Warnke® Method

First some background:

Learning:  A child that learns to walk is 100% occupied with keeping equilibrium until he’s exercised enough to automate this process. Automated processes run below the consciousness. We can then free our mind to learn and complete new tasks.

Perception:  We do perceive physical phenomenon’s around us through our organs of sense. Electromagnetic radiations (light) falls through the eye sharp on the retina. The rods and cones transform this into nerve action potentials.  These are being forwarded to the brains where the actual vision is formed. Hearing arises similar to that: pressure variations in a medium (e. g.  air vibrations)  fall on the eardrum. This is guided to the cochlea where hair cells translate these stimuli to nerve action potentials that are guided to the brains where the actual hearing is formed.

Learning a language: We do familiarize ourselves -very early in our development- with recognizing time and frequency parameters of acoustic signals;  sounds; sound groups; words; to give it a sense in the end, usually establishing clearly defined inner models of all of these different speech elements. Unfortunately, this does not hold true for many children struggling in the process and later in school.

The Warnke®  Method:

Language learning disorders (i.e. dyslexia):  For quite a large group of children, the automation of basic processes (low-level functions: recognition of time and frequency) is hindered. This means that all next steps in language development are difficult as well. These children do compensate, but don’t get language processing in the brain to full automation. They continue to have difficulties and acquire a delay.

Measure: We will normally check if these children do hear well, an audiogram is made. This measures if they do hear different frequencies and intensities. There is no measurement of how (fast) these perceptions are being processed (central brain processing).  The Warnke method does this: Key functions of elementary processing of auditory and visual stimuli are measured, as well as the cooperation of both brain hemispheres (which is important for optimal language processing). Children with language learning disorders score significantly worse than their reference in these functions.

Training: It is also possible to train these measurable low-level functions up to normality and beyond. The cooperation of both brain hemispheres can also be trained by means of so-called “lateral training”. The training is technically facilitated, and its effects have shown to be quite impressive in a number of research studies. These trainings have a positive influence on the higher functions of language, which are normally already been extra trained in these children by speech therapists.  The speech therapists classical work becomes only more efficient.

More information by mail or on the MediTECH site.