Meet the 1st Queen of Literacy, Dr. Linda Nash!

Tuesday, October 21, 2014 - 08:00
  • Hallie Smith, MA CCC-SLP

Dr. Linda NashDr. Linda Nash, Supervisor of Federal Programs/Grants in Cookeville, TN, has been crowned our first Queen of Literacy. She received 24% of all the votes cast (5,472!) and has won an all-expense paid trip to our National Circle of Learning Conference (virtual registration now open)! I caught up with Dr. Nash by phone to learn more about her life as an educator. 

SL: How did you get into education?

Dr. Nash: Education was very important to my parents. Neither of them had a college education and they were probably both smarter than I am. It was never a question of if I was going to school. It was always where we were going and in what we were majoring. I guess I’ve had two careers, one in accounting and one in education. I started out in home economics thinking I would like to be a home ec. teacher and then I changed to business because I needed to work to put my husband through school. Once he finished, I went back to English; however, I had worked for a CPA for many years. I finally decided to go back in education and was a senior English teacher for 18 years.

When I was in accounting, I missed education; and when I was in education, I missed accounting. Now I am the federal program supervisor for my county and I can use both of them.

SL: How did you move from being a teacher to be an administrator? Was that a goal of yours or just something that happened?

Dr. Nash: I started my doctoral work in English. I really thought I wanted to teach English at the university level, and I did do that for a while. I was getting married; and because of the program requirements I would have had to leave home for a year to do residency at the university. I didn’t want to leave my family, so I switched to administration, and I’ve never regretted it. As a distict administrator you’re helping the kids by helping the schools.

SL: How did you become acquainted with Fast ForWord?

Dr. Nash: When I came to the central office as a federal programs supervisor, Dr. Kathleen Airhart was the Director of Schools, and she had had experience with the Fast ForWord program with our special ed students in her prior role as our special ed supervisor. So when I became a federal supervisor she had said to me that Fast ForWord was a great RTI program and wanted me to take a look at it and see if it might be something we might be able to use in our schools, not just with special ed students.

I started doing some investigating, looking at data—not just what you all provided—and looking at schools that had used it. To be honest, we first started using it because the state had a new law that said any 3rd grader who scored below basic on our state test either had to have progress in an intervention or they had to be retained in 3rd grade. We purchased it really to use in our summer school intervention program and then we started using it in all of our elementary schools as an intervention.

Because we’re purchasing subscriptions, we use it during the year as well. During the school year I leave it up to the school how they use it. I have some schools that use it differently than how we use it in summer school. I have two schools in particular that have really been targeting our ESL population because some of the sounds from the English language are missing totally from the Spanish language.

SL: So you were able to see right away from the data that this would be an effective program for your students?

Dr. Nash: Yes. All of the 3rd graders who go to summer school use it. We’re not just putting the kids on the computer for 2 ½ or 3 hours and leaving them. They rotate. They do oral reading in a section, they do vocabulary in a section, and in between they do Fast ForWord. By combining all of those we’ve really had good success in our summer school. It’s a bit harder to discuss in the regular school year because each school uses it differently.

SL: What principles guide you in your work on a day-to-day basis?

Dr. Nash: I think work ethic is number one in anything that you do. Your integrity, coming to work knowing that you’re going to give your all and do a job to the best of your ability. I think that’s with anything. I think with me, federal guidelines, knowing the federal guidelines, being able to decipher them and apply them. For my job I am meeting the compliances that the federal government says we have to meet to spend this money. And more importantly to me, are we good stewards of that money and getting the best effects or getting the best thing for the dollar?  One thing that’s really important to me in my job is to listen to the principals. They know best what they need in their schools and to help them be able to do what they want to do in the compliances of the money that we can spend. I have had the experience of just being told, “No, you can’t do that,” without trying to find a way. Is there a way if we do it this way? What if we change our intent a little bit to meet this guideline? I think being a good listener of the needs of the principals is key.

SL: What have you learned during your career that you would like to share with educators who are just starting out?

Dr. Nash: First and foremost we’re here because of children. We are here so that kids can do their very best with what we can give them and we owe it to them.

