Research

Research Based, Research Driven, and Field Tested

Why you must use all three!

 

The Learning Success System exercises are designed on one or more of the three following criteria:

 

  • Research Based
  • Research Driven
  • Field Tested

 

Using all three areas creates a huge advantage for users of the Learning Success System. Read below to learn why. First let's define what these mean.

 

Research Based - This is when the exact exercises used have been through critical review by researchers. Obviously is something has been proven to work then it's a good idea to use it. And we certainly do

 

Research Driven - This is when a concept has been researched and proven effective. We then develop exercises based upon this concept. We constantly monitor the research for these new findings. Not only in the field of educational research but also in neuroscience and positive psychology. These new findings happen on a very regular basis and by following the research we are able to keep our system at the forefront. This is cutting edge science. Many of the most important findings are very recent and are not even in the textbooks yet.

 

Field Tested - It is very common for those in the field to come up with the best ideas and to make realizations that are critical to the process. Many of these concepts have simply not caught the eye of the researchers or have not had the time to be researched. But they can have big value and be very effective. If something has been observed once or twice this is not a reason to get excited over the idea. In that case we would not use it. But if the idea has been observed independently by hundreds or even thousands of practitioners in the field then leaving it out would be foolish. 

 

You may have seen many systems or people speaking of using systems that are wholly researched based. This sounds laudable but keep in mind that this might be a synonym for "behind the times". It takes decades for research to filter down to academia. Textbooks are notoriously behind. So unless a practitioner keeps up with the new research it is possible that they are actually decades behind the true knowledge base. Keeping on mind that the most important discoveries are barely a decade old this is very important. Many of the most popular systems used today are based on research that is over 80 years old. This doesn't necessarily mean the system is bad, just that it may be incomplete and not ive you the full advantages you will want to help your child.

 

Because the Learning Success System derives its concepts from all three it bundles the advantages of all. Obviously, you want a system that gives you the most advantages and makes helping your child as easy as possible for you. Right?

 

Get the Learning Success System here.

Found 113 results
Author Title Type [ Year(Asc)]
2015
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P. Quercia, Quercia, M., Feiss, L. J., and Allaert, F., The distinctive vertical heterophoria of dyslexics., Clin Ophthalmol, vol. 9, pp. 1785-97, 2015.
J. D. Cribbs, Hazari, Z., Sonnert, G., and Sadler, P. M., Establishing an Explanatory Model for Mathematics Identity., Child Dev, 2015.
S. Narayanasamy, Vincent, S. J., Sampson, G. P., and Wood, J. M., Impact of simulated hyperopia on academic-related performance in children., Optom Vis Sci, vol. 92, no. 2, pp. 227-36, 2015.
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A. L. Duckworth and Yeager, D. Scott, Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes., Educ Res, vol. 44, no. 4, pp. 237-251, 2015.
M. Pia Bucci, Ajrezo, L., and Wiener-Vacher, S., Oculomotor tasks affect differently postural control in healthy children., Int J Dev Neurosci, vol. 46, pp. 1-6, 2015.
A. J. C. Cuddy, Wilmuth, C. A., Yap, A. J., and Carney, D. R., Preparatory power posing affects nonverbal presence and job interview performance., J Appl Psychol, vol. 100, no. 4, pp. 1286-95, 2015.
B. Hoza, Smith, A. L., Shoulberg, E. K., Linnea, K. S., Dorsch, T. E., Blazo, J. A., Alerding, C. M., and McCabe, G. P., A randomized trial examining the effects of aerobic physical activity on attention-deficit/hyperactivity disorder symptoms in young children., J Abnorm Child Psychol, vol. 43, no. 4, pp. 655-67, 2015.
A. Martin, Schurz, M., Kronbichler, M., and Richlan, F., Reading in the brain of children and adults: a meta-analysis of 40 functional magnetic resonance imaging studies., Hum Brain Mapp, vol. 36, no. 5, pp. 1963-81, 2015.
D. R. Carney, Cuddy, A. J. C., and Yap, A. J., Review and Summary of Research on the Embodied Effects of Expansive (vs. Contractive) Nonverbal Displays., Psychol Sci, vol. 26, no. 5, pp. 657-63, 2015.
C. Nakeva Von Mentzer, Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., Kallioinen, P., Engström, E., and Uhlén, I., Segmental and suprasegmental properties in nonword repetition--an explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants., Clin Linguist Phon, vol. 29, no. 3, pp. 216-35, 2015.
S. V. Bharadwaj, Maricle, D., Green, L., and Allman, T., Working memory, short-term memory and reading proficiency in school-age children with cochlear implants., Int J Pediatr Otorhinolaryngol, vol. 79, no. 10, pp. 1647-53, 2015.

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