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 14 results
Author Title [ Type(Desc)] Year
Filters: First Letter Of Last Name is V  [Clear All Filters]
Journal Article
S. Franceschini, Gori, S., Ruffino, M., Viola, S., Molteni, M., and Facoetti, A., “Action video games make dyslexic children read better.”, Curr Biol, vol. 23, no. 6, pp. 462-6, 2013.
V. B. Puetz, Viding, E., Palmer, A., Kelly, P. A., Lickley, R., Koutoufa, I., Sebastian, C. L., and McCrory, E. J., “Altered neural response to rejection-related words in children exposed to maltreatment.”, J Child Psychol Psychiatry, vol. 57, no. 10, pp. 1165-73, 2016.
R. Roche, Viswanathan, P., Clark, J. E., and Whitall, J., “Children with developmental coordination disorder (DCD) can adapt to perceptible and subliminal rhythm changes but are more variable.”, Hum Mov Sci, vol. 50, pp. 19-29, 2016.
S. Vanvooren, Poelmans, H., Hofmann, M., Ghesquière, P., and Wouters, J., “Hemispheric asymmetry in auditory processing of speech envelope modulations in prereading children.”, J Neurosci, vol. 34, no. 4, pp. 1523-9, 2014.
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.
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.
V. R. Varma, Chuang, Y. - F., Harris, G. C., Tan, E. J., and Carlson, M. C., “Low-intensity daily walking activity is associated with hippocampal volume in older adults.”, Hippocampus, vol. 25, no. 5, pp. 605-15, 2015.
P. Quercia, Seigneuric, A., Chariot, S., Vernet, P., Pozzo, T., Bron, A., Creuzot-Garcher, C., and Robichon, F., “[Ocular proprioception and developmental dyslexia. Sixty clinical observations].”, J Fr Ophtalmol, vol. 28, no. 7, pp. 713-23, 2005.
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.
B. M. Baczkowski, Johnstone, T., Walter, H., Erk, S., and Veer, I. M., “Sliding-window analysis tracks fluctuations in amygdala functional connectivity associated with physiological arousal and vigilance during fear conditioning.”, Neuroimage, 2017.
H. - H. Yu, Chaplin, T. A., Davies, A. J., Verma, R., and Rosa, M. G. P., “A specialized area in limbic cortex for fast analysis of peripheral vision.”, Curr Biol, vol. 22, no. 14, pp. 1351-7, 2012.
T. Pozzo, Vernet, P., Creuzot-Garcher, C., Robichon, F., Bron, A., and Quercia, P., “Static postural control in children with developmental dyslexia.”, Neurosci Lett, vol. 403, no. 3, pp. 211-5, 2006.
A. Vinter and Chartrel, E., “Visual and proprioceptive recognition of cursive letters in young children.”, Acta Psychol (Amst), vol. 129, no. 1, pp. 147-56, 2008.
M. A. Lobier, Peyrin, C., Pichat, C., Le Bas, J. - F., and Valdois, S., “Visual processing of multiple elements in the dyslexic brain: evidence for a superior parietal dysfunction.”, Front Hum Neurosci, vol. 8, p. 479, 2014.