Brain Health

Visualizing and Verbalizing Four Paragraphs with Lindamood-Bell

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Yesterday, at the start of week . . . uh, what week are we on . . . oh right, five, I read a four-paragraph story during my reading comprehension retraining with Lindamood-Bell Australia, but we didn’t finish the full Visualizing and Verbalizing process. Today we did.

After the clinician read a grade level seven Whole Paragraph, I began reading a four-paragraph story in hour one. I got to the end of the third paragraph when it was break time. I inhaled some sugary treat, and the clinician decided we would finish the four-paragraph story. Fine with me!

The sugar moved my by-then sluggish neurons to read the fourth paragraph then finish the whole process of first visualizing the story in blocks and then verbalizing the entirety of it, including giving the main idea and answering questions about the story.

All told, the four-paragraph story took me about one and one-quarter hours to get through.

Since we still had time left in hour two after completing the four-paragraph story, the clinician read a Whole Paragraph story, and I have a word summary of it. Then time was up, and I was outta there . . . well, logging out as quickly as I could move and click my mouse.

We began the first hour with me having to recall the four-paragraph story we read yesterday. I did okay, if you count remembering from the middle on then remembering bits and pieces of the first two paragraphs and recalling them out loud out of sequence, okay. I got the details right because I could see the pictures in my head. Visualizing really does facilitate recall! But since this is the first time my recall was out of sequence, clearly we’re starting to challenge my most injured neuronal networks and areas.

Like yesterday, I have a bit of a concentration headache, and my entire head feels wrapped in cotton wool. I’m dying for bedtime, but sleep isn’t guaranteed as sleepy and tired as I am. I have the feeling that this intensive cognitive work somehow revs up my brain so that it’s tired yet cannot sleep until enough time has passed for the neurons to return to their usual working level.

Brain Power

Paragraphs in Lockstep, Restoring Reading Comprehension After Brain Injury with Lindamood-Bell

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Working the neurons, changing pathways in the brain, fills every cell in my body with white noise. Fatigue while learning how to comprehend written text is spreading into the rest of my life.

“Where do you want to meet next time?”

“Uh . . .”

“What part of the city do you want to do next?”

“Uhhhh . . .”

“Why don’t we touch base closer to the time and discuss it then?”

“OK,” I agree, dying for a nap. Or coffee.

Normally, I know what streets, buildings, areas I need to do next in my work with my CNIB orientation mobility trainer. But with the Lindamood-Bell Visualizing and Verbalizing program sucking every oxygen and glucose molecule out of every brain cell, every muscle cell, I got nothing left to answer simple questions.

As always, I find it remarkable how much a sweet something — not tooth-sucking sickly sweet but flavourful with sugar — can revive me.

Why am I surprised?

The brain runs on glucose, one of the constituents of sugar. Glucose refuels the brain’s energy packs.

I’m almost halfway through restoring my reading by developing my ability to create imagery while reading.

Early this week, the sound of the plane rattling in the story I was reading popped into my mental imagery. When I told the Director of the Lindamood-Bell Australia Centre, he was very excited. Very. This was a sign of automaticity, he explained. Not only did it pop into my head without any conscious thought on my part, it was also a second sense to add to the visual sense that we began with.

They’re changing up the program again. At least this time, it’s a balance of easing off with keeping the accelerator on.

Each hour begins with me straining to recall what stories I read the day before (or occasionally at the start of the second hour, the hour before) and then giving a word summary based on my recalled pictures of that story. I can usually recall one story, but a second story for the second hour takes effort. Yesterday, total blank. But once my clinician prompted me with the words “alligator turtle,” the pictures of that story began to flow back into my consciousness and I was able to recall most of the details. Sweet!

After that, either I or they read a Whole Paragraph followed by one or two Paragraph by Paragraph, either two or three paragraphs long.

The change up is that the grade level of Whole Paragraph has been dropped back down from grade level 9/10 to level 5 to be on par or one level above Paragraph by Paragraph.

