Hardy Brain

 
 
 
 

Research on Our Methods

Research Summary

In this 2011 study, we partnered with researchers at California Lutheran University. 

 

The Students:

  • 54 students

  • Grades 2-8

  • Before: Struggling with academic performance and behavior

 

The Study:

  • Students went through a typical Hardy Brain Training sequence

  • Pre- and post-training ratings on behavior and school performance by teachers and parents

  • Pre- and post-tested with the Woodcock-Johnson Inventory for Reading Fluency, Math, and Processing Speed.

  • Pre- and post-tested for processing speed with the WISC Coding and Symbol Search

  • Pre- and post-tested for math skills with the Mathematics Performance Inventory.

 

The Results:

The students showed an average of:

  • 9.1 months improvement in reading.
  • 3.9 months improvement in math.
  • 1.6 years improvement in processing speed. 

 

In addition to testing gains, parents and teachers reported:

  • 35% improvement in ability to pay attention
  • 32% improvement in reading, math, spelling, and writing
  • 27% improvement in ability to organize and communicate ideas
  • 35% improvement in focus
  • 30% improvement in ability to finish work on time
  • 32% improvement in listening skills
  • 28% improvement in ability to manage frustration
  • 31% improvement in ability to finish work independently
  • 21% improvement in coordination and motor skills
  • 25% improvement in ability to work well with others
  • 31% improvement in self confidence

> 2 years' growth in processing speed

> 2 years' growth in math fluency

Study #1: Phenomenal Growth in Math & Processing Speed
Study #2: Improved Standardized Test Scores in Math & Reading 

In this 2012 study, we partnered with researchers from University of California at Santa Barbara and Boys and Girls Club of Greater Oxnard and Port Hueneme in Southern California.

 

The Students:

  • 62 students in grades 2-6

  • Students were recommended for the study by teacher or staff referral, and so the students in the study were more likely to have attention, learning, or behavioral problems.

 

The Study:

  • Students were divided into a control group, and two groups running variations on Hardy Brain Training programs.

  • All students took a pre-test and post-test to measure their growth. The tests used were:

    • Woodcock-Johnson III NU Tests of Cognitive Abilities: the Decision Speed Test and the Visual Matching Test (which measure processing speed)

    • Woodcock-Johnson III Tests of Achievement: the Math Fluency Test

  • The control group received only the basic enrichment activities that were offered as part of that after-school program

  • The Hardy Brain Training groups were taken out of the usual enrichment program for 40 minutes of Hardy training per day, for a total of 20 days

 

Results:

  • Processing Speed: 2 years + 9.5 months growth (vs. 11 months in control group)

  • Math Fluency: 1 year + 7 months growth (vs. 3.5 months in the control group)

  • Reading Fluency: 6 month's growth (vs. 1 month for the control group)

Improved Standardized Test Results

Study #3: Academic Growth and Better Behavior 

In this 2011-2012 study, we partnered with the Rio School District and Boys and Girls Club of Greater Oxnard and Port Hueneme in Southern California.

 

The Students:

  • 110 students in grades 2-6

  • Members of after-school Boys and Girls Club programs in the Rio School District, Southern California

 

The Study:

  • Students took the California State standardized test STAR to measure their proficiency at Reading and Math before and after training

 

Results:

  • Reading:

    • Before training, only 24% of participants scored “Proficient” or above on Reading

    • After training, that number raised to 35%

  • Math:

    • Before training, only 39% of Club members scored “Proficient” or above on Math

    • After training, that number raised to 55%

6 months' growth in reading fluency

  • Processing Speed:
    • 2 years + 9.5 months growth
    • (vs. 11 months in control group)
  • Math Fluency:

    • 1 year + 7 months growth

    • (vs. 3.5 months in the control group)

  • Reading Fluency:

    • 6 month's growth

    • (vs. 1 month for the control group)

  • Standardized testing:

    • Before training, only 24% of participants scored “Proficient” or above on the reading portions of state standardized tests. After training, that number raised to 35%

    • Before training, only 39% of participants scored “Proficient” or above on the math portions of state standardized tests. After training, that number raised to 55%

In addition to testing gains, parents and teachers reported:

  • 35% improvement in ability to pay attention
  • 32% improvement in reading, math, spelling, and writing
  • 27% improvement in ability to organize and communicate ideas
  • 35% improvement in focus
  • 30% improvement in ability to finish work on time
  • 32% improvement in listening skills
  • 28% improvement in ability to manage frustration
  • 31% improvement in ability to finish work independently
  • 21% improvement in coordination and motor skills
  • 25% improvement in ability to work well with others
  • 31% improvement in self confidence

Partnering with local universities, we have conducted several research studies of our methods. 

 

These studies have shown that students who go through our training make huge gains in reading, math, and processing speed abilities. Scroll down to read the full study descriptions. 

 

To summarize, we've found:

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