One of my grandsons—he is in college now—said one day about a specific teacher he had had, “You know, Granny, if I had had Mr. or Ms. So-and-So for this particular class I might could have done something else in college.” And it broke my heart because I thought to myself, every child deserves the very best teacher for every subject every year. And then that child can decide what they want to do with their education.

I just hope teachers understand the importance of the effect they have on kids on a day-to-day basis, whether we’re using Fast ForWord or whether we’re using a textbook or just whether we’re entering the classroom smiling. 

You've made us smile, Dr. Nash! Thank you for your support.

 

 

Congratulations to the 2014 Champions of Literacy!

Monday, September 29, 2014 - 18:45
  • Hallie Smith, MA CCC-SLP

Scientific Learning is pleased to announce a select group of educators nominated for this year’s Champions of Literacy award. We recognize these educators, selected from across the U.S., for their commitment on behalf of students, parents, and colleagues.

In honor of their hard work and dedication, every Champion will receive complimentary registration to our 2014 National Circle of Learning Conference, November 6th and 7th in Dallas, TX.

We are also holding an online contest to elect the first King or Queen of Literacy. The Champion who receives the most votes will win an all-expense paid trip to the conference. Vote now and help us crown our King or Queen!

Lenny Armato, Special Education Supervisor, St. Mary Parish, Centerville, LA

Mr. Armato is an inspiring manager of the Scientific Learning products for St. Mary Parish. He has selected and retained the best Fast ForWord coaches available, rolled out iPad use for the Fast ForWord program, and launched new Reading Assistant implementations at the high school level for ACT score improvement.

 

Shannon Gilfeather, Reading Teacher, Salk Middle School, Spokane, WA

Ms. Gilfeather shows an exceptional level of creativity, care, excitement, and enthusiasm for her students’ success, creating a fun and interactive Fast ForWord lab in the classroom that keeps the kids fully engaged. She treats them to contests that reward them for their hard work. Her students love her and appreciate all she does for them.

 

Teresa Gross, Reading Director/Coordinator, Palmyra Macedon Middle School, Palmyra, NY

Ms. Gross is incredibly dedicated to her students, and a pleasure to work with. She has been a huge advocate of the Fast ForWord and Reading Assistant programs within her district, ensuring that the Superintendent is involved and that the district participates in Scientific Learning research studies.

 

Cassandra Juba, Fast ForWord Coach, South River School District, South River, NJ

Ms. Juba is the coach that runs the Fast ForWord Lab at South River Elementary. She is an expert in the program and a role model for helping students succeed. One effective strategy she uses is her response to intervention flags. When Ms. Juba sees a flag, she scans her reports to see when that student will work on that exercise again and will sit with the student at the next session and “Y-jack in” to see how she can help.

 

Laura Lundy, Director of Curriculum & Instruction, Medford Area Public School District, Medford, WI

Ms. Lundy is proof that positive leadership at the district level can impact each and every student. She is especially passionate about reading, and has shared her enthusiasm for Fast ForWord with the building principals in her public school district, the private schools they serve, and even their virtual academy. Both of her daughters have also used the Fast ForWord program.

 

Linda Mahoney, Reading Specialist, Springfield School District, Springfield, PA

Ms. Mahoney has been part of her district’s Fast ForWord implementation for more than five years. She started out working with about 50 middle school students and soon found herself taking a leadership role in ensuring that all teachers were following the same approach to implementation to ensure student success. She has made participation a priority for all students who fall below grade level and are considered ‘at risk’ and has consistently used data to show significant growth among students using the program. Over the last couple of years, Ms. Mahoney has turned her attention to streamlining the transition for Fast ForWord students moving from elementary school into middle school. Her passion for her students and her dedication to the program have gained her the position of Fast ForWord Implementation Coach for the district, where she is committed to ensuring that her students get the maximum benefit possible from the program.

