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Tina Cowley Reading Center Potchefstroom

  • Street: 5 Peter Makoba Street
  • City: Potchefstroom
  • Province: North West Province
  • Country: South Africa
  • Contact Number 1: 018 297 3333
  • Listed: 09/07/2011 15:04
  • Expires: 1041 days, 1 hour
Tina Cowley Reading Center Potchefstroom

Description

Reading forms the basis of learning and academic success. Unfortunately a great number of learners struggle with underachievement in reading due to their lack of phonics and comprehension skills, or because of possible learning difficulties. Learners who struggle with reading skills, unfortunately not only fall behind academically, but also suffer from low self-esteem, feeling like a failure, as well as experiencing high levels of stress and anxiety at not being able to successfully complete classroom tasks.

The good news is that with early detection of any such problems and with the correct help most reading problems can be successfully addressed. Unfortunately most parents wait too long before seeking the necessary help and support their child needs. The older the child with a reading problem, the more difficult it becomes to successfully correct it.

Identifying struggling readers

A struggling reader is a child who:

experiences stress and anxiety when having to complete tasks
still relies on sounding/spelling words before being able to read it
has a slow, strenuous reading speed, pausing often
cannot remember what he/she has just read
cannot spell
does not enjoy reading
has untidy handwriting
has problems distinguishing foreground from background
has problems with laterality
has excellent mathematical skills
switches words around in the spoken language
struggles academically
If you have answered yes to most of these points, your child might be suffering from a reading problem that can have? a major influence on his/her successful progress in school, if not addressed immediately.

The Tina Cowley Eversdal Reading Centre offers learners with reading problems the necessary support and skills training to overcome their reading problems. We evaluate each learner per ophtalmographic test to determine each individual?s reading problem; therefore we know how to address your child’s specific problem; thus ensuring guaranteed results.? Furthermore we work closely with occupational and speech therapists, as well as psychologists and will refer learners to these professionals should the need arise. Contact us today to book an evaluation for your child; thus ensuring your child?s success.

What we do at Tina Cowley
Before entering the Tina Cowley reading program, each learner must first be evaluated per ophtalmograhic test to determine his/her specific reading problems and needs. Once this has been determined, the results will then be used to design a reading program that will suit your child’s specific needs in order to ensure that his/her specific problems are addressed. Once your child starts with his/her reading therapy, he/she will progress at his/her own pace. The learner’s skills’ progression will be evaluated during each lesson, and adjusted accordingly.

FIRST EVALUATION

Each learner has to undergo a scientific test to determine exactly where the reading problem lies before starting with reading therapy. During this evaluation the following skills, which plays an important role in effective reading, are tested:

EYE SPAN This test determines the width of a learner’s eye sight, which plays a role in the learner’s ability to quickly recognize longer words. The wider the eye sight, the longer the words a learner can easily identify (“read”) when seeing it in front of him.
FORM PERCEPTION The ability to differentiate between words and letters such as b/d, w/m, and t/f. This test will indicate whether a learner tends to confuse letters which results in making copying/writing mistakes as well as reading the wrong words.
SPATIAL RELATIONS This is a learner’s ability to correctly move words/sentences from one position to another, e.g. from the blackboard to the workbook.
SEQUENCING This skill tests a learner’s spelling ability.
AUDITORY A learner’s ability to listen to more than one instruction at a time, interpret it and then execute it.
Each learner’s age is taken into consideration when being evaluated. The results of each test, no matter the age, must fall between 91% – 100%. Percentages lower than the required result indicates that the learner is a struggling reader. Reading therapy on a weekly basis will then be strongly recommended.

A learner’s eye dominance is also determined, as this does have a huge influence on your reading ability. Learners who are, for example, left-eye dominant tend to be slower readers and will often turn their letters around (e.g. confuse b/d, t/f, and w/m).

Learners who should already be able to read, must also complete a reading and comprehension task on their current grade level in order to determine exactly how far behind he/she might be. The reading test will clearly indicate your child’s actual reading level. Completing the comprehension task indicates whether your child understood what he/she read and will therefore be able to successfully answer a set questionnaire. Once this evaluation has been completed, feedback is immediately given to parents regarding their child’s reading abilities. If reading therapy is strongly recommended, your child will immediately be enrolled and a program to suit his/her needs, will be discussed.

WEEKLY LESSONS

Once enrolled into the program learners have to attend reading therapy on a weekly basis. Lessons consist of two classes, reading skills and memory methods, of 45 min each. Should any lessons be missed due to unforeseen circumstances, catch up classes are organized.

COMPUTER CLASSES

Reading skills therapy is conducted on computers. During this lesson attention is given to the improvement of specific reading skills such as reading speed, spelling ability and reading with comprehension. Each reading level has a set target to encourage learners to work hard in order to progress to the next level. Giving the learners a set target also helps them to track their own progress.

These lessons are either conducted within a group of no more than 10 learners with between 3 and 4 therapists per class, or on an individual basis depending on the depth of the learner’s reading problem. Most learners in grades R to 3 will get individual attention to ensure that the necessary foundation on which to build their reading skills is laid correctly.

During these lessons soft classical music is played in the background of each computer classroom. This is done to help the learner to relax and to focus, as well as to minimize any unwanted background noises.

MEMORY METHODS
During this lesson the skills evaluated during the ophtalmographic test are developed using a variety of techniques such as audio blocks, brain gym, and handle therapy and eye kinetics. Learners attend these classes together with their peers.

PRE-SCHOOL LEARNERS / ILLITERATE ADULTS

A special program is used to teach pre-school learners and illiterate adults how to read starting with the basic skills and systematically working towards reading itself. The main aim of this program is to lay a solid foundation on which to build further reading skills as the learner progresses through the different reading levels.

-photo’s are indicative only-

(please remember to mention POTCHTRADE)

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