After only four months of twice daily program use,
eighty-three 2nd, 3rd, 4th and 5th grade students (BAM), all
with Dyslexia, ADD/ADHD and other Non-Specific Learning
Disabilities had, on average, a 75% greater amount of reading
progress as compared to a control group of non-learning
disabled students from the same grades. According to the
school principal, learning disabled children typically
progress in reading ability only 25% to 50% the amount of
non-learning disabled students over the same period of time.
Showing a 75% greater improvement, with everything else being
equal, shows substantial and significant progress as a result
of performing Learning Breakthrough activities. All students
were tested before the program began in January 2004. After
re-testing in May, the non-LD control group of students showed
a 45% increase in the percentage of correct test scores
compared to test results from December 2003. The LD students
who participated in the Learning Breakthrough Program, showed
a 121% increase. This is an amazing reversal!
Here are a few examples of the dramatic progress
experienced by some of the students. "Of sixteen 3rd grade
pupils, who were at risk of failing the state reading test, 9
passed during their first attempt and 3 more passed on the
second attempt. One fifth grade child was only able to master
6 spelling words weekly after intensive studying before
starting the program. Now this child is mastering 12 words
during pre-tests and rarely has to study the words. He appears
to have had the words in memory but failed to transfer the
information into workable material. One autistic child, who
was withdrawn before starting the program, is now known as a
chatty, outgoing young boy. He visits up and down the hallways
now whereas before he was very much to himself. We are so
thrilled with these early results; we intend to have the
entire 3rd grade (130 pupils, learning disabled and
non-learning disabled) follow the program for the entire
school year, beginning in September. Third grade students must
pass the state reading test in order to be promoted,
therefore, it’s critical that this grade level is targeted."
says Mrs. Ratliff, principal of C. L. Milton Elementary School
in Laredo, Texas.
Mrs. Ratliff also used the program at home with her son,
who improved 2 years of reading level after only 6 months of
program use. He was a third grader at the time, labeled gifted
and talented, but in danger of failing the state reading test
and thus being retained due to reading deficiencies associated
with dyslexia. He passed both the reading and math state tests
on the first attempt in spring 2004.
"I had looked at everything I could find, and the balance
and sensory exercise Learning Breakthrough Program made sense
to me, so much so that I took the leap and put it in my
school. My goal was to help other parents who I knew from
experience were as frustrated as I was and who were
additionally desperate to help their children succeed. It’s
devastating to see you’re your own child depressed,
frustrated, and losing self-esteem by the minute. The same
thing had been happening to many children in my school and I
just couldn’t sit by and do nothing to help them," said Mrs.
Ratliff.
Maximum and lasting results need 9 to 12 months of
consistent and proper use. Mrs. Ratliff was told by Learning
Breakthrough LLC not to expect too much with only 4 months
use. However, the data from before and after reading tests
were astounding. The program, testing, data capture and
analysis were all administered and compiled by school
personnel.
The Learning Breakthrough Program, which was first
published in 1982, was revised in 2003 to be easy to use by
the average parent. It is best-used one on one, parent to
child. However, not all parents can or will take the 15
minutes, twice each day to work with their child. The next
best thing is a group program in the schools, just like the
one at C.L. Milton Elementary School in Laredo, Texas.
