• Near point acuity - the ability to see words and letters clearly
• Sustained focus - to be able to focus on the words for a long period of time
• Tracking - the ability to follow a moving object smoothly across or up and down
• Convergence - the ability to see near to far and back again
• Saccades - allows the eyes to quickly and efficiently move from one word to the next
• Amblyopia (lazy eye) and Strabismus (crossed eyes)
• Double vision
• Reversals - visual perception, mixing up b's and d's, saw and was, u and n, 6 and 9, etc.
• Visual discrimination - the ability to tell the difference easily between words and letters that look alike
• Visual attention - being able to stay with the reading and not be distracted by lots of other information on the page
• Scotopic Sensitivity Syndrome - makes text move, shake or have other visual disturbances

• Decoding by sound vs. phonics - only 44 sounds in English; fast to remediate
• Auditory memory - necessary for remembering the sounds and corresponding letters
• Visual memory - to be able to remember letter combinations
• Working Memory - the ability to hold at least 7 pieces of separate information in brain; needed to decode larger words

• Processing Speed - to be able to quickly read fluently
• Rapid automatic naming - uses memory, processing speed to know sight words, parts of words
• The role of vision - tracking, double vision, etc. can cause a student to stop reading to figure out words
• Working memory - a lot of information needs to be processed at the same time to read fluently

• Decoding - if this is an issue, the brain cannot hold what was read while decoding
• Double vision or other visual issues - the brain cannot comprehend if working hard on these
• Fluency - if not fluent, the thread of what was read is lost
• Visualization, visual memory - most students remember what was read by creating a movie
• Working memory - When reading log passages, the beginning gets lost before reaching the end
• Vocabulary, poor expressive and receptive language - needs to be at reading level to understand
• Logic and reasoning - concrete thinkers cannot interpret passages; in 4th grade we introduce symbolism, similes and metaphors; reasoning is needed
• Auditory vs. visual learner - auditory learners need to read aloud to comprehend
• Attention - sustained, visual, auditory - necessary to read entire passages

1. Use Pyramid of Potential to plan
2. Start with integrating primitive reflexes

• www.pyramidofpotential.com/maintaining-brains 
• www.brainadvancementteam.com

      3.  Next get a full vision screening

• Scotopic Sensitivity Syndrome (www.irlen.com)
• Optometrist - get prescription glasses as needed
• Screening by a developmental or behavioral optometrist
• Complete vision therapy if needed

      4.  Cognitive Skills Training - Brain Advancement Coaching

• Reversals
• Attention - sustained, auditory, visual
• Memory - auditory, visual, working
• Logic and Reasoning
• Visualization
• Processing Speed
• www.brainadvancementteam.com