Scientific Mind & Brain Study

relevant to how every child can read and write error free

I developed a teaching concept, based upon a visual approach which enables children to become proficient in learning vocabulary. Now my aim is to obtain scientific data to verify it’s effectiveness.

This is a scientific mind and brain study relevant to how every child can read and write error free including children who have reading and writing challenges (RWD) or have been labeled as Dyslexic. We are using Human-Computer Interface Technologies (HCI) and the Nicolay-Learning-Concept (NLC) to develop a Neurofeedback-Software and a device which will support children to read and write error-free.

 

This study intends to

verify that we are able to use Neurofeedback to gain information similar to MRI imaging, about the areas of the brain that every child utilizes. And we can detect and measure that different areas of the brain are utilized by reading and writing disabled children versus children who are proficient.

The before and after HCI images will show that a child with RWD is able to retrain their mind to use the same areas of the brain that children who write error-free use. And these children will show a significant increase in both comprehension and reading and writing skills.

Once we have proven that this is possible, we will produce a device that can be used during the acquisition of reading and writing skills.  In school, homework and Dyslexia Therapies.

Every child has and will have the ability to learn how to read and write error free. 

 

Explanation to the study

The brains / mind of people proficient in reading and writing see known words like a picture. While people with reading and writing challenges, or Dyslexia, utilize a phonetic-based thinking strategy. To label people with reading and writing challenges as having some kind of disorder is inaccurate. The reality is they that they have not yet been supported to become aware of how those who are proficient in reading and writing use their mind. Every child has the ability to learn how to become proficient in reading and writing if they are instructed to utilize a visual-based thinking strategy.

The teaching concept I have developed supports children to become aware of their individual thinking strategy, compare it to the strategy of children proficient with error-free reading/writing, and then utilize their mind to obtain the same results.

The concept I have developed and used extensively for many years has proven to be very effective, yet it needs scientific data to persuade more schools and teacher training institutions to utilize Nicolay-Learning-Concept in school classrooms and tutoring environments. Thus, I am requesting that you and your team consider supporting this study. Please see details below for an overview of the study.

The aim of the study is to demonstrate with concrete data that every child has the ability to become proficient in reading and writing if they are instructed to utilize a Nicolay-Learning-Concept.

 

Overview of the study

The study would consist of 3 SETS  &  2 GROUPS of children:

Group A children would be already proficient in reading and writing

Group B children would be those labeled Dyslexic or have experienced reading/writing disabilities

 

SET 1

  • Both sets of children will be presented with 10 unknown vocabulary words, and asked to read and store them in their minds with the intention of writing them down.
  • Each unknown word is visually presented to the children. 
  • Then the same unknown word is orally/phonetically sounded out to the children.
  • The brain activity during this process will be monitored and documented by using t by using human-computer-interface technologies (HCI).
  • Both sets of children will be asked to write down the words on paper.
  • The brain activity during this process will be monitored and documented by using human-computer-interface technologies (HCI).
  • The error rate of the written words will be evaluated.

SET 2:

 

The Group B children will be instructed to utilize the Nicolay-Learning-Concept (NLC) to store seen

words as an image in their mind and to use this mindset to read and write words error free.

 

SET 3:   Note this is the same setup as SET 1

  • Both sets of children will be presented with 10 -NEW- unknown vocabulary words, and asked to read and store them in their minds with the intention of writing them down.
  • Each unknown word is visually presented to the children
  • Then the same unknown word is orally/phonetically sounded out to the children
  • The brain activity during this process will be monitored and documented by using t by using human-computer-interface technologies (HCI).
  • Both sets of children will be asked to write down the words on paper.
  • The brain activity during this process will be monitored and documented by using human-computer-interface technologies (HCI).
  • The error rate of the written words will be evaluated.

The aim of the study

is to demonstrate with concrete data that every child has the ability to become proficient in reading and writing.

The Group B children, instructed to utilize the Nicolay-Learning-Concept (NLC),  will show a significant decrease in reading and writing errors.

EEG date will show that Group B children using now the same brain hemisphere as the children in Group A, who are proficient in reading and writing.

 

We will produce a Neurofeedback-Software and a device to support children in reading and writing classes to significant increase in both comprehension and reading and writing skills.