Reading Comprehension Program
(grades 2-12)

This program is offered to students who have average or strong reading fluency but struggle to comprehend and remember details from their reading.
Upon initial evaluation, a Student Intervention Plan (SIP) is customized based on his or her identified needs and goals. This intervention will start at the child’s readiness level and gradually increase in difficulty until the student reaches the expected level of reading proficiency.

Instruction in this program includes most or all of the following components based on the assessment results:

  • auditory processing skills
  • visual processing skills
  • listening comprehension
  • oral expression development
  • writing and grammar at the sentence, paragraph, and essay level
  • reading comprehension at the word, sentence, paragraph, and text level
  • metacognitive strategies like: monitoring comprehension, visualizing, making connections and predictions, inferring, using context clues, using text features, understanding fictional and informational text structures, identifying important and unimportant details, finding main ideas, and summarizing, among others.
  • study/learning methods like: highlighting, chunking, note-taking and outlining with graphic organizers, main-idea writing on the text’s margins, memory aides etc.
  • vocabulary acquisition and practice
  • written reading response (reflective writing)
  • word finding skills
  • social-emotional development activities
  • reading fluency practice during text readings
  • test-taking strategies (reading skills, processes, and strategies combined)
  • cognitive training for memory, attention, reasoning skills, and processing speed
  • basics of executive function coaching
  • Brain Integration Therapy for brain-and-body connection
Small-group intervention sessions for this program are scheduled 2 days per week on days and times agreed by the school or parents and the interventionist.
This intervention program has an approximate duration of 6 to 8 months for students with mild deficiencies and 10 to 12 months for students with more severe struggles. Thus, exiting the program in either one-on-one or small-group sessions will depend on individual progress and the readiness level achieved.