The idea is that through Whole Paragraph, I will learn how to create concept imagery of more and more complex, dense, and abstract language. And through Paragraph by Paragraph, I will learn how to create concept imagery for longer and longer passages of text and develop greater stamina during reading. They want to keep the former at a level or two higher than the latter. And they want to increase the levels of both in lockstep with each other. I guess they wanted to give me a bit of a break by starting a new book of stories using this approach at level 5.

Brain Power

Creating Concept Imagery Paragraph by Paragraph with Lindamood-Bell

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At the end of my third week with Lindamood-Bell Australia, the Associate Director took over the last half of the second hour to test run paragraph by paragraph reading. She gave me a story at grade level 5, and I did well enough that she decided that it was time to drop Multiple Sentence task, continue with Whole Paragraph, and introduce Paragraph by Paragraph. That’s how I began week four today. I also had another improvement: all my main ideas were succinct, to the point!

We alternate who reads because I need to improve both my receptive (they read) and expressive (I read) language processing and reading comprehension. The Whole Paragraph Imaging with Higher Order Thinking stories are at grade level 9/10, but the Paragraph by Paragraph Imaging with Higher Order Thinking is at level 5/6. Aside from the obvious difference in length — read one paragraph as opposed to two or more — they also follow different processes. I have to review in my head or out loud when really tired the process before I begin.

Whole Paragraph Imaging with Higher Order Thinking

As I or the clinician reads the paragraph-long story, I image the characters, the movement, the colours, the scenery, background, perspective, etc., like a series of pictures or a moving picture. What I can’t image, I skip. Sometimes I don’t know what an object or person would look like, and I’ll skip that too. Sometimes the clinician is reading quicker than my brain can process, so I’ll zone out for a nanosecond and pick it back up wherever they are in the paragraph-story.

At the end of the reading, I’ll summarize the story in my own words based on the images I created. Then the clinician will ask me questions about my mental pictures of the story; as they ask, I create more pictures, add to the ones I’d created, ask them how to image abstract concepts, until I have a complete set of pictures for the paragraph-story. Sometimes I’ll change them as a result of realizing I’d misunderstood something or being guided to think more about the why behind a part of the story.

After the clinician has checked my mental pictures, they’ll ask me for the main idea. And lastly, they’ll ask me Higher Order Thinking questions. The books they use provide such questions; but often with me, they think up harder questions. And if we’re not careful, I’ll lead them into a rabbit warren of ideas and conversation.

Paragraph by Paragraph Imaging with Higher Order Thinking

This starts the same as Whole Paragraph: read one paragraph, give a word summary of that paragraph, check my mental pictures. We repeat the process for the succeeding paragraph(s). As I improve, they will increase the number of paragraphs I’ll read, and this process will be repeated for each paragraph. Today I or the clinician read to me two-paragraph stories. Either I can read the whole story, paragraph by paragraph, or the clinician will. The Associate Director said that sometimes we alternate who reads the paragraphs within a story. The one difference from Whole Paragraph is that a coloured square of felt is put down for each paragraph, like for the Sentence by Sentence or Multiple Sentence stories. They put a felt down, which I can see through the document camera, and I put a felt down on my own desk. I believe I’m also supposed to touch it, so I have visual and touch senses both feeding me an anchor tied to the paragraph (or previously, the sentence) that I’m reading.

Once the entire story is read, the clinician will ask me for three key images for each paragraph — the strongest pictures I have in my head, basically — of the story, touching and looking at each felt as I go through all the paragraphs. Then we take the felts away, and they ask me to give a word summary for the entire story — the story in my own words based on my mental images. When I have strong pictures or images, they know I’ll be giving a good word summary.

In my second hour today, and for the second Paragraph by Paragraph story of the day, sound suddenly entered my mental imagery! The addition of another sense, and automatically too, heightens the vividness of the imagery both in my mind and in the clinician’s mind when I describe my pictures.