 

Nancy McGee, Language Arts Coordinator, Grand Prairie ISD, Grand Prairie, TX

Ms. McGee is a dynamic leader who cares very much about the success of her students. She oversees the Fast ForWord implementation at 24 schools in Grand Prairie ISD. She is diligent about monitoring data and is constantly working to improve her knowledge of the programs to ensure the most successful implementation possible at every school. Ms. McGee works with students at all grade levels and is constantly searching out innovative ways to reach and motivate every student. She visits all the schools regularly, asking, "What can I do better?" She is a true advocate for the principals, teachers, and students in her district.

 

Carole Meyer, Principal, Salk Middle School, Spokane, WA

Ms. Meyer’s determination to bring Fast ForWord to her school is impressive. She pursued the program for more than five years before she was finally given the green light to pilot it. She hired a new teacher (Shannon Gilfeather – also a nominee) to head up the program and did whatever was needed to ensure the program’s success. Ms. Meyer has hosted other principals, her district’s new SPED Director, and customers from around the region, providing them with a firsthand look at her school’s lab and success. She and Ms. Gilfeather are constantly promoting Fast ForWord across their district and beyond.

 

Linda Nash, Supervisor Federal Programs/Grants, Putnam County School System, Cookeville, TN

Ms. Nash is passionately dedicated to expanding the use of the Fast ForWord program in her community, district, and neighboring schools. She is always happy to talk with educators from other schools to answer their questions. She is a positive leader who clearly loves helping students succeed. 

 

Bobby Simma, Principal, Perkins-Tyron Elementary School, Perkins, OK

Mr. Simma rolled out his school’s Fast ForWord implementation in 2013 with just 10 licenses, and has since gathered enough funding to increase that number to 60. He and his staff share a strong belief in the Fast ForWord program and work hard to ensure their students are realizing their maximum potential. Mr. Simma’s students have seen significant gains, with a majority of those tested demonstrating an average one-year, four-month reading level gain in just 63 total days of product use. Mr. Simma represents dedication to student achievement and his results demonstrate his commitment.

Congratulations to all!

 

Inside the Brain of a Struggling Reader [Infographic]

Tuesday, September 16, 2014 - 21:45
  • Hallie Smith, MA CCC-SLP

When a student struggles to learn to read, we often look to social or economic factors, access to books, or the home environment for an explanation. While each of these factors can play a part, treatable brain differences are often part of the equation.

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Inside the Brain of a Struggling Reader [Infographic]

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Neuroscience-based interventions like the Fast ForWord program create specialized learning conditions that can rapidly improve reading and cognitive skills in struggling readers. These interventions work because the brain can actually reorganize itself, changing its internal wiring in response to learning. This ability does not “turn off” after infancy as once thought, but remains active throughout our lifetime.

Many struggling readers who have fallen behind or thought it was “too late” have overcome their reading difficulties. The journey to proficiency starts inside the “plastic” brain.

Related reading:

Dyslexia – How Far We’ve Come!

The Neuroplasticity Revolution With Dr. Norman Doidge

 

Dyslexia – How Far We’ve Come!

Tuesday, August 5, 2014 - 17:30
  • Martha Burns, Ph.D

For most of the 40-plus years that the term “dyslexia” has been in existence, and although the diagnosis has long been considered a “learning disability,” it has been based on comparisons with average readers. Simply put, a child has been diagnosed with “dyslexia” if he or she is shown to have an IQ in the “normal” range but falls at or below the 10th percentile on standardized tests of reading for a specific age group. The cut-off has been arbitrary, often varying considerably from one setting to another. As a result, a child who falls at the 12th percentile might be considered a poor reader while a child falling at the 10th percentile would be diagnosed with dyslexia.

The technical term for that diagnostic approach is called “discrepancy criteria.” Stanislas Dehaene, in his book Reading in the Brain, succinctly explains that the diagnosis of dyslexia has thus depended “on the setting of an arbitrary criterion for ‘normality’ … [which] might lead to the erroneous conclusion that dyslexia is a purely social construction.”

Certainly, for those parents among us who have a child diagnosed with dyslexia, it is obvious quite early in the educational process that our bright child is not just behind in reading but dumbfounded by the written word. A child with dyslexia seems to struggle at every turn.

