Neurofeedback: Rewiring the Foundations for Learning
Neurofeedback, also known as EEG biofeedback, is a research-proven, non-invasive method that helps improve brain function through targeted brain training. While the underlying technology is highly sophisticated, the process itself is simple, painless, and built entirely on the natural principles of learning.
You learn to alter your brain activity the same way you master any other skill—through immediate feedback and practice.
Real-Time Analysis:
Every half-second, your brain activity is compared to specific targets for change.
The Reward System:
When your brain meets these targets, you receive a gentle visual or auditory signal (a "reward"). When it does not, no signal is given.
Neuroplasticity in Action:
In just 20 neurofeedback sessions, your brain receives 72,000 chances to learn and self-correct.
A Complementary Approach to Literacy and Dyslexia
Our Core Philosophy: Neurofeedback is not a reading program. It does not teach reading, math, or study skills. Instead, it is designed to support the neurological foundations that make learning possible.
The most effective, gold-standard interventions for dyslexia remain evidence-based instructional methods, such as Structured Literacy, Orton-Gillingham, Lindamood Bell and EBLI. However, these methods primarily target instruction.
Our focus addresses a different question: What if a child is not fully available for that instruction because of underlying inefficiencies in attention, timing, processing speed, or cortical self-regulation?
By utilizing neurofeedback alongside evidence-based educational interventions, we help children get more out of the high-quality instruction they receive. It serves as a powerful, complementary support rather than a competing treatment, helping to optimize:
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Attention & Focus Regulation
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Working Memory Capacity
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Processing Efficiency & Speed
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Cortical Self-Regulation
To maintain the highest scientific standards and provide complete transparency for educators, clinicians, and parents, we ground our work in published, peer-reviewed research.
1. Academic & Literacy-Specific Outcomes
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Spelling Improvements in Dyslexia
Breteler, M. H. M., et al. (2009). Improvements in Spelling after QEEG-Based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study. Applied Psychophysiology and Biofeedback.
Key Finding: This frequently cited randomized controlled study demonstrated that QEEG-guided neurofeedback produced significant improvements in spelling performance, which correlated with the normalization of EEG patterns typically linked to dyslexia.
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Systematic Review of Reading-Related Outcomes
Joveini, G., et al. (2024). Systematic Review of Neurofeedback for Developmental Dyslexia.
Key Finding: A comprehensive review showing that neurofeedback interventions demonstrated positive effects on body structure/function measures, activity and participation measures, and reading-related outcomes, concluding it holds meaningful potential as part of a multi-disciplinary intervention program.
2. Cognitive & Foundation-Building Support
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Enhancing Working Memory & Neural Efficiency
Martínez-Briones, B. J., et al. (2021). Effects of Neurofeedback on the Working Memory of Children with Learning Disabilities.
Key Finding: Because working memory is a strong predictor of academic performance and reading acquisition, this study highlights how neurofeedback is associated with improved working memory performance, improved neural efficiency, and a reduction in EEG abnormalities.
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Modifying Brain Oscillatory Activity
Patil, A. U., et al. (2022). Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders.
Key Finding: This review concluded that neurofeedback can successfully modify brain oscillatory activity, leading to reported improvements in learning-related behaviors and facilitating academic availability in children with specific learning challenges.
3. Current Scientific Consensus & Methodological Balance
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A Balanced Evaluation of Current Efficacy
López-Zamora, M., et al. (2025). Efficacy of Neurofeedback in the Treatment of Dyslexia: Systematic Review. Applied Psychophysiology and Biofeedback.
Key Finding: While individual studies consistently show promising, positive outcomes, this systematic review notes that study designs vary considerably across the field. Because of this heterogeneity, researchers emphasize that neurofeedback should be viewed as a promising, defensible support for underlying functions rather than a standalone cure for reading disorders.
Learning disabilities result from disruptions in information processing networks in the brain. Many children who have retained primitive reflexes will develop learning difficulties later on, but almost all children with learning disorders can benefit from specific brain training that involves the area in the back of the brain that controls eye movement. In our offices, we not only measure the activity of brain networks crucial for learning in quantatative electroencephologram analysis (qEEG for short), we rule out primitive reflexes, look at diet and lab analysis, and prescribe targeted, specific protocols involving the eyes and eye movement, in conjuction with neurofeedback brain training sessions. This objective analysis allows you to see the reason for your difficulties. Once we see the source of the problem in the brain, we target that area for change with neurofeedback brain training and functional neurology. This allows you to reshape information processing networks in the brain, called neuroplasticity.