In a similar way visual acuity development begins early in a child’s life and increases with natural development and stimulation of various kinds.
Children who are natural visual learners and have no brain function impairment in processing simple and complex visual information, love to play with blocks, with patterns, and with pictures. They love to draw. Play experience builds strategic brain-based skills from an early age. However, if children do not experience this play, the development of these skills is often delayed. Combined with motor function, it affects their ability to learn to write, to spell, and to organize their skills visually.
In these cases, where there is evidence of inexperience in play-based and visual learning, the VLC signature programs for visual learners are included. Most important, however, is that the key core skill in school and in life is learning to read with understanding. Since reading is a sound/symbol task, both the auditory and visual modalities are included. When one of these systems is significantly impaired, difficulty in learning to read is often the first result. In these cases, the rehabilitation of both systems is addressed.
But this is not enough!
Such children must be taught and can be taught to read using a different approach than the ones used in the classroom. The VLC has four such innovative reading programs, and we have been using them, often in combination, to teach children to read successfully for three decades.