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Audiblox is a
development of Dr. Jan Strydom (MA, HED, DEd) from South Africa.
Simply put, Audiblox
is a system of cognitive exercises, aimed at the development of
foundational learning skills.
A foundational skill is
not the same as a process, strategy or technique. The difference between
these can be explained by using the game of basketball as example. In
order to be a basketball player, a person first has to master the
foundational skills, e.g. passing, dribbling, defense, and shooting. Only
after that can he be taught strategies or techniques.
Audiblox develops
and automates the foundational skills of
reading, spelling, writing, mathematics and the skills required in the
learning of subject matter. A list of the most important foundational
skills addressed by Audiblox includes:
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The skill of concentration
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Accurate perception
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Visual discrimination of foreground-background
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Visual discrimination of form
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Visual discrimination of size
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Visual discrimination of position in space
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Visual discrimination of color
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Visual analysis of position in space
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Auditory discrimination of foreground-background
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Auditory discrimination of position in time and
space
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Auditory discrimination of color
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Auditory analysis of position in time and space
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Auditory synthesis of position in time and space
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Visual discrimination of dimensionality
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Decoding and integration of information
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Visual closure
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Imagination
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Visual memory of forms
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Visual memory of sequence
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Auditory memory
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Short-term memory
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Long-term memory
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Concept of numbers
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Reasoning
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Logical thinking
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Fine motor coordination
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Gross motor coordination
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Sensory-motor integration
Generally, about
two-thirds of each Audiblox lesson is aimed at developing
and automating
the above-mentioned foundational skills, while about one-third of
each lesson is devoted to application, i.e. reading and spelling
exercises.
FEATURES
- Flexible
implementation — the program is equally suitable for tutoring one
learner or simultaneously tutoring groups of up to about forty pupils
in the classroom.
- Suitable for all age
groups.
- The Audiblox
exercises can be adapted to the intellectual levels of learners.
- Challenging exercises
— the level of difficulty can continually be increased.
- Smoothly integrates
with any curriculum.
BENEFITS
- Prepares a foundation
for exposure to and achievement in reading, spelling, writing,
mathematics and the learning of subject matter. Learning difficulties
can therefore be prevented.
- Effective for dyslexia
and other learning difficulties.
- Accelerates learning
and work tempo tremendously.
- Improves classroom
management and discipline.
- Builds self-image and
motivation for learning through the experience of learning success.
- Creates a basis for
life-long learning.
THE PRACTICE
The more one practices the
Audiblox exercises, the better the results that one can achieve.
Competence in any skill comes through practice over a period of time, and
this system is no exception.
The Audiblox system
is usually effective if a person practices three times a week for an hour
at a time, or for half an hour five times per week. Less time is usually
needed for preschool children and children with minor learning
difficulties, and more time for children (or adults) with severe learning
problems.
After six weeks to three
months one can expect to start seeing visible results. However, some
individuals may require more practice than others to achieve results.
As there is no limit to human potential, the ideal
is for learners to continue with the program for as long as possible.
COMMENTARIES
Learning failure is a
problem faced by most teaching institutions today. One can debate about
the causes but the fact remains that the majority of scholars experience
this problem at some time or other in their school career. As we all know,
concentration, memory and especially reading are essential if effective
learning is to take place.
We were introduced to
Audiblox one and a half years ago when we recognized the immense
potential of this system.
Our first noticeable
success was a pupil who came to our school with a poor academic record and
whose prognosis was poor. The child was able to concentrate for extremely
short periods of time only. In addition, he could not retain information
for any period of time. After three months of intensive Audiblox
training, a remarkable improvement was noted by all his teachers. The
child passed tests for the first time in his school career and has moved
on to the high school where he is coping.
Our group results were
just as convincing and not only did the pupils benefit substantially, but
they also enjoyed the Audiblox sessions. Teachers noted that pupils
who attended these sessions were far better in class than previously.
Their attention span had increased, leading to better academic
performance.
These results convinced us
that each pupil in the school should benefit form Audiblox. All our
teachers have received training and are enthusiastically conducting
Audiblox sessions. — Mr. Peter Nel, Principal.
Our school has been
seeking for some time an effective method of improving the remediation of
all pupils who require help. Audiblox has proved to be the most
effective method — not only is it easy to administer but it has appeal to
the students, and can be applied across the barriers of nationality. Both
in the classroom situation, and in the specialized remediation groups,
Audiblox is proving its worth and students are showing real,
measurable progress. — Mr. Robert Tucker, Deputy Headmaster,
International School, Malawi.
Over the past six years I
have had the privilege of getting to know Dr. Jan Strydom's Audiblox
program. I have referred many students so that they might follow the
program, both in individual and group situations. Without exception I was
impressed by the positive results that were achieved. A factor that, in my
opinion, enhances the value of the program is the fact that such positive
results could be noticed in all age groups — toddlers, children, young
university students and adults.
The benefits of the
program also extend beyond its use merely for the solution of specific
learning problems. Also to persons who wish to improve their cognitive
abilities — even when no specific learning problem is present — the
program has shown its undeniable value. — Dr. B. H. du Toit,
Psychologist, University of Pretoria.
For the first time there
is real hope in the battle against learning and reading problems, not only
inside the classroom, but also outside. Dr. Strydom must be congratulated
on a revolutionary, brilliant, but at the same time simple and easily
applicable program. — Prof. E. J. van Niekerk, University of South
Africa
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