What is so different about the Program?
Cellfield targets learning difficulties that apply specifically to reading.
Advanced brain scanning has shown that reading difficulties have causes that include not only the auditory and language processing areas of the brain, but also the visual processing areas, in particular, the bridging areas.
Cellfield is an effective treatment, because it targets the ability to learn how to read. Those who have undertaken the Cellfield Program, usually experience a ‘step-increase’ in their reading skills and continue to improve faster than what they could have before.
Scientific evaluations of the program results have shown improvements in:
Within the first 2 to 3 weeks of working through the program!!!!
Students with reading difficulties have a rate of reading improvement that is persistently below their cognitive abilities. This is because they have problems ‘processing’ the visual symbols of our language into their corresponding sounds and then into meaning.
Brain scanning research shows that these processing problems are in three broad areas:
These problems set limits to the rate at which reading can be learned, and the ultimate level which can be reached.
Most treatment providers target only one issue, be it the auditory or just the visual. Seldom do they target both. None so far target the auditory to visual “bridging” area. The Cellfield Program is UNIQUE in this regard as it targets all three areas simultaneously by using computer science. This is why such step improvements can be achieved in as little as 2 to 3 weeks, reading ability continues to improve and at a faster rate.
Using computer aided, visual, stimulation the Cellfield Program presents a, patented, motion graphics design that is always moving over words and sentences presented on screen. This is designed to stimulate the transient vision centres in a systematic way, at all times, wherever the student focuses the screen.
The graphics are transparent for half the session and opaque for the other half. When opaque, the graphics assume an additional function by becoming a moving mask, forcing the brain to read incomplete text in between the graphic ‘gaps’. By having to fill in the “missing bits” the whole sentence is kept clearly in mind, improving reading retention.
A major portion of each session targets phonological awareness. There are ‘rhyme’ exercises with electronically stretched target words that allow students to hear the essential differences between some sounds for the first time. There are also demanding decoding and encoding exercises that force greater auditory and visual ‘visualisation’.