Check this website for your closest Cellfield provider, then call to register for an assessment.
Cellfield requires that a person concentrate and apply enough cognitive effort to complete the treatment sessions. Skilful and persistent attention by Cellfield practitioners has succeeded in helping even very distracted users. However, there are extreme cases where a person cannot apply the attention. This may be due to injury, impaired vision, impaired hearing, impaired motor functions, or severe psychological problems. These individuals may be less likely to derive full benefit in the first use of Cellfield and may be required to complete the program an additional time. You also need to have some basic reasonable letter to sound correspondence knowledge and skills. If these skills are not yet developed, the Cellfield provider might suggest the student undertake some conventional reading skills before undertaking Cellfield. Those with epileptic tendencies require written medical clearance before they undergo the Cellfield treatment.
Yes. If the pre-assessment has indicated very severe reading disabilities or if the student has not reached their age level in all their reading skills after completion of the program. Your provider may recommend that Cellfield be repeated at a higher level, 6 to 12 months later.
Not including the assessments, the Cellfield reading intervention program is a 12 week program and consists of two phases. Phase 1: Ten one-hour sessions to take place over a two-week period. This phase targets neural development. Phase 2: Ten one-hour sessions to take place over a ten-week period. This phase targets consolidation and transition to reading fluency.
Clients have reported they noticed better focus in school and with homework, greater motivation, better organization during task completion, improved confidence, and improved self-esteem. Sub-groups of children with Specific Language Impairments have also achieved improved literacy skills. Cellfield is also exploring the benefits of working with autistic clients. An autistic child with ADHD, well known and supported by this Speech Language Pathologist, completed the Cellfield program at age 8. By Cellfield standards, core skill gains were moderate, however his comprehension improved by one year, and his reading rate improved by four months, in just a few weeks. Qualified and experienced Cellfield providers have observed other improvements as well. The autistic child mentioned above sat down for his first session with severe attention difficulties, in a state of frustration, with low endurance, fatigue issues, and with ingrained avoidance strategies. Through Cellfield, he became more willing to read, experienced less frustration, and furthermore, Cellfield became a powerful tool with which to make progress with his receptive language skills.
Cellfield is designed for anyone over 6 years of age:
- If their reading age appears to have reached a plateau and falls further and further behind their chronological age with each passing year.
- If they are screened as having symptoms of dyslexia.
- If they are assessed as having language disorders.
- If they have difficulty carrying out oral instructions.
- If they have poor reading, spelling and writing skills.
- If their reading age is appropriate, but cannot recall what they’ve read.
- If their reading skill are normal but they feel discomfort or suffer from fatigue when reading.
- If they have a poor working memory.
- If they feel uncomfortable looking at black letters on white paper.
- If they have eye movement control problems.
There are several research studies that suggest Cellfield will improve reading difficulties including dyslexia:
- A peer-reviewed study, published in the Australian Journal of Learning Disabilities 2005, showed that Cellfield achieved key skill learning rates up to 40 times faster than a normal child. This is unprecedented.
- In 2009 Professor Coltheart from the Macquarie Centre for Cognitive Science, supported the position that Cellfield outcome gains, were not augmented by test/retest effects, (given the two-week time interval between the before and after assessments), or by regressions towards the mean, (a statistical tendency for very low scores to improve the second time without any intervention). Coltheart’s closing comments: "There is clear statistical evidence that the Cellfield treatment improved these children’s ability to read".
- In 2009, a study of Cellfield’s efficacy was performed at the University of Tasmania. Twelve children, all screened as being dyslexic (according to the Dyslexia Screening Test (DST) by Fawcett and Nicholson) participated. The research team recorded neural activity during reading, using Event Related Potentials (ERP) methods. Before Cellfield, none of the children showed the left hemisphere activity typical of reading. Seven children performed the Cellfield dyslexia treatment and five in the placebo group played a computer game. Both groups then had three weeks of regular schooling. The Cellfield group showed a 33% drop in their DST dyslexic risk index compared to the placebo group which dropped by only 10%. ERP results indicated neural changes only within the Cellfield group, which shifted activity from the right hemisphere to the left hemisphere "suggesting, at least neurally, a partial return to language processing which more closely resembles that of normal readers".
Some children do not hear words properly, even when they have good hearing. This is because the auditory processing in their brain is too slow and is not accurate. When this occurs the child is more likely to have slower and less accurate visual processing, even when their vision is normal. A child’s auditory and visual processing may be fast enough to read one word at a time, but not for reading fluently with good comprehension. Using educational research methods, Cellfield is designed to promote brain plasticity to improve a person’s auditory and visual processing in order to transition to reading fluency with better comprehension.
Scientists use to believe that the brain difference that causes reading difficulty including dyslexia were hard-wired. Treatment programs for reading disorders were developed to compensate for the differences, or work around them. New research in the area of brain plasticity is now suggesting that our brain pathways can be changed! The Cellfield reading intervention program specifically aims to reroute these pathways. It is also the only program that specifically targets the auditory, the visual, and the auditory-to-visual pathways in the brain.
Dyslexia can present in many different ways with many different symptoms combinations. Some of these are listed below. Pre-school Age:
- Late talking
- Slow to learn new words
- Difficulty learning nursery rhymes
- Difficulty playing rhyming games
- Reading well below expected level, for age
- Problems processing and understanding what is heard
- Difficulty understanding rapid instructions
- Problems remembering the sequence of things
- Difficulty seeing (and sometimes hearing) similarities and differences in letters and words
- Inability to sound out the pronunciation of an unfamiliar word
- Trouble spelling
- Trouble learning a foreign language
- Trouble reading, including reading aloud
- Difficulty understanding jokes and expressions
- Difficulty with time management
- Difficulty summarizing a story
- Trouble learning a foreign language
- Difficulty memorizing
- Trouble doing math problems
Some children are born with differences in some areas of the brain. This changes the way the brain functions. The changes depend on the type of differences, and where they occur. This is called the ‘nature’ factor. However, how the brain develops is also influenced by our personalities, our talents, our environment, and our exposure to education and literacy. These are called the ‘nurture’ factors. The combination of our nature and nurture can, in some people, make learning to read more difficult. This difficulty can be less or more severe, depending on which combinations of factors are involved. When the difficulty prevents a person from reading fluently and understanding what they read, even with a lot of help and tutoring, then this can be described as dyslexia