What is the best treatment for my child’s dyslexia? How can we improve his/her progress learning to read?
To get answers to this question, LearnFast recorded a video interview with speech language pathologist and dyslexia specialist, Devon Barnes.
Key points from this interview include:
For some folk, these words: Speling, Spieling, Spelling, Spealing, look so similar that it’s very confusing.
Which one is the correct one?
Good spelling is vital because it allows the writer to focus on what they want to say. It frees up brain space for their ideas to flourish.
As children learn to spell, their knowledge of words improves, and this makes reading easier.
Speaking almost sixty six years ago Professor John McCarthy, one of the founding fathers of AI said at the Dartmouth University conference 1956 , “Every aspect of learning... can in principle be so precisely described that a machine can be made to simulate it.”
Stephen Hawking, the famous theoretical physicist, said “Every aspect of our lives will be transformed by AI” and it could be “the biggest event in the history of our civilisation”.
Are you time poor and would like to quickly cover 40 years of research into:
You can access just the “nuggets of gold” on the above topics in 5 x 1 hour sessions delivered by 5 industry experts, each of whom is passionate about their subject.
People with autism may simultaneously have too much connectivity in some parts of their brain and poor connectivity in other parts, according to new research from Carnegie Mellon University, USA, published in Nature Neuroscience in January 2015.
The research compared brain scans from a group of people diagnosed with autism spectrum disorder (ASD) and brain scans of a control group with normally developing brains. The resting brains of the control group looked very similar to each other whereas the scans of the brains in the autistic group were all different. They showed unique patterns of connectivity, different patterns of excess or poor connectivity in each brain.
As an educator who specialised in teaching children to read, I tried lots of different methods. Some worked with some children and some worked with others but there wasn’t one that I could say was super effective.
For 3 years I ran a reading group before school which we called Early Birds for the children who needed more help with literacy. We staffed the program with parents and volunteers and every morning before school we would see up to 15 or 16 children for a twenty-minute lesson, one on one. And when we did that, we started to see the children make progress in their reading.
Have you ever wondered what it would be like if all the students you teach would pay attention and more easily “get” what you are teaching them?
That’s impossible, you might say. Perhaps it is, but it’s not impossible to improve the attention and ability to learn for every one of your students. Listen to this podcast “Student Learning Capacity – The Missing Link in Education” to find out how.
Welcome to the concept of being able to change the learning capacity of students.
Can you get your struggling students to achieve 4 times the reading growth you would normally expect from 2 months of teaching?
One group of primary and early high school students did last year.
Read how in the article below, reproduced from The Science of Learning Blog.
Monique Peters is a mother of a child with learning difficulties.
Her efforts to help him opened up a new world for her. A world of learning specialists, educators, tutors, neuroscientists, support groups and other parents desperate for a solution for their own learning disabled child.
Monique saw a need that was not being met from the range of existing services for families like hers. So she established an out-of-school learning business to support parents like her and children like her son. It's called Brainwise Learning.
This is Monique's story.
One of the largest school systems in the USA state of Alabama achieved average reading level gains of seven months in only 35 days. Students in 17 primary schools used a systemic, research-proven approach to reading intervention that developed cognitive skills essential to reading and learning.
“We felt that helping students with skills like memory, attention, and processing would be beneficial to their learning in any subject and have a greater impact on achievement. Our data so far has supported that belief, ” says Tim Solley, Assistant Superintendent of Instruction and Academic Accountability.
