Accelerate English Skills with Neuroscience

 

 

Neuron English is the only English program designed by neuroscientists for YOUR curriculum
We adapt our materials to meet your classroom requirements.
Help your students become better learners by developing their cognitive skills.
Start by developing listening skills such as, English phonemes, vocabulary and oral comprehension
Give  your students  intensive practice that adapts to each participant.
Our speech verification technology  listens and corrects students as they speak aloud, like a guided pronunciation coach!

Lesson planners are available for each year  that you can adapt to your own class’s requirements
Each Lesson Plan is based on YOUR standards with differentiators between proficiency levels.
Teachers get free access to workbooks, class materials, videos and  presentations.
Teachers blend their classroom activities with on-line exercises that can be done at home or at school

Neuron English’s reporting and automated assessments make it easy to monitor learning progress.
Teachers get precise feedback on each student’s performance and errors which allows for timely intervention
We provide full professional training as well in-service days and follow-up seminars

Our programs builds attention and memory skills so  students are better able to process the sounds of English and then organize those sounds within words and words within sentences.

Fast ForWord provides intense practice. The program provides over 25,000 trials in academic language exercises, whereas other reading interventions provide just over 5,000. With 5 times the amount of trials, the progress comes fast.

This is a real fMRI data from a study conducted at Harvard and Stanford universities. Let’s look at the brain of a proficient reader and then a struggling reader. See the difference? After just 8 weeks, Fast ForWord helped weak readers develop the brain activity patterns that resemble those of strong readers.

With 55 patents in neuroscience and education and 300+ research studies, no other reading intervention program has been as thoroughly researched and reviewed as Fast ForWord.

You can depend on the quality, innovation and results that has made us the # 1 English language development software on the US government’s What Works Clearinghouse

The  programs builds language and reading systematically – from younger to older students, at high interest and  low ability all the way to International Baccalaureate level…

Proficient language and reading requires strong cognitive skills. This is why other English programs frequently don’t help struggling students. Each of the intervention exercises in our program cross-trains core language skills with equally important cognitive skills.

Give your students the best opportunity to accelerate their English skills and become better learners

Thank you for watching our presentation and Please Contact us for more details and access to the programs.

 

Webinar – New Science of Learning for Struggling Readers

Fasr ForWord, Neuron English

 

Fasr ForWord, Neuron English

Webinar – New Science of Learning for Struggling Readers

Presenter: Martha S. Burns, Ph.D.
Date/Time: Monday September 11, 2017, 9pm London UK
Length: 60 minutes
No Charge/Free

Updated with 2017 research, this is a must-see for those interested in how neuroscience is impacting education. See the latest research on how the brain is organized (or not!) for reading, and what’s happening with your struggling students. We’ll show how the science of learning has guided the development of technologies like Fast ForWord to improve the underlying memory, attention, and processing abilities that these students need to catch up, once and for all.

Marty Burns, Reading Assistant

 

 

Foundations of Success

See the full webinar Click here

The Foundations of Success

So the first thing I see is the majority of people are looking for ways to improve progress for their most vulnerable students.  We also have some people that are curious about the science and then we have some that are just wanting to keep their professional development updated so we welcome all of you and hopefully I’ll be able to address all of your questions and concerns during this time together.

 

First of all, we know in America and I would venture to guess across the world that we have a lot of struggling learners right now. Many times, we see minimal or even non-existent reading and learning gains in our students and it’s difficult for many student’s goals and districts to even change their approaches to intervention each year. It’s hard to make changes, it’s hard for us as educators and hard for the institutions of schools to make changes that are needed.

 

So, let’s look at some of the things that science tells us about our students and us as educators even perhaps.

 

So, the first thing I would venture to guess the reason you’re on this webinar today is that your goal as an educator is to help your students to be successful in these content areas.  You want them to be lifelong learners and you want them to be successful. So, this content is going to be the main focus for our classrooms across the world.

 

But in order for our students to be successful in those content areas they have to be good readers. In America, the math assessment that students take is essentially a reading assessment because almost every problem on that math test is a word problem or a story problem. So, if the students can’t read it, they’re not going to be able to accomplish the task successfully.  

And if they can’t read, the odds are pretty good that they have underlying language issues as well because reading stands on the shoulders of language. And if they’re struggling in those areas we can pretty much bet there are some cognitive skills wrapped into that as well. And when I talk about cognitive skills I’m talking about memory, attention, processing and sequencing the ability for students to stay focused long enough to really understand what is being said in the classroom, what the task is, what they’re reading perhaps and then hang on to that information long enough to do something with it.  So, if we can develop their cognitive skills those essential learning skills for all of us, build their language and reading skills we’re going to provide a strong foundation for our students and once we do that, then everything else falls into place. They can be successful in those content areas. So, let’s jump in and look at some information on different groups of students……

See the full webinar Click here

Building Better Writers (Webinar)

Building better writers without a pen

Building Better Writers (without picking up a pen) – recorded webinar
Presenter: Beth Rogowsky, Ed.D.
Length: 49 minutes

 

 

In this webinar:

02:10 – Research Summary
04:40 – Common Writing Errors
05:45 – Sample Task
08:13 – Start with an Objective
08:10 – 4 Key Writing Development Components
09:05 – Why is Writing So Difficult
10:50 – 5 Exercises to Improve Writing Skills
13:00 – How Computer Gaming Helps
21:40 – Research
35:00: – Questions and Answers
28:40 – Using modules
30:24 – Presenting solutions to problems
31:25 – Comparing and contrasting
33:58 – A content creation guide
40:06 – Beware of using absolutes
43:59 – Edit, edit edit; cut, cut, cut
46:38 – Work for results, not approval
48:20 – Choose early and often
52:29 – Why “Steal the Show” is a must-read

 

Learning to write is one of the most cognitively demanding academic activities a student must perform. It is not surprising that many students struggle to perfect and improve their writing abilities throughout their academic years. Nearly 3/4 of both 12th and 8th grade students are not proficient writers (NAEP, 2011). In this webinar, learn from teacher-turned-researcher, Dr. Rogowsky, about a randomized control field trial that found that computer-based instruction intended to improve cognitive skills transferred to improvement in sixth grade students’ writing skills.

Research You Can Rely On



Steve Miller is an education technology executive with more than 20 years of industry experience. As an academic, he has taught undergraduate and graduate courses and has extensive experience in conducting a sponsored research program in neuroscience and cognitive neuropsychology including a large multi-site research initiatives on the neural basis of brain plasticity and learning.

He has authored or co-authored more than 100 publications including numerous research studies, commercial software programs and U.S. Patents. He is a passionate collaborator with broad business experience in technology transfer and translational research.

He co-founded Scientific Learning an education software company based on the neuroscience of learning. The company started as a technology transfer from UCSF Medical Center and Rutgers University. He has extensive experience in contract research (NIH) as well as a co-developer on at least a dozen software titles.

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