After my word summary, like with previous tasks, I give the main idea and answer Higher Order Thinking questions.

Then I inhale half an ice cream sandwich, guzzle some pop, and fall into bed.

Brain Power

Twenty-Six Hours in To Visualizing and Verbalizing at Lindamood-Bell

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River in Yukon between mountains I thought Visualizing and Verbalizing was tough before. Yesterday, my fatigue grew and grew during the first hour that answering two more questions in the last minute was impossible. I’d read a third Whole Paragraph — only ever done two max before — done a word summary on it, been guided to develop more images and solidify them, come up with the main idea, and answered one or two higher order thinking questions. Before that, I’d completed two Multiple Sentences that were longer than I’d done up to that point and were filled with abstract language and concepts. I’d also begun the hour with a short recall task. I’d been expecting this task would be added; still, being asked to recall one of the stories I’d read the previous day caught me by surprise. Total blank for a few moments. Then the pink armadillo story slowly surfaced into memory. First a vague image, then it solidified and lead to another image and another until I remembered the key details. (Today, being asked at the start of the second hour, not just the first, also took me by surprise. Much more difficult trying to pull out of the blankness of my memory a second story.)

Although I didn’t feel myself being drained as I recalled the story, I’m sure I used up some of the brain energy I would normally have had to read and create images.

I had also met with the Associate Director and Director about an hour before my instruction for a half hour videoconference. Maybe I didn’t recover my energy fully before I began my training . . .

My neurodoc was supposed to have been there. He got the address wrong. But I had a productive meeting, regardless. And I’m so used to doing rehab on my own that having had a successful collaboration would’ve seemed weird, anyway.

Today, the Director of Instruction, who was in California, joined in on my first half-hour of instruction. Between her and yesterday’s meeting, I learnt a few things.

What is effort on my part to the point I begin to develop a concentration headache and can feel the energy leaving me, looks effortless to Lindamood-Bell staff. No wonder brain injury is so invisible! Interestingly, my term “concentration headache” gave both the clinician directing my instruction and the Director of Instruction vivid images of what was going on in my brain. I hadn’t developed any images from my own term!

I’m only twenty-six hours in and already at level J (new term for me!), which is grade level 9/10. They’re very happy with that, though expected me to be on this pace. I was told there isn’t any difference in terms of content between grade levels 9 and 10, and 11 and 12. The difference between 10 and 11 is subtle and usually about increasing vocabulary and building on prior knowledge. It mayn’t be much difference between grade levels once reached high school level, but I feel like I’ve been flung into a swift moving river and am stroking hard to keep my head up. I’m doing it, but the ice cream refuelling is becoming essential! It doesn’t help my fatigue when it’s muggier than a swamp after a thunderstorm.

Another thing I learnt: when concept imagery becomes automatic and language processing advances (becomes easier, I think), that’s when I may start to achieve flow — the state when so immersed in a book or work or cooking that the real world falls away from your consciousness. But my fatigue will limit how long my brain can sustain that. No guarantees!

Imagery in day-to-day conversation happens when automaticity has been attained in creating images. However, you can kickstart it in another person by uttering a negative command: “Don’t picture a pink elephant.” You just saw a pink elephant, didn’t you? Apparently, your brain does that automatically so as to be able to carry out the negative command.

The Associate Director noted I had changed, now adding gestures and using language that was consciously painting a picture in her mind. So even if I cannot perceive much change in myself, someone who sees me only every few days or once a week, can. That’s why the Director of Instruction wants to see me again next week, to see for herself if there are any changes. Meanwhile, she’s adding in a new task for tomorrow: Paragraph by Paragraph. Yikes! She assured me we would go down to a lower level, 5/6, for that. Phew.