Psychologists, neurologists, and special educators have understood that as well and since the 1970s have assumed dyslexia has a neurological basis. In fact, the term “dyslexia” actually stems from the Greek alexia, which literally means “loss of the word” and was the diagnostic term used when adults lost the ability to read after suffering a brain injury. Dyslexia was a term adopted to confer a lesser (though still neurologically based) form of reading impairment seen in children. However, determining the neurological basis has been elusive until relatively recently.

The Search for a Neurological Basis

In the early attempts at researching the underlying causes of dyslexia in the 1970s there were no technological medical procedures available to study brain processes that might be involved in reading normally or abnormally. As a result, although the term implied that there was a neurological cause, the exact nature of the brain differences in children with dyslexia could not be determined.

Some of the early researchers believed that the cause was visual-spatial. Samuel Orton had originally thought that reading disorders in children were similar to “word blindness” in adults, caused not by a specific brain injury, but representing a maturational disorder based on delayed cerebral development of left hemisphere dominance. However, his theory could not be tested empirically and he and others became more aware over time that many children with reading problems seemed to have specific problems with other non-visual aspects of reading – specifically, sounding out of words.

Because of the inability to determine the neurological cause(s) of dyslexia, in some educational circles especially, it became synonymous with "developmental reading disorder" and the cause (neurological or perhaps otherwise) was deemed not important. Rather, the goal was to develop and test interventions and measure their outcomes without an effort to relate the interventions to underlying causation.

The problem with that approach, from a scientific standpoint, is that it is symptom based. Rather than getting at the root of the problem or distinguishing one child’s problem from another’s, the non-causative approach assumes that the solution to dyslexia depends on a specific teaching method. An analogy in medical science would be trying to treat all skin rashes with calamine lotion – it might make a person feel better no matter the cause, but it would be wholly inadequate for prevention of a virus like measles or treatment of a bacterial rash like impetigo.

Fortunately, just as medical science advanced our understanding of viral and bacterial causes of skin infections to allow for effective medical treatment, advances in neuroscience, buttressed by neuroimaging and brain electrophysiological technology starting in the late 1990s, have led to an emerging consensus about the causes of dyslexia and the most effective methods for remediating those causes. This neuroscience research has been accumulating from a variety of disciplines and is beginning to reveal a few underlying factors in brain development that can cause reading to be problematic. And the best news is that all of those processes are amenable to carefully designed training approaches.

What Happens in the Dyslexic Brain – and Why

In the early to mid-2000s, much of the available research on the underlying basis of dyslexia pointed to a primary problem with the phonological processing of speech sounds. The early research by Shaywitz (2003), Ramus (2003), and Vellutino, Fletcher, Snowling, & Scanlon (2004) – summarized in Stanislas Dehaene’s Reading in the Brain – identified problems with phonological awareness, the ability to segment words into their component speech sound components.

More resent research has delineated why that problem exists. For example, in 2012, Boets et al., using neuroimaging technology, found that in adults with dyslexia the brain connections between areas that represent speech sounds and a part of the left frontal lobe that is important for higher level processing of speech sounds is significantly hampered. In other words, they found that dyslexia is a problem accessing intact representations of speech sounds. Other recent neurophysiological research has indicated that disrupted timing of auditory processing, particularly in the range relevant to speech sounds, is a core deficit in dyslexia.[1]

Retraining the Dyslexic Brain

These consistent findings have led to an emerging consensus, well summarized by Jane Hornickel and Nina Kraus in the Journal of Neuroscience in 2012: namely that dyslexia is primarily an auditory disorder that arises from an inability to respond to speech sounds in a consistent manner. This underlying problem with perception of speech sounds, in turn, causes problems relating a speech sound to the written letter. Therefore, reading interventions for dyslexia should be most effective if they combine auditory perceptual training of speech sounds with exercises that require relating speech sounds to the written letter. And, in fact, neuroscience research bears that out.

