Learning has become increasingly difficult and challenging. In recent decades, various theories, techniques, methods, strategies, and technologies have emerged with the goal of improving the learning process. However, the results have not met expectations, as not everyone learns effectively. A significant percentage face limitations in areas such as reading comprehension, spelling, problem-solving in mathematics, language learning, and expressing ideas.
Numerous educational and psychological studies have been conducted to address these unsatisfactory outcomes. The main explanations suggest that people have altered their learning approach, where memorization is no longer essential, and the key lies in the interest in learning. Additionally, it is argued that results are directly linked to genetic, cultural, and socioeconomic factors.
The Problem
The brain, much like a computer or artificial intelligence, requires information to function. The information stored in our brains determines our ability to think, express ourselves, understand, and solve problems—essentially, our intelligence. This capacity develops through language, which includes expanding vocabulary to improve both oral and written expression, as well as reading comprehension. Moreover, it involves mastering foreign languages, handling numbers, and performing basic mathematical operations.
To develop this capacity, it is crucial to master a certain number of words. According to Dr. George Boeree in his book "Language Development in Children," by age 6, a child should have a vocabulary of at least 6,000 words, and as an adult, around 25,000 words, recognizing up to 50,000. However, these goals are not being met today, and the vocabulary used is increasingly limited. A study conducted by professors Alba Valencia and Max Echevarría in Chile found that young people use a daily vocabulary of only 307 words, far below expectations, leading to significant difficulties in thinking, expressing themselves, understanding, solving problems, and a lack of motivation and interest in learning.
Learning Process
The goal of learning is to develop and enrich the neural network with information to increase the brain’s capacity and functioning without stress. Learning requires a process where information enters the brain through the senses and is temporarily stored in short-term memory, which has a limited capacity. Normally, this memory can process up to 5 items simultaneously and retain them for about 15 seconds. However, for this information to become knowledge, it is essential to exercise it and consolidate it into long-term memory by forming new neural connections. Daily, the hypothalamus generates new neurons to strengthen this structure, but if not used, these neurons are eliminated.
Since the goal of learning is to acquire lasting information that enriches knowledge and facilitates the acquisition of new learning, this process must occur within the brain.
Proposed Solution: Langford Learning Programs
The Langford learning programs offer a solution to this problem. They are specifically designed to address these challenges by providing a structured, stress-free, and effective approach to the acquisition, storage, and use of information based on how the brain functions. To achieve this, they incorporate multisensory stimulation exercises, hemispheric integration, interleaved recall, and self-assessment while considering factors such as duration, difficulty, and practice frequency.
The key difference of the Langford Method compared to other methodologies is that, in each 50-session program, it delivers the learning process that the brain requires by utilizing short-term memory, respecting its characteristics, and exercising the information with both oral and written feedback to achieve permanent learning. This process ensures effective results in the short term and with no stress for all users.
Most existing methodologies do not achieve consistent results for every user because the learning process is incomplete. Some rely solely on short-term memory, while others introduce too much information at once, making it difficult to process smoothly and requiring extensive practice. Excessive practice may lead to demotivation and does not necessarily guarantee good outcomes.