Neuroscience- Based Dyslexia Interventions
Bright child. Slow reader. There is a reason.
Many children with dyslexia understand ideas easily but struggle with the mechanics of reading.
Slow decoding, fatigue, and frustration can make learning feel exhausting.
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NeuroLearning programmes strengthen the brain systems behind reading, processing and attention using structured neuroscience-based interventions.
Does this sound familiar?
Your child may:
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• Be bright and curious
• Understand stories when read aloud
• Struggle to follow verbal instructions
• Read slowly despite trying hard
• Become frustrated with homework
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These patterns are common in children with dyslexia and related learning differences but they are not caused by lack of intelligence or effort. They often reflect differences in how the brain processes language.
Why traditional tutoring often fails
Many children practise reading repeatedly but still struggle. This is because reading depends on several brain systems working together:
• Auditory processing
• Language processing
• Phonological awareness
• Working memory
• Processing speed
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If these systems are inefficient, practice alone can feel exhausting. NeuroLearning programmes target the brain systems behind learning..​
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NeuroLearning programmes target the brain systems behind learning, not just the symptoms on the surface.
Evidence behind the pathways
The NeuroProcessing pathway uses the established Fast Forward programme - Targets the four cognitive skills at the root of most reading difficulties — working memory, attention, processing speed and sequencing. Backed by 300+ research studies and validated by Stanford, Harvard, Cornell and Rutgers universities.
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The NeuroLiteracy pathway uses the recently developed Neuralign programme - Simultaneously targets auditory, visual and vestibular processing — the underlying systems that proficient readers use efficiently. Poor readers use less efficient neural pathways for the same tasks.
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The NeuroAuditory pathway uses the established Forbrain programme - Research shows 70% of children with dyslexia have an underlying auditory processing disorder — meaning their brain struggles to distinguish speech sounds rapidly enough for reading to develop normally.
Why Some Children Continue to Struggle After a Dyslexia Diagnosis
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A diagnosis explains why reading is difficult, but it does not automatically change the underlying brain processes involved in reading.
Some children need support to strengthen:
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phonological processing
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working memory
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auditory processing
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reading fluency and automaticity
Neuroscience-based programmes can help develop these systems.
The NeuroLearning Pathways
Every child's brain profile is different. Our programmes are organised into pathways depending on the barrier identified during assessment.
NeuroProcessing
Programme: Fast ForWord
For language processing and reading foundations.
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For children whose brain struggles to process language quickly enough to support reading. Fast ForWord targets the root cause, not just the reading difficulty on the surface.
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BEST FOR CHILDREN WHO:
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Struggle to follow spoken instructions
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Frequently say "what?" after being told something
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Read slowly despite targeted teaching
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Have poor phonological awareness
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Show working memory strain in class
WHAT IT STRENGTHENS:
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Auditory processing
Phonological awareness
Working memory
Processing speed
Attention
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1–2 years
average reading gain in 40–60 hours. Backed by 300+ research studies. Used by 3 million+ children in 45 countries.
NeuroLiteracy
50%
improvement in reading fluency in 10 weeks. Carleton University study — 116 students, statistically significant results at 95% confidence.
Auditory and Speech
NeuroAuditory
Programme: Forbrain
For speech, auditory feedback and phonological awareness.
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For children whose brain struggles to process the sounds of speech clearly. Forbrain uses bone conduction to enhance the child's own auditory feedback loop — strengthening the foundations of reading and language.
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BEST FOR CHILDREN WHO:
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Struggle with speech clarity or sound articulation
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Have weak phonological awareness
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Struggle with verbal memory and recall
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Lose focus quickly when reading or listening
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Have auditory processing difficulties
WHAT IT STRENGTHENS:
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Auditory awareness
Phoneme processing
Short-term memory
Attention
Speech fluency
25%+
improvement in reading, comprehension and phoneme awareness. University of La Rioja, 2015.
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Programme: Neuralign
For reading automaticity and fluency.
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For children who can decode words but find reading slow and exhausting. Neuralign builds the neural pathways that allow reading to become automatic, so it takes less effort.
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BEST FOR CHILDREN WHO:
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Read accurately but slowly and with effort
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Re-read lines or lose their place on the page
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Find reading tiring, even short passages
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Understand when listened to but not when reading
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Avoid reading aloud
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WHAT IT STRENGTHENS:
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Reading fluency
Visual processing
Eye movement control
Comprehension
Working memory
Reading fluency
Research on NeuroProcesssing
Why we've chosen NeuroProcessing Pathway as the Flagship Offer
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RESEARCH STAT
Students average 1–2 years of reading gains in just 40–60 hours of use. An independent Nevada Dept. of Education study found Fast ForWord outperformed 23 other widely-used reading programmes.
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BRAIN SCIENCE
fMRI studies show new neural activation in language regions in every student who used Fast ForWord. After 8 weeks, children with dyslexia developed brain activity patterns resembling strong readers.
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CREDIBILITY
Meets ESSA's highest standard of "Strong Evidence." More What Works Clearinghouse studies than any other reading intervention. Research-Based Design Product Certification from Digital Promise.
How NeuroLearning Works
Assessment
Identifies the cognitive barrier behind your child's learning difficulty.
Matching
We match your child to the correct NeuroLearning pathway.
Training
Short daily training sessions completed at home.
Monitoring
Progress is tracked, reviewed and reported at clinical meetings.
Intervention is matched to profile, not selected at random.
Clear plan. Clear expectations. Clear progress.
Created by dyslexia specialist Laura Gowers
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After more than two decades in education and assessing hundreds of children with dyslexia and learning differences, Laura recognised a major gap.
Families often receive a diagnosis but are left unsure what to do next.
NeuroLearning programmes were developed to provide structured support after diagnosis.
Laura
