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The effect of brain-based instructional techniques on the reading skills of elementary students

, Walden University, United States

Walden University . Awarded


This study sought to determine whether a brain-based reading program called EyeQ—one that uses neuroscience-informed instructional strategies that augment the brain’s ability to modify itself while learning—would be more effective than the standard school reading program. The conceptual framework was based on act No Child Left Behind of 2001, which requires that every child be able to read proficiently. The research questions asked whether EyeQ increased reading achievement, promoted a more positive attitude toward reading and reading instruction, and if positive responses on an attitude and behavior survey correlated with improved reading skill. A quasi-experimental two-group design was employed with 38 students. The control group continued the traditional school program, and the experimental group used EyeQ, a brain-based program. For Research Questions 1 and 2, t tests and ANCOVA were used to analyze and compare pretest and posttest scores, and Cronbach’s alpha was used to establish the reliability coefficient of .71 for the teacher-made survey used for Research Questions 2 and 3. The results indicated no significant difference in improved reading skills between the two groups. Results of the analysis of the survey did indicate that students using EyeQ had improved perceptions of their reading ability following instruction. No correlation was found between student responses on the attitude and behavior survey and reading comprehension gains using EyeQ. The study has implications for social change in that the results could help to determine which reading programs improve reading skills.


Blackburn, C.A.S. The effect of brain-based instructional techniques on the reading skills of elementary students. Ph.D. thesis, Walden University. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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