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.

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Journal Article
M. Eriksson, Marschik, P. B., Tulviste, T., Almgren, M., Pereira, M. Pérez, Wehberg, S., Marjanovič-Umek, L., Gayraud, F., Kovacevic, M., and Gallego, C., Differences between girls and boys in emerging language skills: evidence from 10 language communities., Br J Dev Psychol, vol. 30, no. Pt 2, pp. 326-43, 2012.
P. Quercia, Quercia, M., Feiss, L. J., and Allaert, F., The distinctive vertical heterophoria of dyslexics., Clin Ophthalmol, vol. 9, pp. 1785-97, 2015.
N. Alexander-Passe, How dyslexic teenagers cope: an investigation of self-esteem, coping and depression., Dyslexia, vol. 12, no. 4, pp. 256-75, 2006.
C. M. F. Hurst, Van de Weyer, S., Smith, C., and Adler, P. M., Improvements in performance following optometric vision therapy in a child with dyspraxia., Ophthalmic Physiol Opt, vol. 26, no. 2, pp. 199-210, 2006.
S. Sparre Geertsen, Thomas, R., Larsen, M. Nejst, Dahn, I. Marie, Andersen, J. Needham, Krause-Jensen, M., Korup, V., Nielsen, C. Malta, Wienecke, J., Ritz, C., Krustrup, P., and Lundbye-Jensen, J., Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children., PLoS One, vol. 11, no. 8, p. e0161960, 2016.
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.
D. Jolles, Ashkenazi, S., Kochalka, J., Evans, T., Richardson, J., Rosenberg-Lee, M., Zhao, H., Supekar, K., Chen, T., and Menon, V., Parietal hyper-connectivity, aberrant brain organization, and circuit-based biomarkers in children with mathematical disabilities., Dev Sci, vol. 19, no. 4, pp. 613-31, 2016.
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.
V. Harshad Arvind and Tharion, E., Sensory input from the moving hand influences saccadic eye movements during reading., Exp Brain Res, vol. 167, no. 3, pp. 458-61, 2005.
N. Alexander-Passe, The sources and manifestations of stress amongst school-aged dyslexics, compared with sibling controls., Dyslexia, vol. 14, no. 4, pp. 291-313, 2008.
K. E. Travis, Adams, J. N., Kovachy, V. N., Ben-Shachar, M., and Feldman, H. M., White matter properties differ in 6-year old Readers and Pre-readers., Brain Struct Funct, 2016.
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.