the science

Research-Based Intervention

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Neuroplasticity: the brain's ability to rewire pathways. A relatively-new discovery that enables the science behind our programs.

We don't realize neuropathways are being built when it happens. It simply does—crawling, walking, touching, tasting, falling. The list could go on infinitely. Every single way you interact with the environment around you creates pathways in your brain specific to you.

When we experience something new we form a new pathway.  We literally change the shape of our brain when learning new skills.

However, sometimes in development, we don't form a pathway we should. It could be that we lack a physical skill (poor eye sight, bad hearing, physical disabilities, etc.) that prevents a certain cognitive skill from developing to its full potential. Other times we didn't encounter the type of stimulus we needed enough to build correct and strong neuropathways during key development periods. Learning disabilities can be cause for many reasons, yet they are all caused by weaknesses in certain cognitive skills that prevent us from functioning at our best.  Often we are not remotely aware of our specific cognitive and physical weaknesses. 

fast forword

The uniqueness of Fast ForWord stems from the research and science behind it.  Researchers used functional MRI technology to clearly show the reading areas of the brain ofdyslexia students before using Fast ForWord and then showing those same reading areas being activated after completing Fast ForWord.  The evidence overwhelmingly demonstrates student's improvement in all academics, not just reading.  Fast ForWord is the most comprehensively researched intervention of its kind in the world. It's pretty hard to argue with the top researchers at Stanford and Yale.

the science of reading

The Science of Reading (SoR) is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more.


The way the brain learns to read is backed by decades of research. Our brains are hardwired to learn to speak, but not to read. To learn to read, students need to be able to do two things: decode written words and comprehend what those words mean. This requires explicit, systematic instruction and practice over time.


In the field of education and teacher preparation, the science of reading is important because understanding the cognitive processes that are imperative for successful reading acquisition has the potential to translate into successful reading instructional practices.


Decades of scientific research have identified five essential components of effective reading instruction for young children: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Research has also demonstrated the importance of content knowledge and writing on students’ reading success.

Orton-Gillingham is an approach to reading instruction that encompasses best practices for students with dyslexia and has been found to be beneficial for all students. Simply stated, The Science of Reading is the “why” and systematic reading instruction is the “how”. 


Mind Discovery has 25 years experience in Orton-Gillingham instruction.

Student in the reading room