The process of reading involves the processing of visual, auditory, oral, and motor functions. These processes all occur in the sub-cortical areas of the brain involved in automatic functions. If these processing components are disturbed in their interrelatedness, it causes the brain to contemplate cognitively what the sub-cortical areas are not doing automatically, and it starts to overload the active working memory which is used to hold information for short periods of time as the brain contemplates the detail of the story, identifies main ideas, and forms a workable comprehension of the story, article, or word math problem. This prevents the executive function from performing the highest level of processing tasks required for fluent, age appropriate reading speed.
Normal reading requires high-speed visual recognition of symbols (letters, words, and sentences). Problems in some aspects of ocular motility (binocular eye movement control) can materially impede the visual recognition and therefore affect a personâ€™s ability to read.
CellfieldÂ intervention is aimed to remediate multiple causes of language and learning difficulties by targeting several deficits concurrently in phonological, visual, and visual to phonological processing. The strongestÂ CellfieldÂ treatment outcome is phonological processing â€“ the ability to decode unfamiliar words.
What are the Steps of the Cellfield Intervention?Â
The CellfieldÂ Intervention program begins inÂ Phase I with reading materials from a computer environmentÂ to targetÂ working memory. The high level of multifunction and simultaneous activity creates conditions of high brain plasticity and â€˜turbo chargesâ€™ concentration, attention, motivation, and retention, allowing learning to take place in the small window of time that is available in working memory.
Phase I is the â€˜Neural Redevelopmentâ€™ conducted over 10 sessions of about 1 hour per session per day over two weeks. The students are assigned a few worksheets each day to complete before the next session. These assignments correspond with the current work in progress during theÂ CellfieldÂ sessions and also relate the visual image of the computer screen to paper and writing. The objective of Phase I is to break down the root causes of resistance and then to ensure that the child makes a sustainable transition into reading printed text streams with fluency and good comprehension
On average, children (and adults) emerge fromÂ CellfieldÂ intervention in Phase I with remarkable gains in the skills necessary for reading. These skills need to be consolidated, developed, and automatized in theÂ CellfieldÂ Phase II intervention. Phase II has a central focus of reading fluency support. It composes of ten1-hour sessions (1 hour/week) delivered over ten weeks in accordance with the Operations Manual (August 2014) issued byÂ Cellfield. The student is guided into the world of reading, avoiding the negative â€œtrigger pointsâ€ of the â€œover-habituatedâ€ and â€œskill-and-drillâ€ past.
Phase II requires guided reading at home, supervised or assisted by parent or guardian.Â Coming to the centre once a week to maintain the momentum of learning from Phase I and to assist the parents to continue building the momentum at home. An assignment book is used as a record of the studentâ€™s progress and strengthens the connection between home and practice.
Pre-Phase I assessment and Post-Phase II assessments are conducted as prescribed byÂ Cellfield. TheÂ CellfieldÂ Program is a 12-week program excluding assessments and eye examination.
Link for research supporting Cellfield: http://www.cellfield.com/?page=docs&width=1263