Welcome to Behavioural Reading:

A new reading innovation. If you are looking for something new, effective and fast, then read on

Features:
Rapidly creates a correct model of reading sequencing and behaviours
Creates the 'efficient' neurology typical of proficient readers
Rapidly removes emotional and preconditioned stress responses
Removes the preconditioned failure cycle usually evident
Able to be easily adjusted to reflect individual nuances
Reading fluency in one session
Visual separation from word being spoken
Breaking the "85 words per minute" neurological threshold
Breaks the slow 'word by word' cycle
Breaks the slow / rapid 'word by word'  type of reading
Breaks the monotone
Working memory development and expansion
Short term memory to Long term memory transition
Fatigue tolerance is improved to within normal limits
Eye fatigue and pain when vision is not impaired
Spelling via Behavioural, ROTE, visualization, multisensory method
Rapid 3 minute Spelling method  
Maths times tables via Rote + Working memory optimization
Maths times tables using "Perfect" technique
'Vocabulary Circles' for easy rapid vocabulary expansion utilizing expressive and receptive language resources
Reading accuracy made easy
Decoding made easy
Decoding improvement without instruction
Automaticity in reading recognizing decoding as the primary behaviour
Comprehension initiation via visualization and verbalizing
Create the essential neurological sequencing required for simplistic  'recall' based contextual comprehension through to the complex 'abstract' non contextual comprehension
Undo and rectify the 'sight word' defects that cause problems at about Grade 4 and beyond
Undo and rectify the "Look say cover write check" spelling method defects

Behavioural reading is not a rebuild of any previous methodology. It is new and is the  work of the author. For the parent or professional whom is looking for an "outside the box" solution to reading problems then Behavioural Reading is worth your consideration. See theoretical model

In brief: At school children go through the 'learn to read' process and are instructed in component skills including sight words, phonics, grammatical rules, and a lot of practise with readers under the general philosophies of Phonological awareness and Whole Language.

These instructional methods are adequate for about 70% of children, but 30% generally fail to progress to high quality fluent reading.

School methodologies do not actually teach a child to read fluently. At best they instruct components and fortunately most students work it out for themselves.
For the others they never progress past the jerky monotone word by word manner that is devoid of any meaning or comprehension.  Though this is a normal step to fluent reading, the actual process of fluent reading that typifies all good readers is a skill that is quite different to how these 'jerky' readers read.  Fortunately it is a skill that is simple learn in our clinic.

Please Note: Should a child be reading in this jerky manner by grade3, then it is apparent that they are one of the 30% and will need assistance to move forward. It is unlikely to resolve itself.

Introducing a 3rd philosophy of reading instruction.   I propose that behavioural reading should be construed as a 3rd philosophy when discussing learn to read methodologies. It is a completely different methodology wherein it seeks to teach the child the 'behaviours' associated with fluent reading. In principle, it is possible for a child with a very limited vocabulary of 20 words to read a simple book or passage fluently with excellent prosody and comprehension.

Fluent reading and its associated mechanics must be seen as a separate skill from vocabulary lists, phonological awareness and grammar and it is fair and reasonable to expect that a young reader even with very limited knowledge of these can still read in a fluent manner akin to any other good reader.

To this end, reading 'fluency' will be achieved within a few minutes in a single session.

Instinct and reading development
Consider the simplified formula:

Teaching instruction + instinct = reading ability

Therefore;
Teaching + good instinct = good reader

Teaching + poor instinct =  poor reader.

Consider the analogy of 100 children learning to hit a tennis ball. If applying the above formula, all the children are taught, but every child brings their own instinct also.

If their natural instincts are favourable to learning, then they will learn satisfactorily. If they bring unfavourable instincts then learning may be extremely difficult.

By example, consider:
Closing eyes when the ball is about to be hit
Jumping off the ground as the ball is to be hit
Holding the racquet with a loose grip.

Any of these problems are very significant and would stop a child from being able to hit a ball well and consistently.

These errors in technique are easy to detect and also very easy to rectify.

Our current education model
Another analogy:
100 children: Watch the teacher play tennis. Teacher says "Good, now you try."

It works for about 70% of children and they are able to progress quite well (same for reading).

30% will not do very well beyond a very rudimentary standard. These children need formal sequential instruction, especially the behavioural aspects as a priority.

Despite much rhetoric and theory by educators, they have missed this vital link in the learn to read process. 

Errors in reading behavioural technique are plainly visible to the trained eye and are quick and easy to rectify.

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