Sur·pri·sing·ly· ,
e·ven·
though ^
rea·ding·
is
such
an
im·por·tant·
skill ,
most
chil·dren·
get
ve·ry·
li·ttle·
for·mal·
trai·ning·
in
rea·ding·
tech·niques·
be·yond·
a·bout·
grade
2.
Con·se·quent·ly· ,
ma·ny· ^
chil·dren's·
rea·ding·
skills
do ^
not
de·ve·lop·
to
the
so·phi·sti·ca·ted·
le·vel·
nee·ded·
for
se·nior·
high
school .
This
can
se·ri·ou·sly·
li·mit·
their ^
choi·ces·
at
ter·tia·ry·
le·vel· .
Rea·ding·
is
a
ve·ry·
com·plex·
men·tal·
ac·ti·vi·ty·
so
a
good
rea·der·
re·qui·res·
ex·per·tise·
in
a
wide
range
of ^
di·ffe·rent·
skills .
Rea·ding·
is
al·so·
a
pro·cess· ,
and ,
like
all
pro·ce·sses· ,
it
is
on·ly·
as
good
as
its
wea·kest·
part .
The
rea·ding·
pro·cess·
can
be
com·pared·
to
a
pro·duc·tion·
line
at
a
car
fac·to·ry· .
The
fac·to·ry·
can
on·ly·
pro·duce·
cars
at
the
speed
of ^
the
slow·est·
pro·duc·tion·
team .
For
ex·am·ple· ,
if
the
group ^
of ^
wor·kers·
pu·tting·
on
the
doors
take
too
long
to
do ^
their ^
task
they ^
will
cre·ate·
a
bo·ttle·
neck
which
will
slow
down
eve·ry·one· ^
else .
Si·mi·lar·ly·
with
qua·li·ty·
-
if
the
team
who ^
tunes
up
the
en·gines·
don't
do ^
a
good
job ,
then
the
cars
won't
run
well
e·ven·
though ^
all
the
o·ther· ^
teams
did
high
qua·li·ty·
work .
We
teach
peo·ple·
how
to
ma·ster·
eve·ry·
stage
of ^
the
rea·ding·
pro·cess· .
Not
on·ly·
do ^
we
help
stru·ggling·
rea·ders·
o·ver·come· ^
dy·slex·i·a· ,
we
al·so·
teach
se·con·da·ry·
and
ter·tia·ry·
stu·dents·
a
wide
range
of ^
ad·vanced·
rea·ding·
and
com·pre·hen·sion·
skills .
To
help
you ^
get
a
clear
un·der·stan·ding·
of ^
the
di·ffe·rent·
skills
we
teach ,
here
is
an
out·line·
of ^
the
ma·jor·
sta·ges·
in
the
rea·ding·
pro·cess· :
The
fur·ther·
up
the
e·du·ca·tion·
la·dder·
you ^
go ,
the
fur·ther·
you ^
must
take
the
pro·cess· .
To
be
a·ble·
to
stu·dy·
pro·per·ly·
and
so
reach
his /her
full
po·ten·tial·
at
se·nior·
high
school ,
your
child
needs
to
ma·ster·
all
these
steps
in
the
rea·ding·
pro·cess· .
The
more
ba·sic·
parts
of ^
the
rea·ding·
pro·cess·
should ^
have
been
ma·stered·
by
grade
5.
Not
rea·ding·
for
plea·sure· ,
and
poor
spe·lling·
are
both
good
in·di·ca·tors·
that
there ^
are
ma·jor·
weak·ne·sses·
in
the
ba·sic·
parts
of ^
the
rea·ding·
pro·cess· .
We
use
pow·er·ful·
tech·niques·
to
teach
peo·ple·
how
to
ma·ster·
each
stage
in
the
rea·ding·
pro·cess·
qui·ckly·
so
con·tact·
us
as
soon
as
you ^
no·tice·
your
child
is
ha·ving·
di·ffi·cul·ties· .
En·su·ring· ^
your
child
is
a
good
rea·der·
is
one ^
of ^
the
most
val·u·a·ble·
gifts
you ^
could ^
e·ver·
give .
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