Welcome to the research section.
A number of research studies have been conducted over the years, examining the efficacy of BrightStar’s technology.
One research study focussed on the impact of BrightStar’s technology on basic reading and language skills of people experiencing dyslexia.
Other studies focussed on statistical analysis of the results of BrightStar’s programs. In one study BightStar’s technology was tested in combination with remedial teaching.
Recently, additional studies have been conducted with the latest Internet version of our technology, which focuses on improving reading and learning skills in schools. We will update this page with the results of these new research studies, as they become available.
Scientific evaluation research
Researchers at the University of Nottingham in the United Kingdom conducted an independent research study in 2004, comparing BrightStar’s Reader technology with a control group.
Key finding: A significantly stronger improvement in several language skills (like word recognition and naming speed) was shown in the BrightStar Reader group compared with a control group.
A summary of the results of this study can be found in Technology.
Independent statistical research
A statistical analysis by an independent Dutch Research Institute in 2011, of a longer research where a group of young Dutch people volunteered to take part in a special program.
Over a period of 3 years, 209 people joined this 6-week program. It consisted of 2 weekly 25 min. BrightStar sessions together with one weekly 45 min. remedial teaching session.
Key finding: The program led to several significant improvements in an variety of language, reading and writing skills.
A summary of the results of this statistical analysis can be found on the Homepage.
Quantitative analysis of test results, a presentation
A presentation of an analysis of over 200 subjects of all ages in 2006, for the 6th BDA International Conference.
Key finding: The analysis showed highly significant gains, in less than two months, on a number of reading and language tasks.
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