These longer Multiple Sentence stories that require “5 felts” or have much more abstract language in them, are making my neurons pulse hard and continuously in areas not used to working in this way. This work is making me more aware of my imagery during instruction and is starting in a tiny way to make me conscious that maybe I should try creating images when reading articles outside of instruction. Maybe.

As they get me closer to automaticity, then it will bleed more into my normal reading life like tweets and articles. When I get to a place where it becomes automatic, then they’ll introduce more and more language.

Various people at Lindamood-Bell have commented on my focus and how I’m really working the process. I was a bit puzzled by that. I understand kids may not be diligent. They won’t be aware of the monetary outlay and maybe don’t care or want to work that hard. But any adult who plunks down a chunk of change and then doesn’t work at it is either swimming in dough or is . . . (scratches head) . . . I got nothing. This is the way I was raised. Work hard whether the job is school, volunteer, or paid. And besides, I’ve been trying to regain my reading for 18 years. I’m having all sorts of blinking grief issues over that, that disappear during these two hours of intense instruction. Escape from the crap is rather motivating, too.

Brain Power

Going Up a Level in Visualizing and Verbalizing with Lindamood-Bell

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The Associate Director of the Lindamood-Bell Double Bay, Australia centre popped in for my first hour to read a few whole paragraphs with me. We began with a Multiple Sentence with me imaging pictures for each set of sentences. Nice pictures was the verdict. We moved on to reading a Whole Paragraph from the level 7/8 book. Doing well was the verdict. She pulled out another book from the stack she’d brought in and chose a non-science story since I seem to find science-y stories easier. It was one I was well familiar with; I think I’d learnt it from either a chemistry teacher or an English lit teacher who liked those sort of details of how authors come up with characters, in this case, the Mad Hatter. Still, I wasn’t completely able to form images or moving pictures of the story as she read it at a normal rate.

The final verdict: I’m moving up to level 9/10. She explained that I wouldn’t see much difference between the higher levels, for example, between 10 and 11. But I would see more abstract language and more difficult vocabulary. Since I have a rather extensive vocabulary, the latter shouldn’t be much of a factor for me. It’s imaging abstract and complex concepts that’s the challenge. Also, if I understand right, once I’m proficient at level 9/10, they’ll be introducing longer stories. Then it’ll be super tough! I’m so very glad I stocked up on Soma hot chocolate to rev up my brain in the morning after a hard night using it!!

I feel like I’m on a silent train speeding up unexpectedly every time I become comfortable . . . or even before I do! The AD told me that they had anticipated I would move up through the levels rapidly, that the first two weeks were to solidify the process and now we’re at the level where we use the process to really retrain my brain to read lengthy, complex material. And books.

Brain Power

Week Three Rehabilitating Reading Comprehension after Brain Injury

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 By the time week two came to an end, my brain was heading straight for a snooze on the couch . . . or at least there would be no blogging. Even now, it’s tugging at me to go nap. Needless to say week two’s progress report is a bit fuzzy in my memory. But I clearly remember that between hour one and hour two of the last day of week two, the Associate Director dropped the Sentence by Sentence task and changed my routine to Multiple Sentences and Whole Paragraphs after assessing my performance on a Multiple Sentence. Minutes after starting hour two, when my clinician asked me what story we’d read, I had zero memory of it. As the AD explained later, that was probably because she hadn’t taken me through the whole process to the end, which includes main idea and answering higher-order thinking questions. Once the AD mentioned it while going over my report, I remembered it was about crows, and I recalled bits of the images I’d created.

Today, my first clinician — one of the consultants I’d met only briefly in week one — asked me if I noticed any difference. Not really. The thing with me, though, is that any improvement I have I see as having always been like that; only in looking back over the previous day or previous session do I realize there’s been a change. Also, only later did I recall that the clinician on Thursday had noted I’d changed from the previous week. Whereas in week one, I would take a few moments to create imagery after reading a sentence, by the end of week two, I was verbalizing my images right away.

