Help for Reading Problems
Neuro-Learning Systems has discovered a process that not only teaches reading faster and easier, it also teaches students who were thought not able to learn to read. It almost seems like magic. The only problem we have encountered with this system is that it sounds too good to be true. We almost feel the need to play down the system and its results in order for people to believe that this can happen. It truly is the answer to many parent's prayers. We have helped over 4000 people, young and old, learn to read or become better readers. The process is described below.
The Reading Process
The process that we have discovered has three parts. First and foremost is our diagnostic prescriptive process. We have developed assessment instruments that zero in on a student's very precise needs. We employ these with assessment instruments that have been nationally standardized. We will know exactly what the student does and more importantly does not know. We will know if the student knows the long o sound, and the short o sound etc. We can precisely and prescriptively teach to fill in the learning gaps. As simple and as logical as this sounds, it is not done anywhere.
The second step is the application of current brain research. Brain research advanced by leaps and bounds in the 90's. It has left the field of education in the dust. Very few educators have adopted any of its principles in the classroom. There are about a dozen educators who are reasonably well known who lecture on brain research. They speak in general terms and never get to the "do this and then do that". We have taken these principles and developed the "do this and then do that". For example, we know that the brain learns best when it is able to group or associate new knowledge. Neuro-Learning Systems doesn't use flash cards to teach sight words. Sight words are grouped into logical sentences and stories. This simple process has made learning sight words easier and more natural for the brain. Of course we then transfer that learning to "words in isolation."
Other brain based, research supported, principles that we follow are:
Our proven teaching method involves processes that were uniquely developed for this program. They embrace much from traditional reading instruction but also add a dynamic approach that is new and unconventional. During the early stages of development, many reading teachers that were exposed to our method were critical and made statements such as "this will never work." This method is truly a change in the reading paradigm. (The Swiss lost 90% of the clock and watch market by being blind to a new paradigm in watches. The Japanese took that 90% of the market away because the Swiss were blinded by the way they had made watches for years. The Swiss refused to look at digital timepieces.) This is a new paradigm in reading instruction, traditional education would do well by heeding the lessons we have learned.
Neuro-Learning Systems has developed a method that takes advantage of the student's strengths and offers an alternative approach for those processes the student has the most difficulty with. These alternative approaches are the key to the success of this program. Until now, students who had great difficulty with, say phonics, were only offered more phonics. Students who fall far behind in their reading skills and have a larger task to "catch up" are offered a slower paced instructional program. It just doesn't make sense, these students need to pick up the pace not slow it down.
Neuro-Learning Systems' approach is fast paced and takes advantage of the brain's plasticity, its ability to compensate for difficulties by seeking novel avenues to learning. It is these novel avenues that make this system so successful. We have found a way to exploit the brain's plasticity and form "correct" neural pathways. The specific processes are proprietary.