The Fast ForWord Language and Reading interventions contain neuroscience-based exercises. They have been empirically tested in independent neuroscience laboratories and shown to have a rapid and significant impact on children and adults with dyslexia. The exercises have been shown to have a positive effect on the neurological processes that support reading and language as well.[2]

Our understanding of dyslexia has come very far in the past 40 years, with neurophysiological models developed in just the past five years explaining why letter-sound correspondence is so difficult for these children. Fortunately, treatment options have kept pace with the research, and children with dyslexia today have the potential to train their brains to overcome the learning difficulties that earlier generations were destined to carry with them for a lifetime.

References

Boets, B., Op de Beeck, H.P., Vandermosten, M., Scott, S.K., Gillebert, C.R., Mantini, D., Ghesquière, P.  (2013). Intact but less accessible phonetic representations in adults with dyslexia, Science, 342, 1251-1254. doi: 10.1126/science.1244333

Burns, M.S. (2012). Application of Neuroscience to Remediation of Auditory Processing, Phonological, Language and Reading Disorders: The Fast ForWord® and BrainPro Programs. In D. Geffner & D. Swain (Eds.), Auditory processing disorders: Assessment, management and treatment (2nd ed.). San Diego, CA: Plural Publications.

Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. New York, NY: Viking Press.

Gabrielli, J. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325, 280-283. doi: 10.1126/science.1171999

Hornickel, J. & Kraus, N. (2013), Unstable representation of sound: A biological marker of dyslexia. The Journal of Neuroscience, 33, 3500 –3504. doi: 10.1523/JNEUROSCI.4205-12.2013

 

[1] See Billet & Bellis (2011), Goswami (2011), and Lehongre, Ramus, Villermet, Schwartz, & Giraud (2011) summarized by Burns (2012).

[2] See Dehaene (2009) and Gabrielli (2009) for excellent summaries of the research on the Fast ForWord interventions for dyslexia.

Related reading:

Auditory Processing Skills and Reading Disorders in Children

How Learning to Read Improves Brain Function

 

 

 

Debunking Anecdotes – One Parent’s Journey Through a Maze of Misconceptions About Learning Disabilities

Tuesday, July 22, 2014 - 17:15
  • Joanne Gouaux

Debunking anecdotes about learning disabilities"If you read to them, they will read." That statement sums up what I believed when my first child began babbling and pointing to objects in his favorite board books. Blissfully optimistic, I eagerly began reading to my child as soon as he could keep his eyes open long enough to stare at the pages of a book, long before he began speaking in sentences. That was, of course, prior to kindergarten, when the reality of learning to read gallantly collided with my pie-in-the-sky perspective of what many tout as the “magic of reading.”

Kindergarten and the enchantment of learning to read passed by in a flurry. It was not so much magical, as it was dumbfounding. Yes, we were astonished and amazed, but not in the way we had originally anticipated. It seemed the joke was on us.

The summer between kindergarten and first grade was the beginning of what felt like a carnival tour through unfamiliar side shows - weird rooms with strange lighting, specialists with long professional titles, and a seemingly endless line of shenanigans. It was disorienting. Our son led us through a maze of experiences that felt strikingly similar to the hallway of mirrors, with odd distorted reflections of ourselves and confusing passages that led to people who would look at us and smile without the slightest idea how to help. Embarking on a quest to help our child discover his path to reading was mind-bending.

Our oldest child is a laid-back, happy go-lucky character, who beats to his own drum and finds tremendous humor in ambushing the "seriousness" out of the most mundane routines.  He is curious above all else, imaginative, and enjoys playing the part of family clown, in the best sense of the role.  He is a practical joker with a sensitive awareness of others’ emotions. He lives to laugh, and loves to make people smile.  His younger brother is much more serious and socially reserved at the present stage.

Along with two beautiful children, their father and I also share another unique genetic gem - each of us has a parent who is dyslexic. Born a generation apart on opposite sides of the country, both my mother and his father experienced demeaning treatment as a result of their inability to learn to read fluently in their early school years.

Their father and I are the eldest children of parents who firmly believed in the philosophy of "no pain, no gain" and the necessity of hard work without short cuts. We both excelled at individual sports such as swimming and distance running - that is to say that we knew how to buckle down and push through difficulties and discomfort, viewing struggles and setbacks as acceptable, normal parts of life.

