle? Does your child dislike the idea? You will not succeed – even if your methods and techniques are sound. Lie on your bellies on the floor, laugh and have fun, or – wrap up in a blanket and provide the information with love and joy and physical comfort.

Do Not Test – the academic world believes reading is speaking, writing, or otherwise proving what is known. This is devastating for a child – because the lessons will not move on until they can “prove” they know the current one and we end up with children in 5th and 6th grade with goals for letter and word identification. They are bored to tears! The very word test can throw some of us into flight/fight/freeze. So why undermine your efforts? If you want to know if the information is getting in turn it into a game that you can play…and laugh…and compete (make sure the sense of mstery is felt by your child!) But, not every time…make the majority of your sessions joyful giving of information…just like a gift.

The Doman Method is excellent for building the brain map / fluency ability. I know they say start at age 1 is easiest, but in my opinion, it is the superior method regardless of age.

Working on systems integration, processing, and regulation paired with a powerful intelligence program is key for comprehension. A child can not understand what they are reading about if they have no knowledge to which the text can be anchored.