For schools, learning centers and tutors
NeuroLingo™ is worn for 20 minutes during the reading instruction you already run. In multiple trials, children with dyslexia read unfamiliar words faster and more accurately.
A 15-minute call with our founders, Dr. Alec Sheffield and Luke Knoble.
Founded at Yale
Backed by SOSV / HAX
Competed in TechCrunchHow it works
During the reading instruction already on the schedule.
Orton-Gillingham, Wilson, Barton, Lindamood-Bell, or your school’s own program.
Saline pads push into the headband, and it slides on like a pair of glasses.
The headband delivers a gentle, low-level current to the parts of the brain involved in reading. Most people describe a light tingle for the first few minutes.
The headband does not teach reading. Your instruction does.
Non-invasive brain stimulation of this kind (tDCS) has been studied for more than twenty years, in adults and in children. Over the past decade, research groups in Europe and the United States have tested it in dyslexic children during reading practice. Multiple studies reported larger gains in reading than practice alone.
Studies on how the brain learns to read, and on what happens when stimulation is paired with reading practice.
A review of the pediatric imaging research. Children with dyslexia show differences in the structure and connectivity of the brain’s reading circuits, visible before reading instruction begins, and those circuits change with effective instruction.
In 18 children and adolescents with dyslexia (ages 10–17), eighteen sessions of tDCS paired with cognitive reading training reduced low-frequency word errors and non-word reading times compared with sham. Gains held at one-month follow-up.
In 26 children and adolescents with dyslexia (ages 10–17), eighteen sessions of tES paired with phoneme-grapheme reading training produced low-frequency word and non-word reading gains that persisted at six-month follow-up.
A 2025 scoping review of the tES-for-developmental-dyslexia clinical literature (11 studies, 225 participants total; 8 pediatric trials). Strongest, most consistent signal on non-word decoding.
In 17 children with dyslexia (ages 9–12), one 14-minute session of anodal tDCS over left superior temporal gyrus cut reading errors by 20%, sped up word reading by 13%, and increased word recall by 38% versus sham, alongside gains in auditory temporal processing and speech-in-noise perception.
A crossover trial in 24 children and adolescents with dyslexia (ages 9–18): five consecutive daily parieto-occipital tDCS sessions (without reading training) improved non-word reading speed versus baseline, held at one-month follow-up.
In 12 children and adolescents with dyslexia (ages 8–17), five consecutive tDCS sessions increased correct responses for pseudowords and text. The one-group pre/post study reported average gains of 43.6% and 32.2%.
A randomized, sham-controlled trial in 20 university students with dyslexia (ages 18–26): ten daily sessions of rhythm-based reading training with concurrent tDCS. Both groups read text faster right after training. Four weeks later, only the active stimulation group was still significantly above its starting speed.
In 19 adults with dyslexia (ages 21–37), five sessions of active or sham tDCS over the left visual motion area across two weeks led to faster oral text reading one week after treatment (114 words per minute for active vs. 91 for sham, with no loss of accuracy). Rapid number naming also sped up with active stimulation only.
Children with dyslexia use NeuroLingo during Orton-Gillingham tutoring at Golden Advantage Education, led by founder Jennifer Golden, a Certified Orton-Gillingham Specialist since 2003.
Golden Advantage Education ↗
English-language learners at Virginia Tech use NeuroLingo during their language classes in a randomized controlled trial.
Language and Culture Institute ↗
We offer bulk discounts for schools and institutions. Tell us how many headbands you need and we’ll send you a quote.
Get a quote →Title I schools and other US public schools with a high percentage of students on free or reduced-price lunch can apply for headbands at no cost, funded by sponsors.
Apply for free headbands →
General Neuro was founded at Yale by Alec Sheffield, a computational neuroscientist (Ph.D., Yale) who trained in brain stimulation at Harvard’s Berenson-Allen Center, along with Luke Knoble and Zida Sung, computer and electrical engineers from Virginia Tech, who build the headband and stimulation circuitry. Luke’s brother, Dr. Joseph Knoble, a child psychiatrist and former Chief Fellow at the Yale Child Study Center, serves as our Chief Medical Advisor. We are a public benefit corporation, based in Boston and backed by Yale Tsai CITY and SOSV / HAX.
We have been building brain-stimulation headbands since 2024. Our first-generation headband initially launched on Kickstarter for adult second-language learning and is in use across 22 countries. For our current-generation headband, we redesigned it to be easy to use, with continuous impedance monitoring and a patent-pending electrode positioning system custom-sized to each wearer to replicate the exact bilateral temporo-parietal montage (P7/TP7 and P8/TP8) of the Costanzo group’s pediatric reading trials. This is the same headband we use in our registered language-learning (NCT07762118) and pediatric (NCT07762365) trials as we work to not only replicate the published studies, but improve on them.
Former Chief Fellow of Psychiatry at the Yale Child Study Center. Clinical advisor for NeuroLingo.
Certified Orton-Gillingham Specialist since 2003, Reading Specialist, Special Education Teacher, and founder of Golden Advantage Education.