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Movement is likely the most effective means we have of directly improving our brain functioning.
“Movement is crucial to every other brain function, including memory, emotion, language, and learning. Our “higher” brain functions have evolved from movement and still depend on it.” —John J. Ratey, MD Harvard Medical School from User’s Guide to the Brain
The Brain-Sensory-Movement Program educates you on exercises that incorporate bilateral integration, cross-body lateralization, visual skills, and rhythmic movements.
There has been interest for many years about the impact of movement and rhythm on reading and progress in learning. In 1966, Sterritt and Rudnick3 stated that “rhythm perception … is related to reading in fourth-grade boys in a way that is not fully accounted for by intelligence.”
More recently, a number of studies have closely linked reading problems with motor difficulties. Iverson et al (2005)4 found that the majority of a group of poor readers aged 10 – 12 as well as a group of students assessed with dyslexia had motor problems that would require intervention. Even in the control group which took a group of the top readers, 14% had significant motor problems. This type of research shows the validity of a movement and rhythm based program being used in schools for all pupils of this age.
Much of the available research naturally focuses upon specific labels such as dyslexia, DCD and ADHD, as well as emotional and behavioral difficulties. This area of research shows that all these labels have a motor component that should be addressed. Just as there is very good evidence supporting the use of movement to gain progress in reading, the importance of rhythm and beat competency is also clear.
This type of evidence shows the links between differences in fundamental auditory processing abilities and reading. The auditory brainstem responses discussed above are dependent upon good synchronicity in the brain and the simultaneous firing of neurons. The fact that this is not well trained in poor readers will not only affect reading ability but also directed attention and other skills such as listening in background noise. Good readers have a stable representation of sound in the brain; poor readers do not.