Small-Group verses One-On-One Educational Therapy for Struggling Readers and Writers
– by Dr. Connie Cawthon, past recipient of the Deborah Zimmerman award for exceptional scholarship

Dr. Cawthon’s research was published in the Journal of the Association of Educational Therapists (AET). Her research confirms the understanding that IQ does not correlate closely with the learning of decoding and encoding skills, but there exists a strong correlation between IQ and reading comprehension and written expression. Her research concluded that the students whose reading comprehension and written expression achievement scores equaled or exceeded their IQ did not make significant progress as a result of GET. However, those students who evidenced a gap between their IQ and achievement, whose reading comprehension and/or written expression scores were below their IQ, closed that gap and showed significant academic gains in reading comprehension and written expression as a result of GET.

Additionally, her research details one exceptional subgroup of 11 students who were placed in a GET group sharing characteristics such as ADD, Tourette syndrome and autism as well as evidenced personality compatibility. The IQs of these 11 students were all below 85 with a mean IQ of 78.36. Though this group of students’ pre-GET reading and writing achievement scores matched their IQs, these students still made significant gains in reading and writing as a result of GET.

Effects of National Institute for Learning Development Educational Therapy for Students with Learning Difficulties
– by Dr. Kathy Keafer

Data Analysis to Determine the Effectiveness of NILD Educational Therapy for Students with Learning Disabilities
– by Beverly Benson, M.Ed., and Ken Scott, M.Ed.

An Analysis of Rx for Discovery Reading for Elementary Students Below Grade Level in Reading
– by Dr. Susan Stanley

A Study of the Effect of Interactive Language in the Stimulation of Cognitive Functions for Students with Learning Disabilities – by Dr. Kathy Hopkins