Abi Stinson, UK, 13 July 2005: You sent me my Audiblox kit about 6 weeks ago now and I have been using it with my son 5 times per week. I wanted to tell you that we are seeing some wonderful results. Sean is actually reading for pleasure and says that he is suddenly able to read more easily and quicker. His handwriting, which was so tiny, has become larger and easier to read and he is writing more. In fact I went into school to see his work because he had written a whole 2 pages in his school book! Sean was quite reluctant at first but now I don't have to cajole him to do Audiblox he wants to do it. I think he realises that it is helping him. We will continue with the program and I have started doing the pre-school exercises with my 4 year old. Thank you.

On 9 November 2005: Sean continues to go from strength to strength at school. At parents evening I was told that on his English assessment paper this year he had improved by 17 points over last years results. The average that would be expected would be a 5 point increase! He was the only child in the school to have improved so dramatically. So he is now average for class and age group not working a year behind as he was 6 months ago. We would not have seen this improvement without Audiblox of this I am convinced. Apart from all that he is so much happier at school and more confident. He is also devouring books at a rapid rate and it is a joy to see. He is keen to discuss the books he has read to me and he obviously has understood what he has read. Six months ago reading a book was tortuous for him because even if he read it his reading was so faultering and full of mistakes that he couldn't comprehend the text. We have stopped working for 1 hour a day we now do Audiblox for about 35 minutes a day. We find it easier to fit in and Sean enjoys it more if it is not so long. I am very strict however and we do the Audiblox exercises 5 days a week without fail. I am certain that to obtain the sorts of results possible it is essential to persevere with the repetition.

We are still doing level one of the program. Reading has been Seans biggest problem and we have concentrated on the reading exercise. He has just managed to read all the yellow cards to me without any mistakes in the last few days but we will continue with the yellow cards until I am convinced that he can read the first chapter of Rainbow Dreams with no errors. He can do patterns and sequencing up to 21 or 23 blocks (once he managed 27) starting with 6 blocks and adding 3 each time. He will freely admit that his memory has improved significantly and it has made his life easier. For instance he didn't forget how to do things over the school holidays so going back to school was not so hard. I have now introduced the auditory exercise and this has been very challenging but he is improving. I am just so impressed with the Audiblox programme. It has not been easy at times to make the effort but it has definitely been worth it. We continue onwards and upwards.

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Kelli Hichens, Peterborough, 26 January 2005, commenting on Schoolblox, an abbreviated version of the Audiblox classroom programme: “Just to let you know I have been working with two small groups of children (6 in one group; 5 in the other) for three weeks and already I am seeing improvements. One group of children from Year 2 were chosen because of their very poor (almost non-existent) concentration and listening skills. They are now able to work with me for 30 minutes and have learned the exercises very well.

“The other group is in Year 1 and I can see an improvement in their self-esteem. They tend to be a group of children who are very shy and reserved and in the lower ability group. The class teacher is amazed with the confidence that these children are now showing in the classroom — after only 2 weeks! Fantastic!”

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Jenny Critchley, UK: “Greg’s main problem before we started was with his reading. Even though he had an age appropriate reading age it didn’t match his IQ. He was very reluctant to read and often missed the small joining words while guessing longer words based on the first few letters and the context of what he was reading. If the sentence didn’t make sense he wouldn’t realise it. He also struggled with spelling. . . He finished the school year on a real high. His reading age went up by 2 years in less than 6 months and he is now making far fewer mistakes and is also self correcting himself when it doesn’t make sense. His spelling age improved as well and he also did really well in the end of year exams with his best results in most subjects.”

Three months later: “Greg has passed his 11+ exam which means he goes to an academically selective grammar school. I think Audiblox gave him the boost he needed to fulfill his potential, thanks for all the help you gave us.

“Rebecca who was following the high school program now reads incessantly for pleasure, something I thought I would never see!”

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A father in Herts gives an overview of his daughter’s problems and progress:

Aged about 6 and a half (UK year 1): Teachers informed us that Anne showed “dyslexic symptoms” and that they expected much better reading, spelling, and writing for someone “of her ability.”

Following term: Anne is assigned to a special needs teacher for reading one period per week.

At end of UK year 2 (aged 7 and a half): Anne did the national standard assessment tests (SATs) — which all UK kids do — and scored about 1 year behind the average for reading. Spelling and handwriting were also very poor.

Year 3: Anne continued with special needs into year 3, which included flash cards plus learning rules for how particular groups of words are spelt. However, we did not see much evidence that this was helping. At the end of year 3 Anne scored 10 percentage points below the year average in her school's internal “English test.” We don't know for sure but this is likely to have put her well into the 4th quartile.

Year 4: In year 4 Anne continued with special needs from September but we began Audiblox in January 2002 (aged just 9). At this point she was really struggling to keep up with classwork — including subjects like history, science and even Maths because of the reading required. She also found it very hard to write more than very basic and short answers to homework questions.

At end of year 4, having done 2 terms of Audiblox: Anne had improved sharply in her English, scoring exactly on the year average in the internal school exam. Improvement in reading was noticeable but not dramatic.

At beginning of year 5, i.e. September this year: The pace of improvement quickened. Anne was noticeably a much more confident reader — eg. she began reading to herself after listening to a story read by us. By agreement with the school Anne dropped the special needs classes. Her teacher also remarked on reading improvement. At end September 2002 Anne was assessed against the national reading standard. She scored a reading age of 10.02 years against a chronological age of 9.6 years.

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