Cognitive Skills Enhancement

Research has shown that the brain never stops changing. If you or your child experience learning or reading problems, brain training can be your most effective choice to eliminate the cause of the struggle, and move on to learning and reading success. 

What makes a successful brain training program?

Telling you how to play the violin will not make you a good violin player.  Drill and practice will!

Telling you how to play basketball will not make you a star athlete.  Drill and practice will!

Passive, undemanding instruction does not significantly impact deficient learning skills and mental abilities.  However, many studies show that intense, challenging procedures provided in a one-on-one environment with careful sequencing and immediate feedback do.  


PACE Logo - ColorPACE (Processing And Cognitive Enhancement) was developed by a multidisciplinary team of professionals to quickly and significantly build those underlying mental skills that are so vital to academic success. I offer PACE brain training one-on-one with clients. Training consist of many small steps with immediate feedback. This gives maximum improvement in the shortest time. As a client progresses through a procedure, tasks are added to it requiring greater attention and forcing new skills to become automatic.

PACE achieves maximum results in the shortest period of time, stretches abilities, makes skills automatic, and builds tremendous concentration.

Clients average over 3.6 years improvement in all deficient skills (based on entry cognitive ability test) within 12 weeks!

The PACE program takes work. To get these significant improvements requires work on the part of the client and the client’s support system. PACE requires at least six hours of intense training per week (three hours at home and three hours in the office with me). Big results require big effort.

Master the Code- A revolutionary sound-based reading program.

mtc_logo_v2.1-FINAL_RGB_WEBMaster the Code recognizes that some students do not bring sufficient cognitive skills to the task of learning the reading code quickly and efficiently. Even if the code is taught completely and sequentially, a student who has a severe auditory processing deficiency, is not concentrating adequately, works too slowly, has poor memory skills, or cannot create good mental images, will complete lessons very slowly or exhibit poor retention. When these skills are in place, however, students learn rapidly. Master the Code has been designed to remedy these significant problem areas.

Embedded within MTC are procedures that evaluate, pinpoint, and develop (to advanced levels) the underlying mental skills required to assure fast and efficient learning-to-read skills. Some of these skills include:

  • MEMORY (the ability to remember the sound-symbol relationship)
  • SEGMENTING (the ability to separate or unglue sounds)
  • BLENDING (the ability to put together sounds to form words)
  • AUDITORY ANALYSIS (the ability to manipulate of analyze small changes in
    groups of sounds)
  • PROCESSING SPEED AND WORKING MEMORY (the ability to retain incoming
    information and properly process it quickly)
  • ATTENTION (the ability to stay on the given task)
  • VISUALIZATION (the ability to create and use mental images)

Master the Code is properly sequenced. To handle the complex logic of our alphabet code, a student must have mastered each level of complexity in carefully sequenced steps. Additionally, MTC embeds the English reading code to an automatic level instead of passively teaching lessons that are easily forgotten in a short period of time. It is especially beneficial for older readers who have developed many bad reading habits and will fall back into old, ineffective reading patterns if the skills are not taught appropriately and brought to an automatic level. Each student in the Master the Code program receives a kit, including auditory CDs.

MTC uses the following training techniques to get its tremendous results:

  • IMMEDIATE FEEDBACK (one-on-one training allows for immediate correction of
    errors and encouragement of correct responses)
  • CONCENTRATION (the training drills require full attention which brings faster
    results because of less time off task)
  • SEQUENCING (an introduction of tasks and information from simple to complex
    in small enough steps so that new material can be mastered quickly and easily)
  • STRETCHING (constantly pushing activities to more demanding levels that
    challenge or stretch the student skills to improve)
  • LOADING (adding a task upon a task concurrently thus forcing automation
    and mastery of skills to a subconscious level)

Using these techniques and making the sequence of the reading and spelling instruction align with the logic of our alphabetic system results in the most rapid mastery and automation of reading and spelling.