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Sun, 08/01/2010
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Brain Images Offer Clues to Cause of Dyslexia
Brains of dyslexic children as young as 8 fail to activate critical areas used for understanding the sounds of letters of the alphabet, according to a new research. The results show, for the first time, that children suffering from dyslexia—a reading disorder that affects 5 percent of the population—have a biological disruption in how their brains are wired for language and reading. Brains of dyslexic children as young as 8 fail to activate critical areas used for understanding the sounds of letters of the alphabet, according to a new research. The results show, for the first time, that children suffering from dyslexia—a reading disorder that affects 5 percent of the population—have a biological disruption in how their brains are wired for language and reading. Find out more...
Dyslexia and Language Brain Areas
The learning disability dyslexia, which centers on difficulties in reading, once stumped scientists. Now researchers not only know that dyslexia is born of biology, but they also are getting closer to confirming the key brain areas that are affected. New insights will help pinpoint therapies and improve treatment. From Brain Briefings by the Society for Neuroscience...
Early Identification of Hearing Impairment in Infants and Young Children
Researchers address the importance of early hearing impairment identification and follow-up treatment for the long-term success of young learners. From NIH...
Education Research: Is What We Don't Know Hurting Our Children?
Child development researchers site the urgency of acquiring a sound foundation in language skills as a critical educational, social and public health issue. From NICHD...
 Learning to Write: One More Step From Language to Literacy
The chain of literacy; we listen, we speak, we begin to read and write. Learn how we can avoid faulty links that can break the learning progression. Find out more...
Legislation toward Better Reading More than 20 states have been given a boost in the fight to raise reading abilities in their schools. How much will be directed toward innovative programs and ideas? Find out more...
The Neuroscience Framework of the Fast ForWord Family of Programs Fast ForWord computer-based programs combine the latest brain research with patented technology to systematically target and train the skills critical for oral language and reading, yielding gains of 1-3 years in just 4-8 weeks. Find out more...
Overview of Reading and Literacy Initiatives
This overview provides an essential foundation to understanding early childhood reading and the neurobiological, social, behavioral, and other factors effecting learning to read. From NICHD...
Preventing Reading Difficulties in Young Children - Executive Summary
Read a summary of the report by the Committee on the Prevention of Reading Difficulties in Young Children, conducted by the National Research Council and focused on techniques for improving language and reading skills. Reading Gets a C+ Why, according to one metric, have reading scores among U.S. schoolchildren remained stagnant for nearly 30 years? Can studies of the brain make a difference? Find out more...
 Stanford Researchers Confirm Effectiveness of Fast ForWord® Product
A recent study conducted at Stanford University shows that products designed to help children read better can actually "rewire" their brains and significantly improve their reading ability. Researchers used brain scans to investigate the changes that occurred in the brain activity of dyslexic children as they used the Fast ForWord Language product from Scientific Learning Corporation. Find out more...
Dr. Paula Tallal — Neuroscience, Phonology and Reading: The Oral to Written Language ContinuumAccording to Dr. Paula Tallal, a world-recognized authority on language-learning disabilities, phonological awareness and language skills are critical in order to learn how to read. Her interest in understanding the neural and biological underpinnings of language development has resulted in better ways to help those with reading problems. Find out more...
 Hearing is Believing: An Interview with Charles Berlin, Ph.D.
Dr. Berlin is a Professor of Otorhinolaryngology and Physiology and the Director of the Kresge Hearing Research Laboratory of the South at LSU Medical School. Find out more...
A Conversation with Principal Arlynn Brody
New York PS87, an elementary school in Queens, has a special education population close to 40 percent due to policies that predate Principal Arlynn Brody's tenure. Five years ago, when Brody took charge of the school, her goal was to improve performance to the point that all students could be re-entered into mainstream education. She did it. Find out more...
Teaching Appalachia Style: An Interview with Mayfield Brown
L. Mayfield Brown has been Director of Schools at the Oneida Special School District in Tennessee since December of 1990. When he took the position, Oneida was ranked near the bottom in state assessment scores. Today, after much determination, commitment, and implementations of successful programs such as Fast ForWord, Oneida has turned around. Find out more...
Technology is Elementary: A Conversation with Rita Gardner
During her tenure at Shields Elementary in Chicago, Principal Rita Gardner and her faculty have implemented the computer equipment and instructional programs, including the Fast ForWord Family of Programs, necessary to make the school a "Technology Showcase School" for the Chicago Public School District. Find out more...
How Reading Skills Help Improve Math and Science: An Interview with Barbara MacPhee
Barbara MacPhee is the founding principal of the New Orleans Center for Science and Mathematics. She has found that helping students improve their language and reading skills, through the use of programs such as Fast ForWord, also shows benefits in their math and problem-solving skills. Find out more...
Making the Connection between Science and Learning: A Conversation with Dr. Michael Merzenich
Dr. Merzenich, a founder of Scientific Learning Corporation, is widely recognized as one of the world's leading experts in brain plasticity, brain mechanisms, and integrative neuroscience. Find out more...
Pulled Up by Technology: An Interview with Lori Rhodes
Lori Rhodes is Director of Elementary Education for the Fontana School District in California, one of the states largest districts. Her district, which has a high number of low socioeconomic students, implemented Fast ForWord district-wide to help students work on language development. Find out more about how Fontana met or exceeded expectations for their students. Find out more...
For the Entire Family: A Conversation with Ben Small
Ben Small is the principal of Columbia Middle School in Burbank, Washington. Not only have his students who have completed Fast ForWord training shown advances in language and reading skills, but parents who Small has invited to complete training have also done well. Find out more...
The Teacher's Personal Tour Guide to the Brain: David Sousa
Dr. Sousa is an international educational consultant and author of How the Brain Learns: A Classroom Teacher's Guide and Learning Manual for How the Brain Learns. Find out more...
Where Brain Science and Education Meet: a Conversation with Robert Sylwester
Dr. Sylwester is an author and an Emeritus Professor of Education at the University of Oregon. Find out more...
Land of Many Languages: An Interview with BJ Wise
B.J. Wise is Assistant Superintendent for Special Populations at the Washington State Office of the Superintendent of Public Instruction. Over 160 languages are spoken among the students in her district, and a large number of the students in her district are from migrant families. She is implementing Fast ForWord to help these students improve reading and language skills. Find out more...
 PBS TeacherSource
 
 New Horizons for Learning
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