Underachieving Students: Why They Struggle and How Educators Can Help

• June 11, 2013 by Norene Wiesen

How early does environment begin to shape children into successful students or underachieving students? The answer has to do, in part, with how early babies start acquiring the skills needed to learn to read.

Watching Beth Connelly’s recent webinar, Breaking the Cycle of Underachievement, I was surprised to learn that children as young as four days old can distinguish the vowel sounds of the language in their natural environment. Four days old.

I couldn’t stop thinking about the implications of that timeframe. Suppose one child grows up in an enriched (typically high-SES) environment with a lot of stimulation and adult interaction, while another child grows up in a low-stimulation, low-interaction (typically low-SES) environment.

As Hart and Risley noted in their landmark study, the first child will be exposed to 42 million more words than the second child by age four. That difference in language exposure plays a big role in establishing the achievement gap that—without effective intervention—continues to widen as learners progress through school and then out into the world.

When I think about how babies as young as four days old are extracting information from the words they hear—distinguishing sounds and learning the building blocks of language—it is easy to understand how a child’s ability to learn can increase or decrease depending on the degree of stimulation in the learning environment.

It’s not just the richness of the learning interactions that influences learning ability, however; babies with frequent ear infections or fluid in their ears can also have trouble extracting accurate information about language sounds, as can babies and toddlers growing up in environments with a lot of background noise.

In her webinar, Connelly covers a wide range of research that often surprises. For example:

• When babies are only six months old, what can researchers predict about their future reading ability?
• What are the greatest differences in ability between low- and high-SES learners, and what is the connection to brain differences?
• To what extent do our genes determine our academic destiny?
• How do educators transform students’ ability to succeed?

That last point is especially important, because—as Connelly discusses—educator impact can be huge, influencing the actual biological processes that determine how successful learners are in the classroom.

Watch the full webinar and discover the critical importance of classroom teachers and technology in preparing all of our students—and especially our most vulnerable students—for life after K-12.

 

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Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning

Tags: auditory processing, below grade level, brain development, brain plasticity, brain training, child reading development, cognitive skills, early learning, language learning, learning to read, literacy, memory, phonemic awareness, struggling readers, struggling students, teacher effectiveness, teacher impact, technology in education, webinar

Growing Together: Connectomes, College Students, and Practical Tips for Providers

• June 4, 2013 by Norene Wiesen

If you attended this year’s 100% virtual Visionary Conference on May 17^th, then you already know about the amazing research presented by perennial audience favorites Dr. Martha S. Burns and Scientific Learning co-founder Dr. Paula Tallal. But if you happened to miss it, you’re in luck—because we’ve captured all of the conference sessions so you can watch them at your convenience and catch up.

Find the links to the research presentations below, along with links to additional sessions full of practical information for clinical providers in support of this year’s theme, Growing Together.

What’s New in Neuroscience?

In a jam-packed session, Dr. Martha Burns took conference attendees on a fascinating tour of trends and milestones in recent neuroscience. She reviewed years of foundational research underlying detailed maps of the neuronal connectivity of the brain that today we call “connectomes.” She then covered recent studies revealing the semantic map of the human brain, with words and word meanings mapped hierarchically over the cortex. She wrapped up with details about specific connectomes within the brain, the cognitive domains controlled by each (from a speech-language perspective, those governing attention and flexibility are particularly interesting), and symptoms related to dysfunction within a connectome. Advances in connectome research, according to Dr. Burns, point to new possibilities for evolving the clinical application of Fast ForWord program technology.

New Research with College Students

Dr. Paula Tallal’s session presented revolutionary new research using the Fast ForWord program with college students. The studies sought to determine whether college students using Fast ForWord would show improvements in attention, reading, and writing. Results were impressive, with significant improvements not only in attention and reading, but in writing as well. Dr. Tallal went into detail about the design and results of each study, so you will want to watch the presentation to fully understand the implications of this exciting new peer-reviewed research.

