Learning Capacity Outcomes

More than 2,500,000 students in 23 years have accelerated their learning and reading, thanks to the Neuron Learning programs.

The results are proven by over 250 Research Studies on 100,000 Students in over 1000 Schools across 12 Countries, including the United Kingdom, Germany and Ireland.

The results are validated by independent reviews

Increasing Learning Capacity by improving Cognitive Skills

All educators know that reading has a central role in learning. Students who can’t read at year three face significant challenges in mastering the curriculum in their primary, then later secondary schooling.

The role that cognitive skills play in learning is less well understood. Thanks to research on how the brain learns, we now know the importance of well-developed cognitive skills to successful learning, and how weak cognitive skills detract from learning.

In an effort to improve learning for all students, schools often focus on two points:

  • Curriculum standards
  • Strategies for individualising instruction to give learners optimal and repeated exposure to content they haven’t mastered.

While these are critically important, they do not directly address the needs of many struggling students who:

  • Have difficulty paying attention to instruction
  • Have difficulty remembering what they are taught

Improving curriculum and individualising instruction also do not address a cognitive challenge faced by nearly every learner who is working at grade level and above:

  • The inability to process information in one or more subject areas as quickly as it is being presented by the teacher.

Even high-performing students can lose motivation when they find it difficult to keep up with the pace of instruction. But when students’ brains are ready to learn at the pace required in the classroom, there’s no stopping what they can achieve.

Classroom-ready brain

There are four key cognitive skills that make a classroom-ready brain:

  • Attention – the ability to focus on information and tasks, and ignore distractions.
  • Processing rate – the speed at which a student is able to accurately process incoming information. In the context of reading, processing rate refers to how quickly a student can distinguish speech sounds and identify letters and words to create meaning.
  • Memory – the ability to retain and recall information, essential for word recognition, comprehension of complex sentences, and remembering instructions.
  • Sequencing – placing the detail of information in its accustomed order. In the context of reading, sequencing is that ability to determine the order of letters within words or words within sentences.

How the Fast ForWord Program Helps

Neuroscience research has shown that with the right input, the brain can change and reconfigure itself throughout life.

That’s why the brain fitness exercises in the Fast ForWord programs are designed to help students become better learners— to be able to pay closer attention to their teachers, to absorb information faster, and to remember what they are taught.

Developing attention, processing rate, memory, and sequencing as the Fast ForWord program does—in combination with great teaching—can have dramatic results:

  • Accelerated acquisition of knowledge
  • Greater ability to use and organise information from existing curricula
  • Increased learner readiness to actively engage in their own education

Outcomes for Students

All students – gifted, ‘average’ and learning challenged – can benefit from the Neuron Learning programs that build their brains’ capacity to learn – by improving their thinking and their language skills.

Over 100,000 students each day

Every day over 100,000 students around the world use the Neuron Learning programs – Fast ForWord Language & Cognitive Enhancement, Fast ForWord Reading Development and Reading Assistant. Most of these students access their programs at school, with training sessions scheduled in their school timetable.

Every student has a different brain. No two brains have the same ‘wiring’ (the network of neurons which forms the basis of their learning ability). Teachers see these differences in their students’ skills, attitude, aptitude and performance.

The whole student population can gain from the Neuron Learning programs.

English Language Learners

Students who need to improve their academic English find their results improve after doing the Neuron Learning programs. This is because their processing accuracy and speed of English to allow them to meet demanding English academic standards in class and tests.

Gifted Students

Students who perform near the top of their class or year, and even gifted students, find their results improve after doing the Neuron Learning programs. This is because the cognitive and language skills are further enhanced by the scientifically based and validated exercises.

See Reading Improvement Results for gifted students in Louisiana and Master Mind Article by Braemar College (Victoria, Australia) Principal, Russell Deer. (please download and upload to our site with new links)

‘Average’ Students

Schools have whole year groups use the Neuron Learners programs because they have been proven to lift the performance of the general student population.

Studies have shown that students who used Fast ForWord improved their ranking relative to their peers on Naplan and ACER as well as Cambridge tests.

Students show greater performance increases, higher academic achievement, and are more engaged learners, after training on the Neuron Learning Programs for as little as two Terms.

Benefits beyond classroom

The benefits extend beyond the classroom. Researchers have measured improvements in self-esteem; communication skills such as vocabulary and pronunciation, improvements in listening and understanding, and stronger memory for things like retaining large amounts of information and event sequences.

Students with Learning Challenges

The Neuron Learning neuroscience based programs are particularly effective for students with any of the following learning challenges:

  • Auditory Processing Disorder
  • Working Memory
  • Reading Difficulties, including Dyslexia
  • Poor Attention & Focus
  • Problems Following Directions
  • Autism Spectrum Disorders
  • English as a Second Language

Outcomes for Schools

Teachers enjoy teaching more, and have better job satisfaction because they find that students:

  • Follow instructions better
  • Recall information more effectively
  • Have stronger focus and attention in class
  • Have improved behaviour
  • Participate more in classroom discussions
  • Are more enthusiastic about learning, and easier to teach

Teachers have more time to teach. They spend less time on reporting and tracking student progress, thanks to online, real time reports for whole classes, whole years or individual students.

Schools benefit from:

  • Improved reputation for education outcomes
  • Fewer discipline problems
  • More satisfied and engaged staff