CanAdvance, based in New York and recently launched in Indiana, is the Exclusive U.S. Distributor for ReadLS, an option for children struggling with reading or facing learning challenges. Kids across the nation are now struggling more than ever due to the impact of COVID-19 restrictions on educational systems.
As an online software, ReadLS is suitable for use by parents in-home or through practitioners, including use in schools. ReadLS is a premium game-based cognitive therapy program that helps students with dyslexia, ADHD, and other learning disabilities improve their reading by an average of 2 grade levels in 40 hours.
ReadLS is built using fun and engaging games, so children are more inspired to complete the program. Completion of the program will allow children to work on higher order thinking skills.
Who will benefit from ReadLS?
ReadLS is designed for anyone age 5 and up who meets any of the following criteria: Their reading age has reached a plateau and falls further and further behind with each passing year; they have been diagnosed with dyslexia or a learning disorder; they have poor reading, spelling, or writing skills; they have trouble picking up the skill due to ADHD or ASD, or they have a poor working memory.
Other possible criteria include if the child has good reading skills but can’t recall what they’ve read; their reading skills are normal, but they feel discomfort or suffer from fatigue when reading; they have difficulty following oral instructions; they feel uncomfortable looking at black letters on white paper, or white letters on a blackboard, or they have eye movement control problems.
ReadLS works for children with various learning challenges because they often have several things in common: working memory difficulties, slower processing speed, and a lack of perceptual organization, among others.
The program not only helps students struggling with learning disabilities, but also helps develop children who want to improve memory skills, auditory processing skills, and increase stress tolerance.
How did CanAdvance and ReadLS get their start?
CanAdvance was founded by a team of individuals wanting to provide leading-edge and cost-effective solutions for overcoming the challenges of reading and learning. The team searches out best practice solutions throughout the world and brings them to benefit clients in the U.S.
Ingrid Poupart is the Co-founder, Chairperson and CEO at LSWorks. The seeds of ReadLS were sown when Ingrid’s youngest child was diagnosed with dyslexia. Ingrid began investigating the causes of reading deficiencies in the brain. She learned that fluent readers used efficient pathways while struggling readers were using inefficient pathways to do the same task. Ingrid knew that by building fun and engaging games to assist the children that they would be less reluctant and more inspired to complete a program. This would work to build higher-order thinking skills.
“The first key to teaching dyslexic learners to read is hope,” says Ingrid. As a dyslexic learner herself, Ingrid understands firsthand the everyday obstacles and challenges that struggling readers face, regardless of their disability.
“Homework that would take others a half hour to do took me hours,” she says. Unlike many young students with learning disabilities, Ingrid was lucky to realize that she possessed other skills and abilities. The hope is that, by utilizing this tool, that other students who are struggling can begin to recognize their strengths, too.
What exactly is ReadLS?
ReadLS is a high-end cognitive therapy program that targets the neural pathways required for reading acquisition, memory, auditory and visual processing, spatial awareness and more. The objective is to help those struggling with learning difficulties become confident readers which will carry over to all other areas of these students’ lives.
The way it works is by creating efficient neural networks in the brain. The unique program uses fast moving graphics and differential sound to build phonemic awareness, graphophonemic knowledge and language structure.
This approach is shown to provide significant improvement in word attack, word identification, reading rate, reading accuracy, reading comprehension and passage completion.