I was a "good student" who "worked hard" while my husband was described by his mother and elementary school teachers as "never working to his full potential."  This particular statement speaks more to a guiding fiction commonly held by teachers, and compounded by parental expectations, than it does about a child's true potential. It also sets the stage for a cleansing of misguided anecdotes that fuel the misunderstanding of learning disabilities.

Behind the heavy curtains of any storied carnival there is a place where the magician's tricks and illusions are unveiled. Tricks distract the audience into believing in the illusion that everything is exactly as it appears. Popular anecdotes are like tricks as they provide the illusion of control for well-meaning adults. In truth, most anecdotes are obstacles to early intervention and parental advocacy:

  • Practice makes perfect. Trying hard and failing despite honest attempts over and over again is painful and can be fruitless without the proper interventions and support system.
  • No pain, no gain. Demanding or telling a bright child who is struggling to read to "try harder" is counter-productive and causes intense anxiety and stress which undermines their self-concept, damages trust, and leads to unnecessary suffering by all.
  • Hard work always pays off. Having to work harder and longer than anyone else in your class is exhausting and humiliating, especially when it is not the most efficient way to learn.
  • He/She just needs more time. Children with learning disabilities only become independent learners when their underlying challenges are adequately addressed. Nothing will change without proper identification and support.

Our own child heard demeaning statements from a teacher who referred to him as smart, but lazy, and took away recess and free time as punishment for not completing writing assignments. Other teachers said he just needed more time to grow and suggested another year in the same grade.  Both our son and his grandparents were identified as dyslexic, but only with the help of an advocate.  Advocates are not limited to parents. Advocates can be teachers, family members or anyone with a meaningful connection to a child, or adult.  

Teachers and parents play a unique role in helping to identify learning disabilities. Identification requires a willingness on the part of both parties to objectively seek root causes of a child's difficulty and to work with the child to find strategies and solutions for their success. An analogy that captures the interdependence of this relationship is that of two people in a row boat: the teacher and the child, or the parent and the child. Each one has an oar and they each must row to move the boat forward. If only one person rows, the boat will go around in circles and go nowhere. Telling the child to row harder is equivalent to "try harder" and it only makes the boat go around in circles faster. We must respect the child's effort, celebrate their small successes, and encourage them to keep going while picking up our own oar and getting in a rhythm with the child's natural pace.

Children who receive help with their learning disabilities learn to successfully work smarter, not harder. In the long run, they can develop the ability to advocate for themselves. These are skills that last a lifetime. As parents, we have a unique opportunity to observe our child's struggle, and validate their experience by acknowledging their efforts, allowing them to trust their own instincts as well as trusting us.

If there is one message I wish to share with fellow parents, it is this -- do not allow well-intentioned anecdotes from our past, other parents, teachers, or administrators to belittle or dismiss your child's experiences, or to plant doubt in your own parental abilities. Every child has the right to a free and appropriate public school education. Children need additional help getting access to the right resources, but help exists, even if it is difficult to find at first. Children deserve a fair start in life, and someone to hold their hand through the carnival of unexpected oddities. With any luck, you may even come out of the "fun house" laughing at the ridiculous experience, all the while realizing that neither of you were ever broken in the first place, but rather a little lost, and in need of some light and map to navigate the road less traveled.

Joanne Gouaux discovered Fast ForWord after her 7-year-old son, Carter, was diagnosed with dyslexia. We will share Carter’s academic story in an upcoming post.

Related reading:

Girl Brains and Boy Brains: What Educators and Parents Need to Know
What Every Parent Should Know About Their Baby’s Developing Brain

 

Keep Learning This Summer - Four Must-Watch Webinars for Teachers

Tuesday, June 10, 2014 (All day)
  • Alexis Hourselt

Must-Watch Webinars

School’s out for summer! While it’s a great time to relax and reset before the start of the next school year, it’s also a great time to catch up on professional development.

This summer, check out some of our most popular webinars on topics to help your students.

