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Research at Carnegie Mellon University supports Landmark's Philosophy and Programs

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Exciting News from Carnegie Mellon!

Carnegie Mellon University scientists Timothy Keller and Marcel Just have uncovered the first evidence that intensive instruction to improve reading skills in young children causes the brain to physically rewire itself — creating new white matter that improves communication within the brain.

As the researchers report today in the journal Neuron, brain imaging of children between the ages of 8 and 10 showed that the quality of white matter — the brain tissue that carries signals between areas of grey matter, where information is processed — improved substantially after the children received 100 hours of remedial training.

Listen to a related story on NPR's All Things Considered or watch a video about some of their research tools.

Carnegie-Mellon's research validates our experience. Our son attended Landmark for four years (grades 9-12). When he was tested his senior year so that he would have a current neuro-physch evaluation for college, the psychologist stated that given his performance, she could no longer classify him as dyslexic. This was confirmed on his test results on the ACT's where he tested in the 99% tile in reading comprehension and writing.

It is exciting to see Carnegie Mellon validate what Landmark School has known for nearly 40 years. Our daughter is thriving at Landmark after floundering for years in our public school system. While many diminish student expectations, Landmark School raises the bar and forces their students to work hard through intensive remedial instruction. Kudos (and thank you) to Landmark's dedicated teachers and administration for changing the lives of its students!