Neuron Learning

Reading is the Gateway to Learning

A poor reader will have difficulties reading to learn. He or she does not have the foundation skills to be fluent with words. There can be a problem with a lack of vocabulary and comprehension abilities that are required as he moves onto more complex learning. Often times he can have problems with processing oral language also. A lack of working memory may compound the issues. Overall he or she processes the information too slowly to be an effective reader and learner.

Thus he may display poor concentration in class, have trouble provessing what is being said to him and miss out on vital areas of learning. He may easily tire when reading. He can struggle to make himself understood. Any one of these things can prevent him succeeding academically.

The causes of language and reading problems are varied. It can include a lack of phonemic awareness and phonics, poor fluency, weak vocabulary and comprehension. Additionally there may be weaknesses in cognitive skills, memory, attention and concentration, processing and sequencing. Reading is a complex skill and even one glitch can prevent a person from being an effective reader.

The implications for the student are that he can underachieve compared to his true potential. Weak reading skills become a block to learning. Class is a strain and homework a long and difficult struggle. He can fall behind his classmates, get embarrassed by his difficulties and retreat into himself. A lack of self-confidence may set in and sometimes even personal despair.

Unfortunately as children get older the situation usually gets worse. It becomes a vicious circle. There is even more emphasis in school on reading for learning. In secondary school teachers lecture groups more than working with individuals. Students work hard to try to keep up but do not have the time or inclination to go back to fixing the basic issue: reading. They are already supposed to have the foundations. Indeed the schools may not have the focus or the technology or the experience to assist students with reading difficulties. Weak readers who are already vulnerable can be left behind in the school’s rush for exam success.

It is a frustrating situation when the potential that had been there in the child fades away and further progress does not seem possible.

Yet is does not have to be this way. Your child CAN speed up his language and reading skills to remove the barrier to academic success. He can develop his organization skills, his memory and concentration to greatly improve his learning abilities. In a short time he can catch up and perform to his true potential. You can see a happier and more successful child. Through reading effectively he can recover the love of learning.

Research into language learning has given us a clear picture of what is required to be an effective reader. Neuroscience tells us how best to learn. Technology measures the strengths and weaknesses of each person allowing an individualized program of intervention. Computers can make learning a fun and engaging experience for the student.

At Neuron Learning we use the Fast ForWord ® products to systematically tackle the issues. We work in a systematic way to ensure reading success. We use the Fast ForWord products which have been researched and proven over 30 years. We use a method based on science and measured results. We work on the cognitive skills and build language skills using a systematic programme that is designed to identify the strengths and weaknesses of the child, pinpointing exactly their priority areas. Then we adapt the course to each individual, constantly monitoring progress and motivating and mentoring the students to make rapid and lasting gains.

First we develop these essential learning skills.

1) Cognitive Skills

Students need to develop Memory, Attention, Processing and Sequencing known as  Learning MAPs, the essential cognitive processes needed for reading and learning. These are the glue that bind everything together. Every learner has to develop these to achieve a balanced approach that allows them to read and learn effectively and retain their knowledge and skills.

We have many examples inr Fast ForWord ® programmes including:

MEMORY: Every learner needs to improve the ability to work on and retain information both short and long term. This is essential for word recognition, comprehension of complex sentences, and remembering instructions. The exercises develop these essential memory skills simultaneously with the other cognitive tasks

ATTENTION: enhances the ability of each student to focus and ignore distractions. Thus he or she begins to learn more effectively and reduce the frustrations that cause him to lose attention. In a steady way he builds the ability to pay attention so that he can effortlessly work on what he is supposed to do.

PROCESSING: are essential skills that the learner needs to see, hear and analyze in order to discriminate images and sounds quickly enough to process information; a prerequisite for phonemic awareness and fluent reading.

SEQUENCING: This is a cognitive skill that relies on memory, attention and processing and is essential for phonics, word fluency, reading and oral comprehension. Fast ForWord helps students place information in a logical order which in turn allows for improved memory attention and processing.

2) Language Skills

Fast ForWord works simultaneously on Language Skills

The programme work extensively on students’ phonemic awareness to ensure that they have the basic language skills to decode language orally and written.

• Fast ForWord uses patented technology to artificially change speech to allow students to practice their phonics.
• They work intensely and repeatedly on each key language aspect which guarantees that the student knows and can process language quickly and effectively

The software is designed to develop phonemic awareness by improving auditory discrimination and letter and word recognition skills. It helps students identify specific phonemes. It also improves phonological awareness and language structures.

It enhances vocabulary by helping students differentiate between similar sounding words. It improves skills in work meaning, oral language, listening comprehension, and the ability to follow directions. It also develops syntax and morphology skills.

It fosters fluency and comprehension by developing listening comprehension and the ability to follow directions, while developing memory to store background information.

Fast ForWord uses exercises focused on auditory recognition, sound-letter comprehension, phonemic awareness, phonological awareness, beginning word recognition and English language conventions including left to right tracking skills. We develop associations between words and their written representations.

It does this in a systematic way to provide a sequenced learning environment that advances the key cognitive skills (Learning MAPs) in the context of sequentially appropriate reading skills. It targets phonics and fluency by developing basic spelling patterns, automatic word recognition, letter-sound correspondences and decoding.

A student will increase their phonemic awareness by developing sensitivity to letter-sound correspondences. This blended teacher method of technology and tuition focuses in on the priority areas for each student.

Throughout the programmes it continues to expand vocabulary through decoding, synonyms, antonyms, homophones and automatic word recognition, paragraph comprehension, cause and effect reasoning and flexible reading. The process maintaines focus on syntax and working memory.

