SCIENCE

LEARNING AND DEVELOPMENT CENTER

Some of the advancing science of brain development science we follow:

 

  • Biological markers of mental health challenges
  • Neurobiology of autism
  • Newest practical technologies to help assess and improve mental health
  • Computational Neuroimaging
  • Dyslexia FMRI Studies

Yes, we can fix your Childs Reading Challenges.

RESEARCH THAT IS CURRENT

We use peer reviewed research to perfect our reading program and assessments. When reviewing programs make sure research being used is within 5 years.

Do Brain Training Programs Work?

Many of these programs have shown to be ineffective and more of a gimmick then backed by real  science.  I would say the jury is out on this question.  With that said however there has been some good work done on working memory recall.

Many of those with Dyslexia have a hard time recalling certain items, and while they know them, they may not come as quickly especially under stress.

With that said a program utilizing cognitive retrieval techniques has shown some promise with a 60% increase in mild to major positive impacts.

Agarwal, P.K., Nunes, L.D. & Blunt, J.R. Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms. Educ Psychol Rev 33, 1409–1453 (2021). https://doi.org/10.1007/s10648-021-09595-9

Latest Research & Development

Most school systems are 2 or 3 years behind implementing programs based on the newest research. 

 

Regardless of the evidenced based program you choose, the method of instruction given to the learner, to achieve their highest success rate is critical. Using a mix of the newest research in neurology, cognitive & performance psychology, linguistics, and biology, we deliver an elite program focused on process instruction to get the best results!

Neurological Research - Dyslexia

For a while now, scientists were able to identify the areas of neuropathways used by successful readers using MRI brain imaging techniques.  What was not as clear back then was how to best fix the problem.

 

Gabrieli, 2009

Children's Performance Latest Research

We keep up to date on the latest cutting edge research.

April 2021 - New model has important implications for the assessment of sentence comprehension and treatment of larger deficits.

A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention is corrected by James W. Montgomery, Ronald B. Gillam and Julia L. Evans
https://doi.org/10.1044/2021_LSHSS-20-00128

Abstract: The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence comprehension in children with and without DLD. This perspective has new and important implications for theory, assessment, and intervention.

(2020) Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype

Valdois, S., Reilhac, C., Ginestet, E., & Line Bosse, M. (2021). Varieties of cognitive profiles in poor readers: Evidence for a VAS–impaired subtype. Journal of Learning Disabilities, 54(3),221–233.https://doi.org/10.1177/0022219420961332

Abstract: A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), rapid automatized naming (RAN), and visual attention span (VAS) to reading performance in a subset of 281 children including poor and average readers/spellers.

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