What is the required Cognitive Skill Builder program?
The Cognitive Skill Builder training program used at The Reading Lab is a continuum that begins with
strengthening the foundational cognitive skills of memory, attention, processing, and sequencing and
continues through to the foundational reading skills of vocabulary, phonemic awareness, decoding,
fluency, and comprehension.
This therapeutic program employs patented software especially designed using the principles of
neuroscience to build an individual's learning capacity.
What exactly do you mean by 'designed with neuroscience
principles' ?
Neuroscience, or brain research, has made huge strides over the past 30 years. Here are a few of the
facts we currently know:
It is with this knowledge, and more, that the program was developed. By following the prescribed
protocol for its use, this technology is actually rewiring the brain to be more receptive to
learning.
How do you know it really works?
We know through the results of continuous research. Since its origins in university labs, scientists have
continuously tracked the gains resulting from students using the program. To date, there are thousands
of research studies tracking students all over the world. And The Reading Lab continues that research
by testing students before and after their training. Just this summer, students grew an average
of 2.3 years in reading comprehension as measured by Gray Oral Reading Test (GORT-
4) and Wechsler Individual Achievement Test (WIATT-II).
In addition, the independent research conducted by Stanford University has used brain imaging to
document that after using the program, areas of the brain that were weak prior to use, were activated
(turned on) after product use.
Who can benefit from training?
Anyone can benefit from the training offered at The Reading Lab, because the programs work to
strengthen cognitive and auditory processing skills, therefore, we can all benefit from its use.
Research has clearly proven that all types of learners benefit from training:
Participants have had profound life changing results from using the programs.
What is auditory processing and why is it important?
Auditory processing is the term used to describe what happens when your brain recognizes and
interprets the sounds around you. Humans hear when energy that we recognize as sound travels through
the ear and is changed into electrical information that can be interpreted by the brain.
How quickly can we expect results?
It depends on the individual's goals. The brain needs a certain amount of repeated stimulation in order
to remember new information and to integrate it for functional use. These frequent, intense training
experiences help the brain to change. Some see results in a few weeks, others require a few months. On
average, it takes at least 40 hours of training to obtain desired results.
Besides reading, what other programs do you offer?
Some children may require preparatory listening training to help make the brain available for more
intensive training. We have added a music-based auditory stimulation listening program for that
purpose. This program is done at home, listening to specially recorded music which uses patented neuro-
sonic technology treatments.
In addition, we have programs for developing reading fluency, comprehension, word skills, speed
reading, and math and grammar fitness. All of these additional programs were selected because of their
solid research base and proven results.
The Cognitive Skill Builder training program used at The Reading Lab is a continuum that begins with
strengthening the foundational cognitive skills of memory, attention, processing, and sequencing and
continues through to the foundational reading skills of vocabulary, phonemic awareness, decoding,
fluency, and comprehension.
This therapeutic program employs patented software especially designed using the principles of
neuroscience to build an individual's learning capacity.
What exactly do you mean by 'designed with neuroscience
principles' ?
Neuroscience, or brain research, has made huge strides over the past 30 years. Here are a few of the
facts we currently know:
- The brain can increase its capacity to learn over a lifetime. Which means you really can 'teach an
old dog new tricks'. - Language acquisition at an early age has a direct connection to how your brain develops its ability
to read. - How well you process sounds, or the smallest part of a word (phonemes) such as "ba" in the word
bat, will directly affect your ability to associate sounds with letters. - Certain conditions, such as positive reinforcement, encourage learning.
- Neural circuits are continuously redefined through experience and learning.
It is with this knowledge, and more, that the program was developed. By following the prescribed
protocol for its use, this technology is actually rewiring the brain to be more receptive to
learning.
How do you know it really works?
We know through the results of continuous research. Since its origins in university labs, scientists have
continuously tracked the gains resulting from students using the program. To date, there are thousands
of research studies tracking students all over the world. And The Reading Lab continues that research
by testing students before and after their training. Just this summer, students grew an average
of 2.3 years in reading comprehension as measured by Gray Oral Reading Test (GORT-
4) and Wechsler Individual Achievement Test (WIATT-II).
In addition, the independent research conducted by Stanford University has used brain imaging to
document that after using the program, areas of the brain that were weak prior to use, were activated
(turned on) after product use.
Who can benefit from training?
Anyone can benefit from the training offered at The Reading Lab, because the programs work to
strengthen cognitive and auditory processing skills, therefore, we can all benefit from its use.
Research has clearly proven that all types of learners benefit from training:
- Gifted and talented learners
- Average to above average readers
- Below average, at-risk learners
- Limited English speakers
- Language learning disabled
- Children with ADHD, dyslexia, high-functioning autism, CAPD, or other listening, language, or
processing disorders - All grade levels
Participants have had profound life changing results from using the programs.
What is auditory processing and why is it important?
Auditory processing is the term used to describe what happens when your brain recognizes and
interprets the sounds around you. Humans hear when energy that we recognize as sound travels through
the ear and is changed into electrical information that can be interpreted by the brain.
How quickly can we expect results?
It depends on the individual's goals. The brain needs a certain amount of repeated stimulation in order
to remember new information and to integrate it for functional use. These frequent, intense training
experiences help the brain to change. Some see results in a few weeks, others require a few months. On
average, it takes at least 40 hours of training to obtain desired results.
Besides reading, what other programs do you offer?
Some children may require preparatory listening training to help make the brain available for more
intensive training. We have added a music-based auditory stimulation listening program for that
purpose. This program is done at home, listening to specially recorded music which uses patented neuro-
sonic technology treatments.
In addition, we have programs for developing reading fluency, comprehension, word skills, speed
reading, and math and grammar fitness. All of these additional programs were selected because of their
solid research base and proven results.
Frequently Asked Questions
About the Programs Used At The Reading Lab
About the Programs Used At The Reading Lab
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Paula A. Tallal, Ph.D., a director of
Scientific Learning Corporation, is
also a Board of Governors’ professor of
neuroscience at Rutgers, The State
University of New Jersey, where she
helped found and currently co-directs
the Center for Molecular and
Behavioral Neuroscience.
Scientific Learning Corporation, is
also a Board of Governors’ professor of
neuroscience at Rutgers, The State
University of New Jersey, where she
helped found and currently co-directs
the Center for Molecular and
Behavioral Neuroscience.
