Mijares Group Learning
Practice tools for children who learn differently. Every activity traces to a federal practice guide, a published norm or an intervention study, and the targets are read from the source report rather than quoted from a summary.
What we do
Off-the-shelf learning software is built for the average learner, and the children who most need help are the ones furthest from that average. We build purpose-built learning tools for a specific population, a specific skill and a specific gap, grounded in the intervention literature rather than in what tests well in a demo.
Software built around how a particular learner actually fails, not around a curriculum map. Adaptive practice, mastery gating, error analysis and progress measurement, designed for the skill in front of you.
Taking what the research actually supports and turning it into something a teacher, a parent or a program can run on a Tuesday. Most interventions fail on dosage and fidelity rather than on design, so the delivery is the work.
The problem it was built for
One in five children reads below the level their schooling assumes. The gap is measurable, the interventions that close it are known, and most of what is sold to parents cites neither.
Reading rate
40
Words correct per minute on unseen grade-level text for the first child this was built for, against a 50th percentile of 83 at the same point in the year. Hasbrouck & Tindal, 2017 oral reading fluency norms, Technical Report 1702
Accuracy
93–95%
Word accuracy across the same reads. The words are right and the rate is not, which is a different problem from a decoding problem and needs different instruction. Timed one minute cold reads, three separate days
Mastery rule
3
Separate days at 90% or better, with a minimum number of attempts on each, before anything is treated as learned and the level moves up. Set deliberately stricter than the most-cited criterion
A practice app that advances a child on one good afternoon is measuring the afternoon, not the child.
How we do it
01
Reading rate targets come from the published national norms, read from the technical report itself. Maths sequencing follows the grade standard, not a guess at what looks age-appropriate.
02
Across the intervention literature, how much practice happens is the moderator that reliably predicts whether it works. The tools are built around sessions a family can actually sustain on a weekday.
03
A word missed in reading becomes a word practiced later the same week. The pattern underneath it, not just the word, is what gets charged and retaught.
04
Timed cold reads, dated, exportable, and reported the way a school reports them, so a parent walks into an IEP meeting with the same kind of evidence the district brings.
Current products
Built for one child and in daily use. Letter formation, reading fluency with timed cold reads, word building, sorting, morphology and multiplication, all adapting to what he actually gets wrong. It is not for sale and it collects nothing.
It has its own site, which explains what it does, how the adaptive layer works and where every target comes from. Access to the Lab itself is by password, given on the page.
