Waroway Clinical Reading - Learning Differences

Waroway Clinical Reading: Support for Learning

warowayreading.com

Jennifer Waroway

Certified Reading Clinician B.Ed., PBDE., M.Ed.

Email: info@warowayreading.com

Phone: (204) 390 - 8961

Located at the Centre for Natural Medicine

1218 Lorette Ave.
Winnipeg, MB R3M 1W5

Phone: (204) 390 - 8961

Students with a wide-variety of developmental

or neurological learning needs

can benefit from evidence-based strategies...

Learning Differences

For a variety of reasons, many learners will require specialized instruction using evidence-based strategies in the areas of reading, spelling, printing, or numeracy:

Developmental
- A child in any particular grade can be up to twelve months younger than their peers
Neurological
- Direct instruction is required because each brain processes information differently.
  - Examples include language processing differences such as dyslexia (reading/decoding), dysgraphia (printing/encoding), dyscalculia (math/numeracy); and executive functioning.
- Adaptations or modifications are required because the brain processes information differently.

If you are concerned about being able to demonstrate understanding, consider these first steps:

Vision*
Hearing*
- For children younger than 6 years, see Specialized Services for Children and Youth: Audiology Services

*Some services may be covered by your health benefits provider.

A learning difference is not the same as an intellectual disability. However, learning differences can sometimes make it difficult for a learner to demonstrate their ability.

Click here to watch an animation of how reading processing skills are represented in the "reading rope."

Scarborough's Reading Rope

The Reading Rope consists of lower and upper strands. The word-recognition strands (phonological awareness, decoding, and sight recognition of familiar words) work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice. Concurrently, the language-comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) reinforce one another and then weave together with the word-recognition strands to produce a skilled reader. This does not happen overnight; it requires instruction and practice over time.

For many children, learning to read is a challenging undertaking. The Reading Rope, created by Dr. Hollis Scarborough, captures the essence of this task.

International Dyslexia Association

Evidence-based practices for developing reading processing skills:

consistency
systematic instruction
intensity appropriate for each learner

Students with a wide-variety of developmental or neurological learning needs can benefit from evidence-based strategies which were originally developed to support children diagnosed with dyslexia: