When Manuel and Carol's twin boys were diagnosed with central auditory processing disorder, they began a journey to help their sons that led them to Fast ForWord. Now 18, the twins are preparing to graduate from high school. Read this compelling interview to learn more about one family's rewarding journey with Fast ForWord.
Some are resistant to seek a diagnosis for a student or child's learning issue, worrying that a "label" may do more harm than good. But there are risks with not identifying issues as well. Read on for pros and cons on the topic, from a mother who has weighed all options.
We've translated some lesser known facts about the brain into "kidspeak" to share with your learners. Did you already know #4? How about #7? Take a look!
Make the most of summer by watching some of our most popular webinars to date on topics such as poverty, auditory processing, dyslexia and more. These can be viewed from anywhere so pull out your laptop, tablet or smartphone. Enjoy!
In this post, a veteran Fast ForWord provider explains how the exercises in Fast ForWord work to improve auditory processing speed -- plus, she offers advice on what to do when your child, student or client begins to struggle on the most challenging exercises: Sky Gym and Jumper Gym. If you have experience with successful strategies too, share in the comments!
Sometimes it's easy to think a child isn't paying attention because they're being defiant, or dare we say it - "lazy"? This is usually not the case, especially for children from poverty, and it behooves us to understand better what's happening in their brains. Read Dr. Eric Jensen's poignant and timely messages about how to help students from poverty build the skillls that will break the cycle of underachievement.
When students understand the limitless potential of their brains, anything is possible! But what if you're using new information in the wrong ways? Read more to see if you're on the right track, and plan some time next week to talk with your students about the brain's fascinating ability to change for the better.
In 1995, research by Betty Hart and Todd R. Risley revealed how differences in early language experience fuel the achievement gap in our nation’s schools. It’s been almost two decades, so why haven’t we made more progress? We interviewed Dr. Steve Miller to find out.
The amount of attention schools devote to improving standardized test scores is controversial. A new study by John Gabrieli at MIT is shedding some light on what’s not being measured. The results are food for thought.
When a child struggles to read, we look to factors such as socioeconomic status or access to books. But brain differences are also part of the equation and should not be overlooked.