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 103 results
Author Title Type [ Year(Asc)]
2017
K. Pitetti, Miller, R. Ann, and Loovis, M., Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability., Adapt Phys Activ Q, vol. 34, no. 1, pp. 1-18, 2017.
V. J. Williams, Juranek, J., Cirino, P., and Fletcher, J. M., Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia., Cereb Cortex, 2017.
X. Feng, Li, L., Zhang, M., Yang, X., Tian, M., Xie, W., Lu, Y., Liu, L., Bélanger, N. N., Meng, X., and Ding, G., Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing., Cerebellum, vol. 16, no. 2, pp. 496-507, 2017.
F. Rafie, Ghasemi, A., Jam, A. Zamani, and Jalali, S., Effect of exercise intervention on the perceptual-motor skills in adolescents with autism., J Sports Med Phys Fitness, vol. 57, no. 1-2, pp. 53-59, 2017.
G. Orosz, Péter-Szarka, S., Bőthe, B., Tóth-Király, I., and Berger, R., How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades., Front Psychol, vol. 8, p. 311, 2017.
M. Mihelčič and Podlesek, A., The influence of proprioception on reading performance., Clin Exp Optom, vol. 100, no. 2, pp. 138-143, 2017.
I. I. Karipidis, Pleisch, G., Röthlisberger, M., Hofstetter, C., Dornbierer, D., Stämpfli, P., and Brem, S., Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia., Hum Brain Mapp, vol. 38, no. 2, pp. 1038-1055, 2017.
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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.
S. Caffarra, Martin, C. D., Lizarazu, M., Lallier, M., Zarraga, A., Molinaro, N., and Carreiras, M., Word and object recognition during reading acquisition: MEG evidence., Dev Cogn Neurosci, vol. 24, pp. 21-32, 2017.
2016
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.
S. I. Dimitriadis, Sun, Y., Thakor, N. V., and Bezerianos, A., Causal Interactions between Frontal(θ) - Parieto-Occipital(α2) Predict Performance on a Mental Arithmetic Task., Front Hum Neurosci, vol. 10, p. 454, 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.
M. Gilliver, Cupples, L., Ching, T. Y. C., Leigh, G., and Gunnourie, M., Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers With Hearing Loss., J Deaf Stud Deaf Educ, vol. 21, no. 3, pp. 268-79, 2016.
S. Claro, Paunesku, D., and Dweck, C. S., Growth mindset tempers the effects of poverty on academic achievement., Proc Natl Acad Sci U S A, vol. 113, no. 31, pp. 8664-8, 2016.
T. Qi, Gu, B., Ding, G., Gong, G., Lu, C., Peng, D., Malins, J. G., and Liu, L., More bilateral, more anterior: Alterations of brain organization in the large-scale structural network in Chinese dyslexia., Neuroimage, vol. 124, no. Pt A, pp. 63-74, 2016.
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.
A. Dębska, Łuniewska, M., Chyl, K., Banaszkiewicz, A., Żelechowska, A., Wypych, M., Marchewka, A., Pugh, K. R., and Jednoróg, K., Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-Results from shallow orthography., Neuroimage, vol. 132, pp. 406-16, 2016.
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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.
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Y. Lee and Jeoung, B., The relationship between the behavior problems and motor skills of students with intellectual disability., J Exerc Rehabil, vol. 12, no. 6, pp. 598-603, 2016.

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