Learning is like building a house. The first step is to lay a foundation. Unless there is a strong and solid foundation, cracks will soon appear in the walls, and with no foundation, the walls will collapse.
In the same way one needs to lay a proper foundation before it becomes possible for a child to benefit from a course in reading, writing and arithmetic. If this foundation is shaky, learning “cracks” will soon appear.
Simply put, Edublox is a system of cognitive exercises, aimed at building a strong and solid foundation for learning.
Foundational skills should not be confused with processes, strategies or techniques. The difference between these can be explained by using the game of basketball as example. In order to be a basketball player, a person first has to master the foundational skills, e.g. passing, dribbling, defence, and shooting. Only after that can he be taught strategies or techniques.
Edublox develops and automates the foundational skills of reading, spelling, writing, mathematics and the skills required in the learning of subject matter. A list of the most important foundational skills addressed by Edublox includes:
- Attention and concentration
- Accurate perception
- Visual discrimination of colour, foreground-background, form, size, and position in space
- Visual analysis and synthesis of position in space
- Auditory discrimination of foreground-background, and position in time and space
- Auditory analysis and synthesis of position in time and space
- Decoding and integration of information
- Visual closure
- Visual, auditory, sequential, iconic, short-term, long-term and working memory
- Reasoning and logical thinking.
Edublox also offers application in the form of reading, spelling, vocabulary and comprehension exercises in our language-based classes and the understanding of terminology, mental arithmetic, word sums, reading time, etc. in our maths-based classes.
Edublox is multisensory
It is said that people not only learn at different rates, but also in different ways. Some learners want their teacher or lecturers to write everything on the board. Others prefer to listen. Some like to sit in small groups and discuss a question; others like to listen to a lecture, translating it into pictures or doodles in their notebook. Such individual learning preferences are known as learning styles.
Learning styles are generally divided into three categories: (1.) visual learners, who need to see it to know it, (2.) auditory learners, who need to hear it to know it and (3.) tactile/kinaesthetic learners, who prefer a hands-on approach.
Although there is some value in adjusting to a preferred learning style, we should not overlook that a child must be prepared for the real world and real time. “In the real world, and real time, learning styles theory is often an academic luxury,” writes James Atherton in an article entitled Learning styles don’t matter. Therefore it is essential to teach a child a versatile learning approach from a young age, which means that he will be able to use multiple senses when learning. We must not improve only his strengths, but also his weaknesses.
There is no doubt that a person’s weaker senses can be improved. A blind person, being deprived of sight, usually develops all the other senses to a remarkable degree. To learn to read Braille, for instance, his tactile sense must be developed to a remarkable degree. This fact is important because it shows without the help of complicated tests that every sense can be developed and improved.
By learning to use all his senses, the learner’s ear will eventually come to the aid of his eye, and his hand to the aid of his ear, thereby opening three channels to his mind instead of only one.
Edublox is multisensory and addresses the visual, auditory skills and tactile/kinaesthetic skills of a learner — all at once.
Based on solid learning principles
The first learning principle is that human learning does not take place on a single level, but is a stratified process. This characteristic is worldwide accepted as a didactic principle. The way in which the school system throughout the whole world is organised is an acknowledgement of this. One cannot send a child to university first. He must start in the first class and then progress year after year to the higher levels of education. Unless he has mastered a sufficient amount of the learning material presented to him in one year, to form a firm enough base on which to build the knowledge of the following year, he will not make progress in the next class.
Another simple and practical example is the fact that one has to learn to count before it becomes possible to learn to add and subtract. Suppose one tried to teach a child, who had not yet learned to count, to add and subtract. This would be quite impossible, and no amount of effort would ever succeed in teaching the child to add and subtract. This shows that counting is a skill that must be mastered before it becomes possible to learn to do calculations.
In the same way, there are also certain skills and knowledge that a child must have acquired first, before it becomes possible for him to benefit from a course in reading.
Based on 30+ years of research and practical experience
Over the last 30+ years, Edublox has helped more than 150,000 people in approximately 40 countries to read, learn and achieve through home kits and learning clinics internationally.
It all started as a school readiness program with only a few cognitive exercises in 1979. Purely as an experiment, in 1980, the program was used for a learning-disabled child who completely overcame his learning difficulties as a result. Over many years, in a quest to perfect the programme and later programmes, our team has done extensive research on learning, learning principles, brain development and neuroplasticity.
School results define our success. Annually, since 2010, we have been requesting Edublox clients, long-term and new, to complete an online survey to help us measure our performance. In our latest survey the key question, “Did your child’s academic performance improve at school?” received a 94% positive rating.
Our other 670+ documented successes include research from Singapore in 2014 with 27 Grade 6 learners and a matching control group. The results were analysed by the CEA in the Faculty of Education at the University of Pretoria, and showed a statistically significant improvement in focused attention over a period of five days (18 hours of training). Over and above the effect size is large.
The experimental group in Dr. Jaidan Mays from the University of Johannesburg’s study showed an improvement of 1.3 years in visual memory and 1.5 years in visual sequential memory, after receiving intensive Edublox training over a five-day period (22.5 hours hours of training).
Dr. Lee DeLorge in Ohio tested 67 students aged 5 to 18 with ADHD, dyslexia, dyscalculia and non-specific learning disabilities. The processing speed of 94% of the learners improved significantly:
* 35 ADHD students: 52.45% combined increase (37.24% pre-test avg/89.69% post-test avg);
* 13 dyslexic students: 46.76% combined increase (41.31% pre-test avg/88.07% post-test avg);
* 2 students with dycalculia: 57.38% combined increase (39.76% pre-test avg/97.14% post-test avg);
* The remaining students were non Specific LD: 64.14% combined increase (30.40% pre-test avg/94.54% post-test avg).
A long-term study of 60 deaf learners in Grades 1-3, who did Edublox daily for a year, demonstrated a significant increase in reading and spelling performance, as compared to the control group. Another study at the University of Pretoria by Dr. Wynand de Wet found an increase in non-verbal IQ scores of 11.625 in deaf children after 27.5 hours of Edublox instruction, which was confirmed by our own trials of hearing children: an improvement of 5.6 in verbal IQ and 12.5 in non-verbal IQ after 40 hours of instruction.