Treatment of Reading Difficulties

Rabbi Yehuda Adelist, MS SpEd, director of Cheder Darchai Limud, presents a series of comprehensive articles about dealing with learning difficulties.

Part 2: kriah difficulties in the frum community, part 2 of 3.

Previously we gained an understanding of what a reading difficulty is. With that behind us, how can a reading difficulty be treated? In treating a reading difficulty, the possible causes listed previously all need to be considered. Treatment is probably best if it works to improve ability in all possible causes at once (although most programs focus on just one or two of the above).

Regardless of the method, merely curing the brain to improve processing of symbols is never enough. Any successful treatment will need to have the child actually read. Reading activities that are well broken down and incorporate any of the above methods will usually have a better success rate. The following is an outline of the broken down steps of Kriah/reading using Loshon Hakodesh as an example.

Kriah is made of the following steps:
1. Letter recognition and the sound it carries (which in normal children should not be taught outside the context of the vowel as per our mesorah – ָ א אָ )

2. Vowel recognition and the sound it creates when joined to a letter (also using mesorah – ָ א אָ )

3. Combination of the two

4. Closing words without a nekudoh moving the letter (e.g: ‘גַ-ם’ – the ‘ם’ does not move)

5. Breaking words into syllables

6. Knowledge of the special rules. (e.g: חַ at the end of a word reads ‘אַח’)

7. Knowledge of שְׁבָא נָע and שְׁבָא נָח.

8. Understanding the meaning of words to recognize them by sight.

Regular children catch on to these steps pretty much on their own. Children with a reading difficulty do not. They need much practice being taught in the above step by step. The regular kriah books jump to step no. 5 within a few weeks taking for granted that the first 4 steps are all mastered. While this works well for 90% of children, the other 10% cannot catch their breath.
When children with a reading difficulty are taught using materials that work in the above steps without pressure to rush and without jumping from step to step before mastery, they can make progress learning how to read. Although the decoding weakness may persist throughout life, this can make the difference between functioning and dysfunction. As the child’s sight vocabulary grow and the need for mental decoding becomes less, the delays will become less apparent.

Alternative therapies

No authentic independent research has yet to show proof that any alternative methods actually cause improvement in the brain’s speed at processing letter symbols. Many programs have done their own research to prove efficacy. However, they have not demonstrated improvement in the brain’s speed at processing symbols to sounds. Any improvement in reading performance may still be due to the intense instruction that successful programs incorporate even when using alternative methods. Independent research conducted by government agencies have confirmed the above.

Many kriah tutors and programs have based themselves on the alternative therapy programs listed below adapting the theory to Loshon Hakodesh. As mentioned earlier these programs are based on theories that may have merit, but instruction in actual reading is still necessary. The more successful programs do have a component of instruction in actual reading.

I will list below some of the main theories behind many of the alternative methods out there. Some have shown stronger results than others. Most use the term multisensory, although there are many variations according to the different senses. All of them rely on one or more of the methods listed above.

This list is not comprehensive. I have listed only those that are the founders of a particular ideology (there may be others) and not any particular Kriah programs. I do not endorse nor criticize any of the following programs. The list below is for informative purposes only.

Orton-Gillingham

The founders were Occupational Therapists. They are the creators of the multisensory technique. Their primary focus was on the senses using the hands. The founders are no longer alive. Many programs claim to be Orton Gillingham programs. In reality they are using the Orton Gillingham theory as their basis.

Lindamood Bell LIPS Program (www.lindamoodbell.com) (Programs for other learning difficulties as well)

A program with intense instruction. The founders were speech therapists. The program was thus built on Sound Speech Production being viewed as the primary cause of reading difficulties. Intense instruction of the building blocks of reading is a key ingredient as well.

Arrow Smith Program (www.arrowsmith.com) (Programs for other learning difficulties as well)

A series of brain exercises on a computer using abstract images to boost the brain’s ability in reading. Intense instruction is still going to be needed in reading. The theory behind the program is that instruction will be easier and more successful.

Irlen Institue (www.irlen.com)

A specialized technique in choosing the right color overlays and color glasses to enable the brain to process visual information more effectively. It is viewed as a brain issue more than an eye issue. The basis of this theory is the visual discrimination theory mentioned above.

Fast ForWord (www.scilearn.com)
Computer-based language intervention program. Based on the theory that auditory processing delays result in poor mental focus when processing sounds with symbols. Uses computer software with colorful reading exercises that train the brain to use memory and organization of information more effectively in reading.

Neurolinks (www.learningtechnics.com/neurolinks)

Uses physical therapy similar to the ones used for stroke victims to boost the biological function in the brain that is supposed to be responsible for reading. The basis of this approach is that people with reading difficulties have impaired function in the part of the brain responsible for processing sounds with symbols.

Dore (www.doreusa.com)

Uses physical exercises to boost the biological function in the brain that is supposed to be responsible for reading (cerebellum). The basis of this approach is that people with reading difficulties have impaired function in the part of the brain responsible for processing sounds with symbols.

The big question which has yet to be explored is can this all be prevented before the child begins formal kriah/reading at age 4 or 5? In the next and final installment on reading difficulties, we will discuss prevention.

Rabbi Adelist MS SpEd has been working with children with learning difficulties for over 10 years and is the Director of Cheder Darchai Limud, a program for boys age 6 and up that teaches children to learn how to learn. For an evaluation or consultation contact 347 743 6132.

Related Articles:
+Part 1: Addressing Learning Difficulties