Today, it wasn’t long before I did see another change. Whereas in weeks one and two my main ideas were a tad verbose, today, my main idea was succinct. It was for all the stories in hour one —  for Multiple Sentence and both Whole Paragraphs. Less so in hour two, but as usual, the brain was straining by then. I’m still reading sentences in Whole Paragraphs slowly, pausing either midway or at the end  to allow my images to stabilize, catch up, or be created. There were some sentences I could not either image or understand a detail. But that’s why we have trained clinicians guiding us students. They ask questions based on structure words or go through elements in the story that give clues about why a detail is the way it is until we go, “Ah-ha!”

I’m gradually yet rather quickly going upward through the grade levels. I am, after all, already one-quarter of the way to my goal of reading neuroscience articles and philosophy of mind text in a way that I will follow all the way through and remember them. You can see from the progress report above that they introduced levels 7 and 8 in both Multiple Sentence and Whole Paragraphs even though I’m still partially proficient at level 6; I became proficient at grade level 7 in Sentence by Sentence. This week, they’re upping Multiple Sentence and Whole Paragraph to grade level 9.

I definitely noticed.

I asked a few times how to image an abstract word or concept, like for example, “endangered.” Sometimes they would give me examples of how they would image it. Sometimes I’d mimic that in my own imagery. But I also riffed off of their ideas and was able to develop my own image. I was relying less on my memories of movies I’d seen or news items. Only once did I. When imaging sailfish herding tuna, I recalled a scene of Orcas herding fish until, with promptings and thinking about the details given in the story, I springboarded it into my own image.

From my week two progress report: “When presented multiple sentences or whole paragraphs at a time, she sometimes requires prompting to adjust imagery to match the story as opposed to relying solely on prior experience. Once imagery is established, Shireen can verbalize a complete word summary with relative ease.” I’d agree: the latter is getting easier. I’m also learning that images stabilize and fill out and lead to the next images when I add in action, background, colour, and sound. Today, I was introduced to the idea of adding in emotion. Not so easy after having lost my affect for years and I’m still relearning emotions. Yet I can see that trying to do that may help me in my recovery of a normal emotional landscape.

Brain Power

Introducing Whole Paragraph on the Seventh Day Visualizing and Verbalizing Reading with Lindamood-Bell

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Parthenon Frieze of Lapith and Centaur British MuseumMy consultant popped in during the first hour of my session and read to me a whole paragraph. I ensured I understood the idea before she began reading. The idea: as she reads, I’m to visualize — create images and moving pictures in my mind — of what she’s reading. When she’s finished, I tell her the story based only on the images I’ve created. Then she asks me questions about those images to help me fill them out and, as well, asks me what I picture in those parts of the stories I’d totally forgotten or hadn’t created images for. Once I have a vivid and stable series of images and/or moving pictures of the whole paragraph, like with Sentence by Sentence and Multiple Sentences, I give the main idea.

It is not as easy as the words make it sound. The effort strains my concentration ability; it fatigues so much, I’d like to quit; it’s a series of my mind consciously commanding my brain to create images as I push my brain to keep focused on the words coming into my ears and eyes and my mind once again consciously commanding image creation until the words blur into each other and fall out of my consciousness until I can again pick them up and create out of them an image.

The consultant had done this before with me on the fourth day. This time, some images popped into my head a little more readily than last time. I did well enough that she added Whole Paragraph to my regimen, as we’d discussed she may do during my progress report. I had a small heart attack at the idea of creating images on the fly and the thought of launching right into that and abandoning the comforting regimen of creating images one sentence or two sentences at a time, under the guidance of the clinicians. But never fear, we would retain the core part of the program. Sentence by Sentence followed by Multiple Sentence followed by Whole Paragraph in one hour. I wasn’t sure how we could fit that all in because I didn’t think I’d completed three tasks yet in one hour. But my consultant assured me that as I improved, the Sentence by Sentence wouldn’t take the first half hour but less time. That one takes the most time because we do each sentence individually.