Product Updates and Enhancements

Every year, we look forward to sharing the recent and planned product enhancements with our providers at the Visionary Conference. This year, Ching Lee and Joan Ferguson of Scientific Learning gave online walk-throughs of product and reporting enhancements for both the Fast ForWord and Reading Assistant programs. Their session is a must-watch for any provider looking to stay current with product and reporting features, as well as those who are curious about future enhancements currently in the works.

Connecting Fast ForWord to Reading Assistant

Using the Fast ForWord and Reading Assistant programs together can be a powerful treatment approach for children and a strong marketing differentiator for private providers. Speech Language Pathologist Beverly Gough’s session focused on strategies and techniques for blending the Fast ForWord and Reading Assistant programs in private practice. She walked through a number of clinical scenarios and answered audience questions, providing a wealth of valuable information mined from her years of professional experience as a Scientific Learning provider.

Growing Together:  Maximizing Your Reach

Finally, attendees heard from Speech Language Pathologist Renee Matlock about how to reach more students and grow a clinical practice through offsite implementation and general marketing best practices. Ms. Matlock is a recipient of the Scientific Learning Sustained Excellence Award marking the highest quality of implementation of Fast ForWord for more than 10 years. After the release of MySciLEARN®, Ms. Matlock found that parents preferred the ease of having their children work on Scientific Learning products from home. She proceeded to transform her business into a 100% offsite practice, and generously shared her learning at the Visionary with all Scientific Learning Providers. It’s the perfect session for any provider looking to grow their practice—so be sure to watch and learn!

Related reading:

Human Intelligence and the Brain: Mapping Intellectual Ability

How are Reading Skills Related to White Matter in the Brain (and Why Does It Matter)?

5 Reasons Why Your Students Should Write Every Day

 

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Fitness, Brain Research, English Language Learners, Fast ForWord, Reading & Learning

Tags: attention, below grade level, brain development, brain plasticity, brain training, cognitive skills, how adults learn, improving reading skills, literacy, Scientific Learning events, student growth, technology in education, webinar, writing

Auditory Processing Skills & Reading Disorders in Children

• May 14, 2013 by Hallie Smith, MA CCC-SLP

It’s not exactly news that there’s a relationship between auditory processing skills and reading disorders in children. But with research by scientists such as Elise Temple and Nadine Gaab helping to establish and confirm the connection, the mounting evidence points to just how strong the correlation is—especially for children with dyslexia.

In a recent study by Jane Hornickel and Nina Kraus published in the Journal of Neuroscience, the authors set out to determine whether inconsistency in the brain’s response to speech sounds is correlated with poor reading skills. The study evaluated 100 normal-hearing children from 6 to 12 years of age who were divided into 3 groups—good readers, average readers, and poor readers—based on their fluency scores.

The researchers asked the children to listen to the syllables “ba” and “ga” while measuring the children’s auditory brainstem response. They also measured the children’s brainstem response to a simple clicking sound for comparison.

The authors found that the auditory brainstem response was considerably more variable for poor readers than for good readers, but only when listening to the relatively complex speech sounds—not when listening to the simple click sound. They also found that the inconsistencies in brainstem response were more closely associated with the consonant portion of the syllable than the vowel portion.

The variability in brainstem response occurred intermittently throughout the testing rather than building over time, and was primarily seen among the poor readers rather than all three groups, indicating that neural fatigue was likely not a factor. The authors note that the more likely explanation for the intermittent variability is poor encoding of speech sounds in the brains of the struggling readers.

According to Kraus, it’s this inconsistency of brain response that prevents some children from making the crucial connection of sound to meaning that is the foundation of language and reading skills. Strong readers, on the other hand, typically make the connection with ease. The relationship between reading ability and auditory processing skills, she says, is “a highly significant relationship.”

Distinguishing between consonants can be particularly difficult for children with dyslexia, as this study shows, because they are spoken so much more rapidly than vowels. But consonants typically give meaning to words (think “cat” vs. “bat”), so that missing bit of information can make learning to read enormously difficult. The takeaway is that when children with normal hearing experience reading difficulty, auditory processing plays a role.