Students build fluency with sentence comprehension, developing syntax, working memory, logical reasoning and vocabulary.

Students develop comprehension by practicing syntax and working memory skills with both simple and complex sentences. As well as developing skills such as reading for meaning, remembering facts, making connections and drawing inferences.

3) Study Method

How does Fast ForWord improve cognitive skills? FAST !

The programme incorporates the key areas of Frequency and Intensity, Adaptivity, Simultaneous development, and Timely motivation that are proven learning techniques to effect change based on decades of neuroscience research. The goal is to work with the learner to give him the breakthrough he needs to begin to read effectively and with pleasure. The quicker that they reach this point the higher their motivation is likely to be. This will in turn greatly improve their reading and learning skills in their personal, social and work lives.

So our methodology requires compliance to a definite approach.

Frequency and Intensity Brain research demonstrates that completing a set of learning tasks in a frequent, intense timeframe accelerates learning. This is the surest way to achieve effective results. Therefore each student needs to study five days a week and for at least thirty minutes daily.

As an example of the thoroughness of the programme, over the first few modules of Fast ForWord students may have completed over 50,000 exercises in eight to 12 weeks.

This intense study regime is the key to building effective language and learning foundations. The intense approach stamps the information indelibly on the brain. The repetition reinforces the learning and the regular study allows them to see rapid progress and reinforce their motivation

Adaptivity We understand that each student has their own learning style and capabilities. No one size fits all. Our programmes allos teachers to oversee each student individually to monitor progress and intervene where required.

Our interactive exercises automatically adapt to an individual’s skill levels and responses, adjusting the learner’s content exposure and targeting correct responses approximately 80% of the time, which maintains challenge and motivates success.

Simultaneous Development We know that effective language processing requires a range of cognitive skills. Our exercises develop major cognitive and reading skills simultaneously to ensure enduring improvements in learning. Each exercise focuses on a specific set of reading or language tasks and simultaneously develops underlying cognitive processes such as memory, attention and processing.

Timely Motivation For the brain to learn, students must be active, attentive and engaged. Rewards are provided on the first attempt only, a proven neuroscience motivation technique. We also use a rewards system that is designed to maximize motivation.

For students the most effective motivation is internal, within themselves. Our system allows them to take responsibility for their own actions. They get the results of their efforts direct without any delay. Our teachers use an extensive analysis system to show each person how well they have done and in a positive way show their results and ways to improve. Graphics are creative and engaging. Students are stimulated by a personal challenge and quickly become absorbed in the exercises.

4) Analysis of Progress

We do a complete evalaution of each student and monitor progress on an ongoing basis.

We track each individual’s results to check their progress on a daily basis. In this way we know exactly what is happening. We build a detailed profile of strengths and weaknesses. Teachers are trained to monitor the results and set a course that is adapted to each individual student.

We use our own system called Progress Tracker which is unique in education. We record each exercise and each trial. We can view the overall picture, trends, relations between various skills and the individual errors that each student makes. In this way teachers quickly identify the priority areas to be worked on.

We believe in full transparency both to ensure confidence in our products and as a motivation for students. Therefore all our Progress Tracker reports can be made available to students and parents. We generally like teachers to review progress on a weekly basis.

5) Research and Results

Fast ForWord was created from the findings of over 30 years of research.

Fast ForWord is probably one of the most researched educational methods in the world. There is an impressive library of independent research which shows conclusively the impressive and long lasting benefits.

We are fully committed to a scientific approach which drives results in an effective and cost efficient manner.

We have very positive feedback from our parents, teachers and students.

6) Conclusion

Meet the needs of your student with a powerful intervention method

Reading and language improvements can transform his or her world, allowing him to function better, open him up to the joys of learning and improve his everyday interaction. Learning can be moved from an experimental type to observational, an essential skill that is wholly dependent on him being able to respond to what is said, read and what happens around him. Additionally he can improve his concentration, develop a better working memory and also improve the quality and speed of his language skills, oral and written.

Children with earning difficulties often have a unique way of learning, requiring a high level of consistency and intensity. They benefit from a systematic approach and the setting of goals. In addition, they need high levels of reinforcement as well as a method that makes learning fun and interesting. Good educational programmes for children have these characteristics

The essential skills for a student to have in place before beginning Fast ForWord are general computer literacy, the ability to wear headphones, and to be able to stay on-task for up to 20 minutes at a time without interruption.

It is important to remember that the Fast ForWord Language programme won’t teach new information (eg. the curriculum), but instead it prepares children to learn. By improving his understanding of spoken language, increasing his attention to tasks, and by reducing the difficulty he has filtering competing sounds, Fast ForWord builds confidence through understanding. Once these deficits are addressed, the love of learning that he displays will result in a more fluent acquisition of new skills, better use and understanding of language, and improved concentration.

In summary Fast ForWord helps people to improve their reading by:

• Developing the Cognitive skills essential for learning
• Delivering a fast, frequent and intensive learning experience
• Extensively analyzing the strengths and weaknesses of the learner to pinpoint the priority areas.
• Motivating and mentoring the students

Neuroscience has brought huge advances in reading and learning. This research has brought us the tools and methods to deliver opportunities that can really transform a child’s life. We hope that it may be of benefit to your students also.

For more information please submit your details below:

You can also contact us by phone: UK 020 7100 9293 / Ireland 021 455 4449 / International + 353 21 455 4449 or by email info @ neuron-learning.co.uk

Learn More

• Research on Neuroplasticity, Brain Changes and Dyslexia: See Research Studies completed in Harvard Children's Hospital and Stanford University. Click here

• Videos on Neuroscience and Reading / Empowering Our Children Click here