Why Rachel’s Reading Rescue?
Rachel’s Reading Rescue is for you if you or your child
Is average to above average in intelligence and has many strengths,
but is neurodiverse in their learning style.
Sees the big picture, but may struggle with the details
Is a deep thinker but typically is slower at processing information
Can easily figure out 3 dimensional problems but can’t do as well with flat, 2-D images, such as words
Mixes up the order of numbers, such as reading or writing 12 as ‘21’
Is clever enough to use context clues and their intelligence and perhaps the first letter in an unknown word to make an educated guess at what the word says, but doesn’t sound out unfamiliar words.
Can have a whole conversation on any given topic, and show their knowledge and intelligence orally, or are creative storytellers, but can’t write down most of what they are saying because they
Spell without vowels
Won’t risk writing words they don’t know how to spell, so they choose words with short simple spellings and write short repetitive sentences which doesn’t show their intelligence and full knowledge base
Can’t think about all the pieces of the story and keep the information organized while they also think about how to spell each word and how to form each letter
Learns best by doing (hands on), rather than reading about it
Exhibits weak phonemic memory affecting memorization of math facts (i.e. addition, subtraction, multiplication or division) or recognizing words automatically
Have trouble memorizing arbitrary sequences such as when keeping their shoes tied, remembering the third step in a list of instructions, remembering the sequence of moves necessary to form a particular letter on paper
Struggle finding the words to express themselves (i.e. “you know….the…the… thingy!”)
Voice words with the sounds or syllables in a mixed-up order (i.e. saying helicapopter for helicopter, hangaberger for hamburger, pacific for specific)
Write words with letters in wrong sequence (i.e. writing form for from)
Read haltingly, non-fluently, or slowly
Exhibits weak phonemic awareness, not truly understanding that sounds can be rearranged to make different words (i.e. cat- act- tack)
Doesn’t read for pleasure, so isn’t exposed to “book” vocabulary and have weak comprehension when reading, due to misreading, mis-guessing the words, and when reading or listening due to not knowing the vocabulary used, due to lack of exposure
Reads the words OK, but doesn’t automatically get meaning from what they read
Is a decent reader but a terrible speller
Struggles with handwriting and/or writing neatly