Research

The dEcode® system of teaching reading is supported by the latest research on brain development. Current studies show that reading occurs in a part of the brain different from the section where emergence of language occurs, and thus must be taught in a different way. This is central to the way that the order and combination of sounds is presented in ABC dEcode®.

According to the Council For Early Child Development, there is increasing evidence that experience-based brain development in the first years of life sets neurological and biological pathways that affect lifelong health, learning and behaviour.

Through extensive pre- and post-testing, it was discovered that the ABC dEcode® method did much more than merely help the individual to read. It affected the underlying auditory and visual processing deficits that prevented the onset of “reading”. Additionally, ABC dEcode® addresses the processes that affect sequential learning, language, speech, and visual focusing, enabling the individual to succeed in more comprehensive academic and social areas, not just reading alone.

A pilot study determined that ABC dEcode® is a stand-alone product. Testing was administered by trained facilitators with children in St. Catherines over a period of 3 months. The students who were given ABC dEcode® outperformed the control students who used other remedial methods at the same time.

This has been further reinforced by a study that will be presented in April 2009, at the Society for Research in Child Development, and will demonstrate that the dEcode® remedial program is effective because it addresses both auditory and phonological processing skills (download abstract). Our system dramatically improves phonological awareness and reading skills in children who have had persistent and profound difficulty in reading. We also have dramatic case studies that indicate that the system works as well with adults with severe reading difficulty.

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Research