Comprehension: Going Beyond Fluency

Although fluency is important for reading success, it is not sufficient. Students must also actively work to make meaning out of the texts they read. In this webinar, Dr. Timothy Rasinski shares some of his favorite approaches for helping students engage in texts meaningfully and productively. Watch now.

How the ELL Brain Learns

What does the latest research reveal about the ELL brain? In this session, Dr. David Sousa provides an overview of how the young brain acquires the first language, and then looks at how trying to learn a second language affects brain development. Learn about the challenges that ELL students face when learning both conversational and academic language simultaneously and explore ways to help them. Dr. Sousa also debunks some misconceptions about ELLs and English language acquisition. There are some surprises! Watch now.

Use Brain Science to Make Dramatic Gains in Special Ed

This session features Dr. Martha Burns and special guest Kelly Winnett of Blount County, AL. Dr. Burns shares the latest research on the brain and learning (especially in students who struggle) and Mrs. Winnett shares how the Fast ForWord program has helped her students in special education make tremendous growth (AYP!) - in some cases moving learners from non-readers to readers and from non-verbal to verbal. Watch now.

New Science of Learning for Your Struggling Readers

Dr. Martha Burns discusses the ability of neuroscience to profoundly impact education. Hear how the science of learning has guided the development of breakthrough technologies to enhance underlying memory, attention, processing and sequencing abilities in struggling students. Watch now.

Related reading:

Summer Learning Programs, ELLs and the Achievement Gap

How to Create an Effective Summer Learning Program

 

The iPad® and Student Engagement: Is There a Connection?

Tuesday, April 1, 2014 (All day)
  • Carrie Gajowski

iPads and student engagement

When students at ACS Cobham International School (UK) got iPads, Richard Harrold saw an opportunity. As an assistant principal at the lower (elementary) school, he had been hearing glowing reports from other educators about students seeing remarkable gains when using iPads. Were the gains real? And was the effect due to something special about the iPad, or were students just responding to the newness of the technology?

Harrold decided to find out. With the help of his school’s “Project i” team, he launched a formal study with 1 stand 2 ndgraders to see if they would experience the same increases in engagement and understanding that he had been hearing about from other educators.

Harrold's study confirmed the benefits of iPads in schools:

  • iPads benefit learners of different ages, sometimes in different ways
  • iPads have special benefits for learners in the very early grades
  • The iPad makes typing easier for 1 stand 2 ndgraders

More generally, results indicated that:

  • iPads improve student engagement
  • “iPad buddies” collaborate more
  • iPads boost perseverance

The effects discovered were more than a reaction to a fun, new “toy.” In fact, to ensure that their results were not due to a honeymoon period, the team delayed the study until learners had been using their iPads for a full eight months.

These findings are exciting, especially for learners requiring intervention. Struggling students can be harder to engage and may have trouble enduring learning challenges. Giving them the opportunity to use an iPad-based intervention can motivate learners to persevere and achieve.

In a time where “grit” is getting a lot of attention as a key indicator of future success, anytime that perseverance goes up – as with iPad use – educators would be wise to take notice. But don’t rule out the appeal of classic technologies. Early-grade learners would still rather read a bound book than an ebook on iPad.

References:

Harrold, R. (2012). Measuring the Effect of iPads in the Classroom. The International Educator.Retrieved from: http://connection.ebscohost.com/c/articles/74482139/measuring-effect-ipads-classroom

Harrold, R. (2012). The iPad Effect: Leveraging Engagement, Collaboration, and Perseverance. The International Educator. Retrieved from: http://www.tieonline.com/view_article.cfm?ArticleID=100

Related reading:

10 Big Benefits of Using iPads in Schools

Inspiring Students to Dream, Learn and Grow

 

Teach More Vocabulary, Faster, Using the Power of Morphology

Tuesday, March 4, 2014 (All day)
  • Norene Wiesen

morphology

You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.

Going Beyond Fluency

Rasinski is known as a passionate advocate for teaching fluencyas a bridge to reading comprehension. But there’s more to comprehension than just fluency. Vocabulary plays a big part as well, and Rasinski talks about how to teach students “the meaning of words,” knowledge that is not only practical for everyday and academic life, but is also required by the Common Core.

