Research

It was a long-held theory that the each of us was born with a certain amount of
brain cells. It was believed that the connections between the brain’s neurons were all developed in just the first few years of life. Hence, the term “hardwired” was coined to refer to the brain after this point in time. However, after two decades of research to the contrary, it has been discovered and proven that the brain never stops growing and changing. The brain can and does have the ability for new neuronal growth. This process is called neurogenesis. It is the original “use-it-or-lose-it” organ. In fact, as stated in the July 2000 issue of “Brain Briefings” published by the Society of Neuro-science, it was noted that “. . .some research suggests that special brain exercises can tap into the brain’s adaptive capacities and help people overcome certain language and reading problems.” It goes on to say, “Individuals with the reading disability dyslexia, are one group that may benefit from these exercises. Studies show that different types of training techniques sometimes can improve dyslexics’ poor reading skills. Many scientists believe that these techniques rework failing language processing networks.”

These same exercises also make changes to the pathways in the brain enabling the student to develop focus and attention skills. It was reported on CBS Sunday Morning, “As science learns more about the brain’s capacity to rewire itself, instead of using drugs, doctors may increasingly try teaching old brains new tricks.”

The ability to exercise the brain and develop new pathways is the core of the program at Learning Pathways. The research and its findings in the last twenty years went into the development of the sensory-rich exercises which retrain the brain and create lasting solutions. As UCLA pediatric neurologist Dr. Donald Shields has said, “If there’s a way to compensate, the developing brain will find it.” Learning Pathways is dedicated to helping the brain find and implement what it needs.

These neuronal changes are critical for a student with dyslexia to develop new ways for the brain to process the information being presented. Once these neuronal pathways are developed, they never revert; hence, the permanent learning occurs.

 

 

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