Fortunately, our students’ brains are highly adaptable and responsive, enabling dramatic improvements with appropriate intervention. When the auditory processing issues are corrected, children are then able to make the critical sound-to-meaning connections that lead to proficient reading and improved learning all around.

Related reading:

Dyslexia, Auditory Processing Disorder, and the Road to College: Maria’s Story

What Educators May Not Know about the Neuroscience of Learning

 

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Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning, Special Education

Tags: auditory processing, autism, brain development, brain plasticity, brain training, child reading development, cognitive skills, dyslexia, improving reading skills, intervention, learning disabilities, learning to read, literacy, phonemic awareness, processing rate, reading comprehension, reading intervention, struggling readers, technology in education

Brain Myths in Education: Making Sense of Fact vs. Fiction

• March 12, 2013 by Norene Wiesen

In the nearly 25 years since Congress designated the 1990s “The Decade of the Brain,” educators have been flooded with information about how the brain learns. Some of the “brain myths” that educators have learned are actually right on target, while others are outright wrong. Some data is still open for debate and other inquiries are just getting under way.

We asked Dr. Bill Jenkins and Dr. Martha Burns for a little help in sorting fact from fiction for those of us with other things to do besides reading through the original research studies and teasing out our own conclusions. They presented a great live webinar on the topic, and here’s what we learned:

Myth #1: The Brain is Hardwired – True or False?

Until the 1990s, neuroscientists believed that the adult brain was indeed hardwired with fixed neural circuits. The Decade of the Brain revealed that this view is false—the adult brain is not hardwired and neither is the child brain. In fact, learning goes hand in hand with the re-wiring of brain circuits on the fly, a re-organizing ability that lasts throughout our lifetime.

Myth #2: There are Multiple Intelligences – True or False?

When I first heard about the idea of multiple intelligences, I responded to it immediately. I’m a visual learner! I thought. Of course. And I know I’m not alone.

The truth is more complicated. The construct of multiple intelligences falls under the category of “still open for debate” and may depend as much on our frame of reference as anything else. Regardless, what’s important for teachers is to understand individual students’ strengths and weaknesses and not evaluate students along one dimension of Smart vs. Not Smart.

Myth #3: There’s a Critical Period for Language Learning – True or False?

The widely held belief that language learning must be mastered early is an example of a fact being taken too far. True, it is typically easier to learn a new language before age 7, but we retain the ability for language learning throughout life.

In fact, intensive language training can produce large gains in oral language and reading skills even in older children who are not yet fluent. This includes in-person training or computer programs such as the Fast ForWord Language and Reading programs. They key is an individualized and intensive approach that influences brain organization through mechanisms of neural plasticity.

Further, learning a new language later in life can be good for the brain—better than, say, Sudoku or crossword puzzles.

Get the Facts About 10 More Brain Myths

Drs. Jenkins and Burns had much more to say about fact vs. fiction in how the brain learns. Watch their on-demand webinar on Brain Myths in Education and get answers about these brain myths and more:

• What role does diet play in learning?
• Are gluten-free and casein-free diets really better for brain health?
• What are the differences between boys and girls when it comes to learning?
• Can all students meet high learning standards?

Related reading:

What Educators May Not Know about the Neuroscience of Learning

Eric Jensen Links New Brain Research With Teaching in New Webinar

 

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Research, Education Trends, Fast ForWord, Reading & Learning

Tags: brain plasticity, brain training, how adults learn, how children learn, intelligence, intensity, language learning, webinar

How are Reading Skills Related to White Matter in the Brain (and Why Does It Matter)?

• December 18, 2012 by Bill Jenkins, Ph.D.

In an effort to understand this interplay between literacy and these faculties, Stanford University neuroscientist Jason Yeatman examined the correlation between reading ability and the growth of white matter tracts that connect different regions of the brain. Yeatman and his colleagues studied students aged 7 to 12  over the course of three years.  During that time, the team used brain scans to visualize the development of these white matter tracts – specifically, the arcuate fasciculus connecting the brain’s language centers, and the inferior longitudinal fasciculus, which links these centers to the areas that process visual input.

They found that:

• In strong readers, signals in these tracts started off weak and strengthened over the three years.
• In weaker readers, the connections were relatively good, but declined over time.

Yeatman and his colleagues concluded that the reason for such differences  lie  in two processes related to brain plasticity:

1. Myelination, how highly-used nerve fibers become better transmitters over time; and
2. Pruning, whereby unused connections and fibers are eliminated.

In short, their studies indicate that:

• In good readers, pruning and myelination are working and developing at even rates.
• In poor readers, these two processes are out of sync and thus the connections that facilitate reading processes do not form as effectively.

How might this understanding help us as educators? Previous studies (linked below) have shown that we can influence brain development with Fast ForWord®, improving reading, fluency and vocabulary with Fast ForWord Language and Fast ForWord Reading and Reading Assistant.  Through the training and reinforcement that such tools afford learners of all skill levels, we can select and strengthen pathways through the brain. This is the true power of brain plasticity – the ability to change the physical structure of this most dynamic organ of the human body.

With Yeatman’s research, we now face the potential of being able to time such interventions for maximum benefit. If we can identify the optimal time when these processes of myelination and pruning are most in balance, such a moment might represent the perfect window for a student to experience maximum success with these interventions. 

Resources and links:

Brain connectivity predicts reading skills

Development of white matter and reading skills

Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI

Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children.  (See  a YouTube video for explanation of this study)

Related Reading:

The Reading Brain: How Your Brain Helps You Read, and Why it Matters

What Makes a Good Reader? The Foundations of Reading Proficiency

 

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Research, Education Trends, Fast ForWord, Reading & Learning, Reading Assistant

Tags: academic success, brain development, brain plasticity

What Educators May Not Know about the Neuroscience of Learning

• November 6, 2012 by Scott Sterling

On October 30^th, noted neuroscience researcher and co-founder of Scientific Learning, Dr. Paula Tallal, conducted a live webinar titled “What do Neuroscientists Know About Learning That Most Educators Don’t?” In her presentation, Dr. Tallal discussed her original research on auditory processing, its relationship to language development, and the far-reaching effects that deficiencies in those areas can have on learning.

Research continues to support the hypothesis that difficulty discriminating between small changes in sound is at the heart of learning problems both in students who have a diagnosed difficulty and those who do not.  Dr. Tallal described how oral language is the foundation for learning and for most successful educational outcomes, adding that oral language itself is dependent on the brain’s ability to discriminate and process auditory information. Children who have difficulty perceiving the many subtleties of language find the deck stacked against them in their educational careers. They can experience a variety of impediments to learning, including:

• Limited attention: Humans are less likely to pay attention to someone speaking if they only understand a portion of what is said. Recall the last time you spoke to someone with a heavy accent or were on a bad phone line.
• Difficulty following directions: When you only understand a portion of a spoken “order of operations” - like a set of directions – the chance that you follow the order decreases dramatically.
• Memory issues: As Dr. Tallal describes, if you have to concentrate so much on understanding spoken text, you are less able to move information from working to long-term memory, and therefore are less likely to remember it.

Students with this subtle level of auditory processing problem need specific differentiation that is not possible in most classrooms. The good news, as Dr. Tallal describes, is that modern technology can be used to address the difficulties these children face and help bridge these skill gaps. In fact, it is this level of research and development that informed the development of Scientific Learning’s software programs, including Fast ForWord.

To close, Dr. Tallal took questions from the educators relating to how these insights can be used to improve educational outcomes in all classrooms. Teachers left this insightful webinar with practical strategies that can be used to help learners of all abilities.

 

 

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Categories: Brain Fitness, Brain Research, Education Trends, Fast ForWord, Reading & Learning, Reading Assistant, Scientific Learning Research, Special Education

Tags: academic problems, academic success, accelerate learning, at-risk, attention, brain development, brain plasticity, brain training, child reading development, cognitive skills, dyslexia, Fast ForWord characters, how children learn, improving reading skills, language learning, learning disabilities, literacy, memory, oral language skills, processing, reading intervention, sequencing, struggling readers, struggling students, technology in education, webinar

Eric Jensen Links New Brain Research With Teaching in New Webinar

• October 23, 2012 by Scott Sterling

In a recent webinar for Scientific Learning titled “Teaching With the Brain In Mind”, Eric Jensen discussed the newest concepts in brain research and how they relate to teaching and classroom strategies. Jensen is the author of 24 books on brain research and is a former educator himself.

It turns out that almost everything that educators assume to be correct about the development of the brain in children and adolescents is mistaken. Mr. Jensen summarized what current research tells us about the childhood brain in three simple points:

1.      Brains are far more variable than previously thought

It turns out that “normal, healthy brains” only exist in about 10% of the population. For the other 90%, plenty of internal and external factors have affected their development. This finding supports teachers’ intuition, that educational differentiation is just as important as they have always suspected.

2.      Brains have the ability to change more than previously thought

An idea that gives hope to teachers everywhere, Mr. Jensen detailed research on brain plasticity, or a brain’s ability to change throughout life.  A “plastic” brain thrives when in an optimal educational setting , but the converse is also true. High-performing students in the hands of low-performing teachers can and often do regress rapidly.

3.      Every cognitive skill can be taught

Skills previously thought to be inherent or genetic, like attention span or capacity for responsibility, are actually teachable. This finding obviously has revolutionary implications for classroom management strategies. When paired with the previous two findings, one can conclude that every child has the ultimate potential for success when met with the proper strategies and support.

Throughout the webinar, Mr. Jensen tied the above guiding principles to real-world examples in a classroom. He touched on the efficacy of products like Fast ForWord and Reading Assistant, which are leaders in utilizing these guiding principles to make reading gains.

The professional educator leaves this talk not only with new insights into the workings of the childhood brain, but also with practical strategies that can be used the next day with students.

 

 

Related reading:

7 Amazing Discoveries from Brain Research

Brain Plasticity: A New Frontier For Education and Learning

 

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Research, Fast ForWord, Reading & Learning, Reading Assistant, Special Education

Tags: academic success, attention, brain development, brain plasticity, brain training, cognitive skills, intervention, memory, struggling students, teacher effectiveness, teacher impact, technology in education, webinar

How to Re-Wire your Burned-Out Brain

• October 16, 2012 by Martha Burns, Ph.D

So it is only October and the buzz and excitement of starting a new school year has already fizzled. Life is a little boring, the holidays seem too far away, you are more tired than usual, and you are having a little trouble getting enthusiastic about your job or your children’s upcoming book reports and science projects, or whatever. What’s going on? Of course you know, burn-out.

What exactly is burn-out? Does it come from working too hard, not being appreciated?  Perhaps, but from the standpoint of the brain, burn-out occurs when motivation declines.  The human brain is designed to keep motivation levels high for activities we need to survive, those that are very rewarding, and those that involve novelty.  Hence we are usually very motivated to escape a dangerous situation, eat chocolate cake and watch a new movie we just purchased. We tend to associate reward and novelty with play and leisure – video games, a golf or tennis match, watching a new TV show or a sports event, playing a new board game,   or visiting a new vacation spot – even though we might work very hard at those activities.  Rarely do you hear avid golfers complain about golf burnout.  But you also rarely hear CEOs talk about being burned out. They may retire to relieve the stress of their job or spend more time with their family, but rarely do they complain about their workload or burnout.  Why not? Because the excitement of a new round of golf and the reward that might come from winning or achieving a greater profit margin motivates the golfer and the CEO.  However, when your daily life becomes repetitive, unexciting or non-rewarding, motivation decreases. Burn-out is really the symptom of a brain that has lost its motivation. And motivation declines when two important aspects of life are missing – earned reward and novelty.

So, what can you do about burn-out?  The answer actually comes from neuroscience research. Whether your burn-out is associated with a job in or out of the home, the solution is not to work less and play more (because poverty is not very rewarding).  Rather, the solution is to turn work into play.  And the way to do that is to imbue your day with novelty and challenges where there is an expectation of reward.

Reward thyself:  If your work is not very rewarding or your boss is not good at showing appreciation, one important key to avoiding burnout is to build in self rewards for a job well done. Each morning, next to your to-do list, make a “reward when completed list”.

• After I work out I will…buy myself a little treat (a new pen, some fun post-it notes or allow myself a small ice cream cone)
• After I finish my major work project I will…do something nice for myself (set aside time to watch the football game I recorded last week but never had a chance to watch, take a long hot shower with a special soap or set aside an evening with a few close friends)
• After the house is cleaned I will…do something that makes me feel better (take a short walk to the park, check out some of the new houses for sale in my neighborhood, call a high school friend I haven’t talked to for months)

Keep it new: If a job largely involves repetitive routines, try to come up with something new to add.

• Long boring commute – add something  different each week 
  • Try a slightly new route
  • Add a new song or pod-cast to your iPod to listen to
  • Rent audio books from the library
• Hours at a computer – add something new to look forward to
  • Listen to music in the background using headphones
  • Make a contest or start a pool with workmates over your most boring tasks. Guessing the number of junk mail messages each of you has to delete each week – the losers take the winner out to lunch on Friday
  • Start a company softball or volleyball team, a duplicate bridge competition, a  bowling league, a game of cards at lunch
• Change it up – change your routine
  • If you always eat lunch at noon, eat a late breakfast and take a mid-afternoon walk
  • If you always get in at 8:30 and leave at 4:30 pm, try a few days of getting in at 7:45, leave by 3:45 and go for a swim or a late afternoon hike
  • Do it a new way – rotate the pillows on each of the beds you make each morning, move the living room furniture around,  try one new recipe for dinner each week, learn a new technology to make your life a work simpler, take a management course and implement one new idea a week

Delay gratification: Make your work schedule its own reward by scheduling  your most boring task first each day and your favorite task last so all day you are looking forward to the activity you enjoy the most.

Finally, build in healthy brain-building activities to your week. A happy brain is a brain that is thinking, creating, planning, solving, and learning new things. Schedule activities outside of work that make you feel good about yourself and keep your mind sharp:

• Bridge
• Chess
• Sewing
• A musical instrument
• Dancing
• A class at the local junior college
• A new hobby:  furniture upholstering, furniture refinishing, water color painting, crafts
• A new language!

Related reading:

Lifelong Learning and the Plastic Brain

Creating the Optimal "Internal" Learning Environment

 

To learn more about the brain, view our free recorded webinar!

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Fitness, Family Focus, Reading & Learning

Tags: behavior, brain development, brain plasticity, creativity, how adults learn, how children learn, motivating students, play

Join Us for Our 2012 Fall Webinar Series for Educators

• September 4, 2012 by Carrie Gajowski

Our Fall Webinar Series for Educators is here!  Join us for presentations on topics from how the brain learn to how you can increase test scores and reading proficiency for your students. 

How the Brain Learns

9/12 - The Development of Executive Function: Building the Brain’s “Air Traffic Control” System

Dr. William Jenkins, one of our four founders and an expert in learning-based brain plasticity, will review the three dimensions of executive function often highlighted by scientists—working memory, inhibitory control, and cognitive flexibility. Learn about the development of these skills across childhood and look at some popular misconceptions about executive function in children.  His last webinar on executive function was a big hit—you‘ll want to join us for this one!

10/11 - Teaching with the Brain in Mind

Brain-based learning expert Eric Jensen returns to share specific, practical brain-compatible strategies you can use in the classroom right away. Discover how the brain works, how teaching changes the brain, and what it takes for students to acquire complex learning and achieve their best. Jensen’s webinars are always packed—be sure to register and arrive early!

10/30  -  What do Neuroscientists Know About Learning That Most Educators Don't?

Dr. Paula Tallal will join us to discuss the latest neuroscience research on learning, her original research on auditory processing and language, and the classroom application of these scientific findings to help struggling learners succeed.  Dr. Tallal is one of our four founders and a very engaging presenter—don’t miss this rare opportunity to learn from her!

