Master The Code

"REWIRING" THE BRAIN

to help solve learning problems

Master the Code

Reading and Spelling

The future career choices of many young Americans are compromised because they do not read well enough to meet the demands of a competitive, technology-driven society.

For students with reading and/or spelling problems, Master the Code is added to the PACE training sessions in order to:

rebuild the student's reading system
put and end to poor reading habits
embed spelling "codes" to an automatic, subconscious level
achieve the most rapid mastery of reading and spelling

Master the Code students average over 4 years improvement
in deficient reading skills.

Dyslexia

Dyslexia is a language-based learning disability. The symptoms include problems with reading, spelling, writing and pronouncing words.

"Dyslexia" is derived from the Greek:
dys - poor or inadequate
lexis - words or language

Fortunately, cognitive skills training can correct the different types of problems that prevent students from reading efficiently. PACE training helps students to improve:

phonemic awareness (the ability to identify, separate, blend, and analyze the phonemes of language - the smallest units of sound)
difficulty with reversals (confusing "b" and "d", "was" and "saw", or "bird" and "brid")
comprehension skills
organization skills

Therefore, PACE cognitive training can prevent reading and writing problems in a very young child (around first grade). But if a student is already experiencing difficulty with reading, writing, and/or spelling, then Master the Code must be added to the PACE training in order to overcome these difficulties.

What to expect from Master the Code:

MTC teaches the student to automatically decode the 43 phonemes (smallest units of sound) of the English language. Students show a marked improvement in reading fluency and spelling ability upon completion of the training program. The ability to apply the sound codes to pronounce unknown words (word attack skills) is another obvious improvement upon completion of training.

You can expect your child to continue to make some spelling errors after MTC training has ended. The difference is that the misspelled words will be easily understood by others reading their work. For example, writing “auther” for “author” demonstrates that the student knows how to accurately sound out the word. The spelling “er” is indeed one correct way to spell the /er/ sound, therefore anyone reading it can pronounce this word correctly and know what word was intended. With reading experience, the student will learn the proper spelling of words with sounds that have more than one possible spelling. So, with reading practice, the frequency of these errors will decrease over time.

The true results of Master the Code will be seen within six months to one year after completion of the program. Learning to spell is a process. MTC provides the tools necessary to spell most words automatically, and to make an educated guess when uncertain about the spelling of more difficult words. Instead of random guessing (like many students do prior to PACE and MTC training) the student knows which spelling is most common for a sound. If he learns that a word is misspelled, he knows all of the other correct ways to spell that sound and which ones are used more frequently than others. This results in a logical approach to spelling unfamiliar words.

For example: A student might turn this in to her teacher: "I'm doing my report on a famous speach made by Abraham Lincoln." She did misspell the word "speech" but she used the most common spelling for the /ee/ sound. When made aware of the error, she would know to try "ee" next because it is the second most common spelling for the /ee/ sound.