This is an important step towards better understanding the underlying processing issues involved in ‘reading improficiency’ (affecting 6 in 10) as well as ‘dyslexia’ (affecting 1 in 10)
Tag Archives | dyslexia
“CHANGING TRAJECTORIES” is the final chapter of Phase I of COTC and includes our suggestions and tips for improving the learning trajectories of struggling readers.
The Children of the Code site has been upgraded to much higher quality videos that can be run on your tablets, smartphones, etc. ++ Two new chapters: “What is Reading?” and “Paradigm Inertia”
We are raising funds to give our DVD sets to the teachers and literacy volunteers that need it the most but can afford it the least. Help us!
This is the first in a series of posts that explores the brain processing issues underlying difficulties in learning to read. In this post we focus on ‘processing stutters’ and their relationship to ‘processing speed’. We also establish the ‘speed of language’ as a baseline for understanding the processing speed demands of reading.
Re: the Chronicle of Higher Education’s Article: “We Can’t Teach Students to Love Reading” by Alan Jacobs, professor of English at Wheaton College. An important missing distinction: Most of the people who ‘love’ reading began loving it when they were children. In the past few decades there has been an unprecedented decline in how lovable reading is for most children […]
Re: Brain’s involvement in processing depends on language’s graphic symbols (3/29/2012) “Readers whose mother tongue is Arabic have more challenges reading in Arabic than native Hebrew or English speakers have reading their native languages, because the two halves of the brain divide the labor differently when the brain processes Arabic than when it processes Hebrew […]
Re: New York Times: The Link Between Reading Level and Dropout Rates 3-19-2012 “Children who aren’t reading proficiently by fourth grade are four times more likely to drop out of high school, and according to the National Assessment of Educational Progress, only 34 percent of America’s fourth graders read at grade level.” It’s always good to […]
cna yuo raed tihs? “Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteers be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs […]
Re: http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/ Are the neurophysical correlates of working memory deficits the result of biologically ordained structural/processing insufficiencies (maladaptive bio-development) (1) or are the neuro-physiological correlates of working memory deficits the result of a lack of neurophysical exercise/activity due to learned maladaptive processing schema? For a related example, a recent study of dyslexia moved us closer to […]