When Lindamood-Bell consultants assess, the lesson plan changes immediately. No dilly dallying here. My second hour tonight included Whole Paragraph, a story on ancient Romans. No giving the brain any choice in the matter. Naturally, it went, WHAT?! You want me to do WHAT?!!!! Then it glared at me, demanded truckloads of sugar, we bargained, then agreed upon the usual ice cream afterwards, this time chocolate with its added benefit of a taste so strong, it belted the tongue and woke up the brain.

Brain Power

Week Two: Polar Bear Club Leads Visualizing In Lindamood-Bell Reading Comprehension

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Ducks in open water patch in icy HarbourfrontTis a strange thing to be wearing a light cotton shirt while one’s clinician (instructor) is wrapped up in a scarf and jacket. We’re still getting used to seeing each other from different time zones, different day of the week, opposite seasons. I noticed right away that the first Sentence by Sentence was tougher than the ones last week. More details; harder to visualize. My consultant had moved me up a level, as we’d discussed during my progress report. My brain immediately felt the effort, yet I’d begun with good energy for me. My clinician asked me more questions about the pictures than she had last week, and she introduced structure words.

I’d been introduced to structure words on the first day. Today I was shown via the document camera rectangular white cards with a structure word on each one, one at a time.

  • What
  • Size
  • Colour
  • Background
  • Where
  • Perspective (where I was seeing it from)
  • Movement
  • Number
  • Shape
  • When

With each card, I had to look at it and fill in my picture accordingly. Some were easy to do. Other words took a little more thought. I find that as I answer the questions — or in this case, look at a structure word and think about how the picture shows it — the picture I visualize becomes clearer, gathers more details, may even become more stable.

When I was given the choice for my second Sentence by Sentence, I chose the Polar Bear Club, for I’d seen many a TV news story on it. It was a bit of a cheat. All I had to do was recall images from those news stories. My brain didn’t feel the effort at all, even though I was reading it. I created vivid images in the instructor’s mind, too. When she began reading to me the first two sentences of the next story — a Multiple Sentence — I immediately felt my neurons straining, like weights being flung onto them and straining their little energy machines. Yeah, the two sentences had abstract details that the Polar Bear Club story had not had, and yeah, it was two sentences instead of one with many details, but the real issue was that I had no remembered images to call upon.

It’s harder to create an image from scratch. It’s harder when creating an image from scratch to shift an image when more details are given to you later in the story that contradict or require changing the initial image. It’s harder to keep stable a from-scratch-image for even a second. The Polar Bear Club images were solid, vibrant, stable. The clothing they wore easily shifted in my visualized image to bathing suits from Santa suits when I was given that detail in the next sentences. In all the other stories I read, colour shifted easily but not location (where) or other structure details.

Brain Power

Week One Lindamood-Bell Reading Comprehension Progress Report

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Visualizing and Verbalizing progress report for week one with Lindamood-Bell All of a sudden, my first week at Lindamood-Bell Australia was done! Never so happy as to hear “we’ll stop there” as time was up in my second hour Thursday night. Yet vying with the fatigue was this alertness, this up state that my neurodoc described as excitement, excitement at starting something new and at the possibility that finally at last my reading will return. It’s a strange feeling, two opposite states co-existing in one brain.

The fatigue comes from pushing damaged circuits in my brain to work. The excitement and alertness arise from the circuits I’ve felt being healed the last year or so through brain biofeedback at the ADD Centre, particularly after we began to inhibit 16-20 Hz at the PZ location.

And now I have a new thing to report progress on!

One thing to note here: the instructors (clinicians) and consultants work as a team. It reminds me of the Toronto Rehabilitation Institute where all the health professionals I worked with kept each other informed of my performance, their observations of me, and any issues that came up.

My Lindamood-Bell Double Bay, Australia consultant emailed me my first progress report (see image). I flew through steps one to three, which I blogged on on day one.

