Case Studies - dEcode in the Laboratory

Research and Results

Recent data substantiates the success rate of the dEcode® method for reading and math.

Recent case histories:

These case studies form part of Dr. Cooper's professional data research, and should not be used for personal or other third-party comparisons. Results vary by individuals.

Click the following links to review case details:

Case Study 1: A 33 year old man
Case Study 2: A 12 year old boy
Case Study 3: An 8 year old girl
Case Study 4: A 8 1/2 year old boy

School trial:

In addition to anecdotal reports and case studies among our subject population, we recently completed a three-month study with the Niagara District Catholic School Board, with children between the ages of 8 and 12.

The results are clear

The experimental group attained an average increase of two to three grade levels in their reading/decoding skills as compared with the control group, which showed no improvement.

Children in the bottom 25th percentile of word-decoding skills improved significantly more than did their peers in the control group, indicating that this method is successful in particular for individuals who most need its benefits.

The children clearly paid attention to the training program, and appeared to thoroughly enjoy the experience. In many cases, it seemed to raise the learner's self-esteem.

dEcode®, the method, stands on its own; even without Dr. Debby Chesnie Cooper teaching the individual, dEcode® works.

dEcode® has proven to be an extremely successful means of aiding children with learn ing disabilities. The Chesnie Cooper Educational Centre, founded to deliver this system, has also proven the commercial viability of providing this service. The wide range of existing products currently on the market confirms there is a large North American market for individual, consumer-purchased, educational assistance.

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Case Study 1:

This 33 year old male presenting with very severe dyslexia, when referred, was on the verge of losing his job due to increased expectations in standards requiring reading, which previously he did not have to demonstrate.

Despite having had 10 years of public education, with high-school education being vocationally based, testing indicated reading levels at the .8 percentile or grade 1.7, reading comprehension measured at a grade 4.6 level, but on a specially developed test since he was incapable of undertaking a more commonly used normed test for reading comprehension given to adults.

Thus, he presented as functionally illiterate. In addition, testing for Central Auditory Processing Deficit revealed a very significant problem in this area (< 5th percentile, recognized as a contributing factor to dyslexia).

Mr. X began the dEcode® Reading Program, and within 4 months, on retesting, he had improved significantly on all measures. His reading/decoding score jumped from grade 1.7 to grade 5; and his Central Auditory Processing improved to the 70th percentile, specifically indicating vastly improved listening or sound discrimination skills.

After one year's training, Mr. X reading/decoding skills measured at the early high school level, spelling had improved from a non-existent grade level to a grade 6 level, and on an age-appropriate reading comprehension test, he was at functional literacy.


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Case Study 2:

This young man was 12 years and 10 months when he first arrived with his mother. It was February and freezing cold. He was so fragile he ran away before the assessment began. He got as far as the subway. He couldn't take the subway home, however, because he couldn't read the signs. He had to return, as we had both his coat and his mother. He ultimately decided to allow us to administer a full Psychoeducational Assessment.

Findings of that assessment indicated the following. Above average functioning overall, with just average functioning in the verbal area. Reading/decoding score and spelling at the 1st percentile (this represents a severe dyslexia). His central auditory processing ability was also at the 1st percentile. What was interesting was that he managed to achieve, on a normed reading test, a reading comprehension score at the 44th percentile or just at grade level. This would indicate that he had learned compensatory methods, and later on when working with him, he confirmed that he memorized what he could, and he fooled the teachers by turning pages when he saw everybody else turning pages.

This young man immediately began the dEcode® Reading program.

Intermediate testing showed significant gains. Indeed, that summer, not only did he write his first letter, but he began reading for enjoyment.

A full reassessment was required for school purposes two years following, at which point in time the results were: overall cognitive functioning was in the very superior range with verbal ability now into the superior range. His reading/decoding was at the 77th percentile and his overall SCAN score (auditory processing) was at the 90th percentile. Reading comprehension was at the post-secondary level or 95th percentile.

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Case Study 3:

Female, age 8 in grade 3, presenting with difficulties in reading/decoding, reading comprehension, writing and visual processing. Initially, she had very poor self-esteem, was very timid and very fearful of expressing herself or taking risks when unsure.

Teachers' reports as well confirmed that she did not participate in class, and there were concerns regarding her confidence levels and ability to move forward.

Initial testing indicated mild dyslexia (16th percentile), an inability to do a reading comprehension test, quantitative concepts at a grade 1 level.

After 4 months of dEcode® Reading, this young girl's reading/decoding score jumped to the 73rd percentile and 2 grade levels. She was able to complete the reading comprehension test and achieved at the 84th percentile. Her visual processing score jumped from below the 10th percentile to above the 95th percentile. The quantitative concepts score went from the grade 1 to the grade 4 level – or from the 4th percentile to the 67th percentile.

She is laughing, giggling, and according to teachers' reports, is now participating enthusiastically in class.

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Case Study 4:

Male, 8 ½ year old, presenting concerns were low academic performance, i.e. reading skills below grade level, difficulties in the math area in spite of additional math tutoring, and growing concerns with self-image and frustration levels to the extent that he did not want to return to school the following September.

He had already developed a behavioural style which was characterized by a strong reluctance to take risks which may be based on his fear of failure. While this is not unusual in children who have experienced learning difficulties, this component in this child's personality was a significant factor to be addressed.

Initial testing revealed a child functioning within the average range of intelligence, but who demonstrated superior conceptual verbal ability. His reading/decoding scores showed a mild dyslexia and we were unable to obtain a reading comprehension score at grade level, although his listening comprehension was at the 81st percentile, or grade 4.9. He was just completing grade 3 at the time. Central auditory processing score was only at the 12th percentile.

His family spent an intensive summer working with him in dEcode® Reading After a three month period, his reading/decoding was at a grade 5 level, and he was capable of doing the reading comprehension test at grade appropriate level. When reading out loud (dependently) he demonstrated the ability of an early grade 6.

It has taken him two years to consolidate these skills with continued work and progress. He is now capable of working at grade level independently. His behaviour and attitude have improved and he is very proud of his achievements.

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