Using a neurological impress activity

For the sake of consistency, what is commonly called “neurological impress” or “ neurological impress method” is called “neurological impress activity” in this module.

Here are some benefits of using a neurological impress activity for beginning readers:

• Develops reading fluency
• Helps impress the words into the learner's memory
• Helps learners imitate correct pronunciation, intonation, and phrasing
• Increases confidence in reading
• Models reading fluency and mechanics
• Provides a pleasant, non-threatening reading experience
• Provides immediate feedback and success in reading

Here are some guidelines to follow when using a neurological impress activity:

• For best results, do this activity daily over a period of several months.
• Be aware of cultural considerations in a close working relationship such as this requires.

• Try this procedure in nonformal settings where literate people might teach other family members or friends:

• Use texts with words the learner can already read.

1. Sit side by side so that the teacher can speak into the learner's ear.

   Tip: Determine which hand the learner writes and eats with and sit on that side of the learner.

2. Jointly hold the book between you.
3. Begin by reading aloud together.
4. Read a little faster and louder than the learner.
5. Track the words smoothly with a finger as you read.

   Note:

   This allows the learner to hear the word just before saying it, and imitate the intonation and flow of the language.

6. Occasionally lower the volume of your voice to allow the learner to lead the reading.
7. Help the learner gradually take over tracking by guiding their hand smoothly under the words.

1. Place a large book or chart on an easel so that everyone in the group can see it.
2. Begin by reading aloud together.
   • Read a little faster and louder than the learners.
   • Track the words smoothly with a pointer as you read.
3. Occasionally lower the volume of your voice to allow the learners to lead the reading.

• Aukerman 1984
• Borneman 1988
• Heckelmann 1969
• Ringenberg 1991

• Task module: Using a neurological impress activity
• In task module: Developing literacy skills, by Martha A. Lane (contributor), Delle P. Matthews (contributor), Leah B. Walter (contributor), Glenys Waters (contributor), Anne Klaassens (editor), and Trudy K. Stewart (editor, contributor)
• In task module: Teaching people to read and write, by Carole P. Spaeth (compiler)
• In task module: Implementing a literacy program, by Carole P. Spaeth (compiler)
• In modular book: Implement a literacy program, by Carole P. Spaeth (compiler) and Leah B. Walter (compiler)
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 18 May 1999

© 1999 SIL International