Dr. Jack E. Hoes
The Expressways To Learning® systems are the product of his efforts of over thirty-five years of intensive, continuous research, development and field testing.
In 1968 the first Experienced Teachers Fellowship Program was offered through the combined auspices of the U.S. Office of Education, the Hawaiian Department of Education and the University of Hawaii for the purpose of training multimedia personnel for leadership as specialists to develop new and innovative programs. It was understood that the highest degree earned would be a masters, even though the work required would be at the doctoral level. Of the 1,700 applicants for fellowships, Dr. Hoes was the first one chosen.
Dr Hoes passed away in 2002.
His fifteen years in elementary education were in California and Hawaii. A master teacher, he led the fifth grade team-teaching unit for seven years and was the Educational Television Coordinator for his school. He then developed a new and unique approach which he calls Auditory-Visual Impression Pairing (A-VIP). This was refined during three years of work at the Kainalu Learning Laboratory which he founded on windward Oahu. Words on slides housed in over 400 carousel trays took over two years to complete. It took three years of field testing to develop the Expressways To Reading® vocabulary and its proper neurological sequences.
During his three years as Director at KLL, Hoes continued studies in special education, finally accumulating over 100 graduate semester hours. Before A-VIP was discovered and developed, the NEA recognized thirteen learning theories.
The U.S. Office of Education, Washington D.C. provided the country's foremost pioneers in multimedia education, early childhood development, and problems of children with learning deficits: Dr. Barbara Bateman, authority on exceptional children; Dr. S.N. Postlethwait, course organization for individualized instruction; Dr. Walter Wittich with his college textbook on audio-visual education (now 7th edition); Dr. Jeoffrey Kucera in educational television; Dr. Lindamood, auditory development specialist, who developed the ADD program; Dr. Arthur W. Staats in behavioral psychology; Dr. Mariane Frostig, visual motor training, all authors in their fields.
Working with such renowned researchers prepared Hoes to incorporate many disciplines in his design of Expressways To Learning® systems. Consequently the programs have proven highly effective for remediation of those with learning difficulties as well as for acceleration of regular and gifted students. As soon as Radio Shack offered its first personal computer to the public in 1978, Hoes began programming his system on the TRS 80, Model I. Successively he programmed for the Apple and Atari computers.
The first versions of Expressways To Reading® and Expressways To Math® were made available to the public in 1987.
Until 1989 Hoes did all his own programming. Then assistance was secured from other programmers. Beginning in 1990 and continuing 21 years, the software was developed and supported by Greg Corron. It is now being continued by others. Thus clients have been provided with technical support and Dr. Hoes was freed to continue refining and developing additional learning systems.
From 1991 to 1993 Expressways To Reading® was completely revised, incorporating the improvements indicated by experience in the field working with private Learning Centers, schools, agencies and industry. Once again from 2006 to 2008 Expressways To Reading® was revised along with Expressways To Math®, incorporating improvements and taking advantage of advancements in technology. We seek to make improvements and updates each year.
Music is a very important part of Expressways To Reading®. Hoes' doctorate, a D.D., is based on his years of work in religious education and church music. A gifted composer, Hoes has over 130 compositions in print. His music career has paralleled and been interwoven with his education career. All of the music in Expressways To Reading® was composed by Dr. Hoes.
The instrumentation and tempos of the music have been tested in the field for their effectiveness. The music is used to pace the students' verbal responses. Research indicates that music helps to coordinate right-brain/left-brain functions.