Increasing evidence suggests that improvements in cognitive functioning have a positive impact on academic performance
RESEARCH STUDIES
Improving Oral Reading Fluency
Our latest data demonstrates a statistical relationship between improvements in TCI and improvements in Oral Reading Fluency, helping students to close the achievement gap with typical learners.
Targeted Cognitive Intervention (White Paper)
How can cognitive neuroscience inform educational practice? The implications of a cognitive-neuroscientific framework of reading in the brain.
A Novel Approach to Reading Fluency
John D.E. Gabrieli, research partner at Harvard-MIT Division of Health Sciences and Technology and Department of Brain and Cognitive Sciences Massachusetts Institute of Technology, discusses how Targeted Cognitive Intervention is improving reading fluency in struggling readers.
Improving Rapid Automatic Naming
Rapid Automatic Naming (RAN) refers to how quickly one can process and name aloud a series of familiar things - numbers, letters, colors, and objects. In Proust and the Squid, Maryanne Wolf writes, “Extensive research in my laboratory and around the world shows that RAN tasks are ‘one of the best predictors of reading performance’ across all tested languages.” In our latest research we show how Targeted Cognitive Intervention is improving RAN/RAS, leading to gains in single word reading.
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