The Effects of Using the Neurological Impress Method on Four Learning Disabled Students

Abstract

The purpose of this study was to look at the effects of using the Neurological Impress Method to improve reading fluency and word accuracy in four learning disabled fourth graders from a rural school district in Western New York. All of the subjects were recommended for primary instruction in reading by their previous year's special education teacher. Two of the four subjects had expressive language difficulties and were receiving speech services three times per week. Subjects self-selected books based on their reading interests. Each child participated in over 40 sessions with the researcher in a one-to-one format, five days a week, in 10 minutes sessions, over a period of three months. Results of the study indicated at least a doubling of word rate per minute for each student and an increase in word accuracy for all subjects. Teachers and parents have reported an increase of the students' self-confidence while reading as well as the number of books being read independently at home and in school. Profiles developed by previous researchers of students who would most likely benefit from the Neurological Impress Method were confirmed by this study and may prove useful for classroom teachers.