“What makes this program different from others is that Carol has the research and the data to backup its effectiveness. The research on the association between working memory and academic achievement makes this program an ideal choice for sharpening a student’s academic skill. As a father, uncle, teacher, and educational researcher, I would recommend this program to any parent seeking to build the learning capacity of their child’s brain.”
John Almarode, Ph.D.
Department of Early, Elementary, and Reading Education
James Madison University
Listed below are research studies and articles related to cognitive development.
Case Studies Equipping Minds cognitive development training in learners with neurodevelopmental disorders: Case studies Dr. Carol Brown
EQUIPPING MINDS INCREASES VERBAL AND NONVERBAL ABILITIES, IQ, AND ACADEMIC SKILLS
This research design was a true quantitative experimental study of the effects on working memory when applying the Equipping Minds Cognitive Development Curriculum (EMCDC) among learners diagnosed with specific learning disorder (SLD). A school who serves learners with a specific learning disorder (SLD) initiated contact with Equipping Minds, which allowed access to the population sample. Thirty-two participants in 4th through 8th grade were randomly allocated into an Active Control and a Training Group. READ MORE HERE Dr. Brown’s research has been accepted for publication for April 2018 in an international medical journal.
Increase Cognitive Abilities Cognitive development curriculum increases verbal, non verbal, and academic abilities Dr. Carol Brown
Visual Processing: Phonemic Awareness Research :Visual Processing Ability: Early Predictor Of Inferential Language And Phonemic Awareness Ability Leanna Rowlette
You can read Dr.Brown’s doctoral dissertation by clicking on the link below:
Equipping Minds To Learn Four Year Case Study with a learner with Down syndrome
The principal could not believe this had happened. Until this time, Marie had made minimal progress and her academic test scores had remained static from third to fourth grade. The change in these scores had been achieved over the last nine weeks through one-on-one cognitive developmental exercises for enhancing processing, working memory, comprehension, and reasoning, which was divorced from academic content. Previously, she had received the standard interventions: remediation of content, learning strategies, and accommodations. These may have short-term benefits, but were not targeting the underlying cognitive deficits in processing and working memory, which would increase her cognitive abilities.