The brain utilizes three key regions for reading.
At the front of the brain is our Phonological Processor region that processes sounds; it helps us form speech sounds. We use this area to think about pronouncing written words.
How We Learn to Read
The middle of the brain holds our Phonological Assembly. It connects letters to sounds for decoding, and helps us understand speech sounds and what words mean. We use this area for âsounding outâ or decoding unfamiliar words.
The task of reading is to transform visual script into language in order to construct meaning.
Unlike speaking, reading must be learned at a conscious level.
But there is no single location within the brain that serves as a âreading center,â so brain regions in the left hemisphere that serve other functions end up being redirected for reading
The back of the brain behaves like an Orthographic Processor. It helps us recognize faces and objects. When we learn to read, this area stores information and helps us with automatic word recognition.
Understanding Dyslexia
* Dyslexia is a specific learning disability in reading * Dyslexia affects how we process language * Early intervention is key to success * Dyslexia is not a lack of intelligence * Dyslexia is a lifelong condition * Dyslexia is a specific learning disability in reading * Dyslexia affects how we process language * Early intervention is key to success * Dyslexia is not a lack of intelligence * Dyslexia is a lifelong condition *
What is Dyslexia?
Reading acquisition is a complex process that involves bringing together reading abilities and cognitive processes and knowledge, to build comprehension. Reading can fall apart if there is failure or weakness in any of these building blocks.
According to the International Dyslexia Association:
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Dyslexia is a deficit in the language system at the level of the phonological module.
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It is an unexpected difficulty learning to read despite intelligence, motivation and education.
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In dyslexics, brain regions that are redirected for reading are altered.
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Brain anatomy of dyslexics depicts greater asymmetry, and less white and gray matter.
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Dyslexia persists for life - one doesnât get over it, it doesnât go away.
Recognizing Signs in Students
Difficulty with letter-sound relationships
Slow and labored reading
Confusion, substitution, and mispronunciation of words that sound alike or are unfamiliar
Challenges with spelling and handwriting
Difficulty with reading comprehension
Why should anyone care if some students canât read fluently?
Why does it matter if students do not understand everything theyâre reading?
Why worry if students canât spell?
Why Care About Reading Anyway?
We should care because reading difficulties can:
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affect academic achievement -Â leading to limited career trajectories
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destroy confidence and self-esteem -Â exacerbating mental health struggles
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cause lack of motivation and impact behavior -Â triggering frustration, anxiety, and task-avoidance; struggling readers often act out to escape difficult assignments or withdraw entirely
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lead to reading failure -Â eventually causing academic failure and high drop-out rates in high school
The Importance of Early Intervention
Dyslexia is universal across different world languages. This is very important to note for multi-lingual learners: if they have reading challenges in one language, chances are that they will struggle to read when they learn any language. On average, 15-20% of people present with markers of dyslexia (although reading difficulties can also be due to poor instruction, cognitive delays, ADHD, language barriers, and other learning disabilities). In any given classroom, up to 20% of students are facing reading challenges, even if theyâre not outwardly dyslexic.
Reading intervention matters, because it targets literacy gaps and prevents struggling readers from falling further behind. Research over decades has proven that early intervention works. Itâs never too late to remediate dyslexia, but the earlier we jump in and support students, the better. What does not work is waiting for the individual to âoutgrowâ it. Addressing difficulties early on can prevent potential problems with behavior, learning, and social interaction. During the early elementary years, the brain is especially flexible, making it easier to build and strengthen neural pathways necessary for reading. Children who receive structured, evidence-based support in phonological awareness, decoding, and fluency in the early grades often catch up to their peers more quickly.
Step 1:
Contact us to discuss your concerns and observations of your child.
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Step 2:
Book an Initial Assessment to figure out the various strands of reading and writing difficulty your child is struggling with. We analyze your child's errors to determine the nature of his/her struggle.
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Step 3:
We discuss our findings with you and outline the scope of the intervention plan.
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Step 4:
We set up a schedule and begin intervention. We follow the Wilson Reading System with fidelity and precision. Your child receives support in reading, spelling, and comprehension, with a focus on what the initial assessment revealed as his/her primary struggles.
How Reading Matters Tackles Intervention
We provide specialized, high-quality, multisensory reading instruction that targets deficits in reading skills to empower individuals with language-based learning disabilities, like dyslexia. Our expert-led program focuses on building foundational reading skills through evidence-based strategies. By addressing the unique challenges each child has with reading, we help students achieve academic success and unlock their full potential in reading.
Expertise in Reading Support
We are dedicated to empowering students through specialized reading support. Our approach blends clinical expertise with compassionate differentiation to ensure every reader finds their unique path to success.
⢠Wilson Dyslexia Practitioner
⢠Multisensory Structured-Literacy Approach
⢠Evidence-Based Instructional Strategies
Our Services
Initial Assessment
Required for all new students. Comprehensive reading profile blueprint, phonetic gap analysis, and proper Wilson program placement.
Pay-As-You-Go
Flexible weekly sessions billed individually. Ideal for targeted help or supplemental practice as needed.
Silver Intensive Package
2x per week minimum recommended baseline for achieving systematic multi-sensory Wilson Reading System fidelity and measurable literacy growth.
Gold Intensive Package
4x per week intensive intervention designed for accelerated remediation, severe phonetic deficits, or rapid closing of grade-level reading gaps.
Terms of Service & Operational Policies
⢠In-Home Learning Environment: A quiet, well-lit workspace entirely free from domestic distractions, television noise, and tablet screens must be provided to ensure critical instructional focus.
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⢠Attendance & Absolute Punctuality: Sessions run precisely for the agreed 60-minute interval. Lost time resulting from late student arrivals cannot be extended past the designated block.
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⢠Enforced 24-Hour Cancellation Policy: Sessions cancelled with less than 24 hours' notification will be billed at the full session rate. Exceptions are exclusively made for sudden medical emergencies accompanied by documentation.
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⢠Billing Cycle & Package Commitments: All flat-rate monthly packages (Silver and Gold) and Pay-As-You-Go blocks are billed entirely upfront and must be settled by the 1st of each calendar month.
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⢠Accepted Methods of Payment: Payments are processed exclusively via direct local Bank Transfer or through BenefitPay. Clear payment confirmation screenshots must be submitted prior to the initial lesson of the cycle.
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⢠Service Agreement: Clients and tutor will be requested to sign a service agreement to ensure both parties formally accept the comprehensive financial terms, scheduled packages, and operational cancellation guidelines.
Contact Information
Call or email to inquire about our services or set up an appointment
Address
Manama, Bahrain
Phone / WhatsApp
+973 3 976 2102
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Reading Struggles
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