Sentence by Sentence Imaging is either the instructor or me reading one sentence from a one-paragraph story and then me describing the picture I see. The instructor will sometimes ask me questions about that picture, details like describe the man or what do the chicks in the box look like or how many people are on the field. When I have a stable picture in my head that through my description creates an image in the instructor’s head, we move on to the next sentence. At the end of the paragraph, I retell each picture I saw for each sentence in sequence. Only once or twice toward the end of the week, did I get details out of order or forgot something. Once I’ve given the “picture summary” for each sentence, I give a word summary based on my pictures — not the same as recalling the actual words in the story, something I can do easily in the short term. Then I give the main idea. A short sentence with three points, leaving out extraneous details but keeping in a key detail(s). Discerning what’s extraneous and what’s key is not always easy! I can get a bit verbose.

Sentence by Sentence Imaging with Higher Order Thinking introduces questions after I give the main idea. These HOT questions are designed to get me to reach conclusions, inferences, make predictions, think about the abstract aspects of what I’ve read.

Multiple Sentence Imaging with Higher Order Thinking is the same as Sentence by Sentence, except instead of reading one sentence at a time, I or they read two sentences at a time. Sometimes the reading finishes with one sentence to reach the end of the story.

The first stories I read in the first three days had concrete things and few details to picture. On Day Four, my consultant interrupted the first hour to have me read one paragraph because the team had noted I was doing well. I read the paragraph, as opposed to her reading it to me, because I find reading harder than them reading to me. So of course I had to do it the most difficult way! She wanted me to recall it using my natural method, ie, recalling the words themselves. I zipped through my recall. No problem-o. Summarized every part of the story. Then she began asking me questions about the images I created. Well, um, not too many. At first, I was able to easily answer, like when I described the restaurant patron. Then it became apparent that other elements, like the chef, I hadn’t created images for or partial ones, like a closeup of a couple of fries, not the plate or bowl or whatever they were of fries. When she asked me for a word summary based on my images, the summary didn’t reflect the story. She noted that the wealth of my background knowledge props up my reading, but I need to generate images from the story, be able to shift the images as I learn more as the story unfolds, and remember the images and story based on those images over time. I need to also not be so hard on myself. They don’t expect me to achieve 100 percent on the first take! Yeah, I know. Others have told me same. I have eased up on myself over the years . . . maybe.

Based on her quick assessment of my paragraph reading, she had the instructors increase the story difficulty by one level. And if there were three sentences left at the end of a Multiple Sentence story, I’d read all three instead of two and then one. And on day five, during the second hour, I was asked to choose the colour of the first square of felt used. Each square is a different colour, and they’re placed in my view prior to reading a sentence or multiple sentences to represent that sentence(s). I’m not sure of the significance of me choosing the colour of the first square (they chose them for the subsequent sentences), but it does introduce a node of decision making, not exactly my forte.

So to sum up the first week: I did steps one to three automatically and easily. Steps four, five, and six were the focus of the first week, and I reached proficiency up to level five and partial proficiency at level 6.

For next week’s goals, I will have push steps added to the core program of Sentence by Sentence and Multiple Sentences. A push step is exactly that — to push my brain. The expectation is that maybe I’ll achieve 40 percent, but the next week, I’ll have gotten up to 70 or so. The push step will be to introduce reading and imaging an entire paragraph at once. My consultant is not yet settled on whether to up the level to 12 for Sentence by Sentence and Multiple Sentences before moving on to Whole Paragraph Imaging with Higher Order Thinking or move to Whole Paragraph first and then up the level. She’s going to try one or the other with me next week. Either way, from Whole Paragraph on, we’ll go up to level >12. Also, it’ll be at least a couple of weeks before they’ll start working on acquiring new vocabulary and more abstract language and week four or five before introducing multiple paragraphs.

My next-step-on-this-brain-injury-journey-related tweets