Research

Background

28 students (aged 13-17) were divided into three groups.

Group 1: 10 students diagnosed with dyslexia, receiving remedial education and auditory stimulation (Johansen IAS).

Group 2: 10 students diagnosed with dyslexia, receiving remedial education but without auditory stimulation.

Group 3: 8 non-dyslexic students.

The groups were matched on age, gender, I.Q., reading comprehension and mathematics/ calculation.

Significant differences were present between Groups 1 & 2 and Group 3 in technical reading (decoding) and spelling.

Methodology

Group 1 students listened to individually customised Johansen IAS CDs for 10 minutes per day, 5 days a week over a period of 15 to 18 months.

A battery of assessments was carried out on all three groups before and after Group 1 received auditory stimulation (Johansen IAS) and again on Group 1 10 months after completion of the programme. The skills tested included:

• Technical Reading (decoding)
• Reading comprehension
• Spelling
• Writing/ Copying
• Visual Memory
• Auditory Memory
• Phonemic Analysis
• Rapid Naming
• Pure-tone monaural and binaural listening audiometry
• Dichotic listening

Parent and Student questionnaires were also completed

Results

Immediately following Johansen IAS statistically significant improvements were seen in Group 1 compared to Group 2 and Group 3 students in:

• Technical Reading
• Spelling
• Phonemic Analysis
• Visual Memory
• Rapid Naming
• Audiometry

At follow-up 10 months later improvements were seen (some of which were statistically significant) in:

• Reading comprehension
• Writing/ copying
• Auditory Memory

Parent and student questionnaires reported improvements in attention and coordination.