Real Life Results with Scientific Learning Programs

9/5  - 79% of Arizona English Language Learners Improve One or More Proficiency Levels In One School Year

Returning presenter Cory Armes will discuss how the Fast ForWord program supports English Language Learners by simultaneously developing academic skills critical for reading, such as English language conventions, phonemic awareness, vocabulary, and comprehension. A live Fast ForWord demo will be included in this webinar.

9/17  -  Administrators from Westfield-Washington Schools (IN) Discuss How Their Students Achieved Nearly Double Expected Gains In Reading

Dr. Martha Burns will open the webinar with an overview of how the brain learns.  Then, special guests Dr. Dave Mundy and Cindy Keever from Westfield-Washington Schools in Indiana will discuss how students achieved nearly double their expected gains in reading with the Fast ForWord program.   Bring your questions for our guests!

9/26 - Students Surpass Reading Level Gain Expectations by 50% With Reading Assistant

Maura Deptula will provide an in-depth look at the Reading Assistant online reading coach and results achieved by students using it. Reading practice with Reading Assistant helps strengthen fluency, vocabulary and comprehension. This webinar will include a live product demonstration.

For Parents

9/10 - The Science of Learning

One of our most popular presenters, Dr. Burns returns to discuss ways to accelerate your children’s learning. Recent brain research shows that developing the critical cognitive skills of memory, attention, processing, and sequencing can make a significant difference for your children and result in improved test scores. Dr. Burns will discuss key areas of the brain and how these areas influence reading and academic performance. Angela, a parent from Wisconsin, will discuss her son’s progress and results with the BrainPro program.

 

 

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Categories: Brain Fitness, Brain Research, Education Trends, English Language Learners, Fast ForWord, Reading & Learning, Reading Assistant, Scientific Learning Research

Tags: academic proficiency, academic success, accelerate learning, brain development, brain plasticity, cognitive skills, executive function, how children learn, improving reading skills, increased test scores, learning to read, literacy, phonemic awareness, reading comprehension, reading intervention, success stories, technology in education, webinar

Preventing Summer Brain Drain with Dr. Martha S. Burns

• May 29, 2012 by Carrie Gajowski

One of my favorite webinar presenters here at Scientific Learning, Dr. Martha Burns, recently gave a webinar called “BrainPro:  Preventing Summer Brain Drain.”

Dr. Burns covered a number of points related to learning and retaining information

• How learners can benefit from current research in 3 areas: 
  • Psychology – the benefits of teaching to a child’s style of learning
  • Neuroscience and Technology – using neuroscience-based technology to individualize instruction to meet the needs of each individual student
  • Education – providing standardized content to learners across the US
• The science of how the brain learns.  The human brain has thousands of networks that work together and help us to do a lot of different things. Pathways in the brain get stronger and stronger with use.   The more we do something, the better we get at that activity.  The stronger the pathways in the brain, the easier it becomes for the child to learn and retain information. 
• Early difficulties in reading. If a child is struggling with phonological awareness, memory, vocabulary or comprehension, it may indicate a learning difficulty. The cognitive abilities of memory, attention, processing, and sequencing that are foundational to language can be exercised with the BrainPro program.

Following Dr. Burns, we heard from Jenny, a parent from Florida who had her teenage daughter use the BrainPro program to help her pass the FCAT (the Florida Comprehensive Assessment Test).   Her daughter has a very high GPA and takes AP and Honors classes, but had difficulty in passing the FCAT reading test two years in a row. After she went through the BrainPro program, she took the FCAT for the 3^rd time and passed with a near perfect score on the test.  

View the webinar to for more detail and visuals about how the brain learns, and find out how the BrainPro program can help learners stay sharp over the summer break.

Related Reading:

Antidotes to Summer Brain Drain (Part 2): 5 Ways to Pull the Plug on Learning Loss

Leigh Ann’s Story: Making a Difference in Children’s Lives

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Fitness, Brain Research, Reading & Learning

Tags: attention, brain plasticity, brain training, child reading development, cognitive skills, early learning, Florida, high school learning, how children learn, increased test scores, memory, processing, sequencing, student growth, success stories, webinar