Teaching Morphology

Morphology is a technical term that refers to the part of a word that carries meaning. It’s the Latin root “spect,” for example, in words like “introspection” or “spectacle,” that signals not only a commonality in spelling but also a kinship in meaning.

Knowing that “spec” means “look” makes it relatively easy for a student to understand (or figure out) that “introspection” means “to look inward” and “spectacle” means “an eye-catching occurrence.” The list of words built on the root “spec” is long, and by learning just one root, a student knows or can more easily interpret the meanings of many new words.

Rasinski calls this the “generative” or “multiplier” effect of morphological vocabulary study: the fact that Latin and Greek roots, prefixes, and suffixes have a one-to-many correspondence that dramatically increases access to vocabulary. And it’s not just Rasinski’s opinion that this approach gets results. Research has shown that during the early grades, morphological knowledge is a better predictor of reading comprehension than vocabulary levels.

Faster Learning

The more you do something the better you get at it. It’s how the brain works – practicing a skill rewires the brain to perform that skill more efficiently and effectively the next time. The online Fast ForWord®intervention program has the capacity to give students much more intensive, targeted practice in most aspects of reading – including morphology – than other programs or methods. That’s because Fast ForWord delivers nearly 35,000 learning “trials” in the same amount of time that other software programs deliver just over 5,000 trials. The result is often significant learning gains for even the most struggling students.

Rasinski hands the webinar over to Cory Armes, who demonstrates Hoof Beat, an exercise in Fast ForWord Reading 4 that develops morphological skills such as recognizing and understanding Greek and Latin roots, suffixes, and prefixes. It also works on word analysis, synonyms, antonyms, analogies, and more. With a fun video game style format that keeps students engaged while challenging them with in-depth practice.

Armes goes on to present statistically significant results from several studies of students using the Fast ForWord program, including increased reading achievement for elementary learners, improved comprehension for secondary learners, and over 2 years of improvement in reading grade level for ELLs.

The Nitty Gritty

Check out the full webinar and get all the rich details:

  • How many words students can learn weekly by traditional direct instruction;
  • How many words students can learn over the course of their K-12 education by traditional direct instruction;
  • How many words are in the English language (HINT: it’s probably more than you think);
  • How Fast ForWord develops vocabulary through morphology (see the product in action);
  • How – and in what grade – teachers can start teaching morphology to accelerate vocabulary learning; and
  • The details of Rasinski’s 5-day plan for using morphology to teach vocabulary.

If you’re not yet using roots, prefixes, and suffixes as a mainstay of vocabulary instruction – or if you’d like to explore how technology can help – don’t hesitate to watch the webinar. Your students will thank you…someday.

Related reading:

5 Fluency and Comprehension Strategies That Every Reader Can Use

Squelching Curiosity: How Pre-Teaching Vocabulary Stifles Learning

Right vs. Left Brained + Autism, APD, ADHD Neuroscience and More

Tuesday, February 4, 2014 (All day)
  • Carrie Gajowski

Visionary Conference 2014

Are some of us “left-brained” and some “right-brained”? Dr. Paula Tallal will be presenting in person (and online via webinar) on this exact topic during our upcoming annual  Visionary Conferencein her session “Hemispheric Dominance: Myth or Reality?”   The conference offers ASHA CEUs and will be 2 days of the most up to date information on the brain, the Fast ForWord/Reading Assistant programs and what’s coming down the line (did someone say iPad®?).  You won’t want to miss this event – best of all, it’s both online and in-person.

New Brain Research

In addition to Dr. Tallal’s presentation, we are fortunate to have Dr. Martha Burns on board with us sharing the latest research on the brain and learning. Dr.  Burns will kick off the conference on Friday morning with a professional development session that will focus on the latest findings related to disconnection patterns associated with communicative-cognitive disorders of CAS (childrens apraxia of speech), APD (auditory processing disorders), ASD (autism spectrum disorders), and dyslexia – as well as the genetics of neuropathology, cognitive challenges after concussion, and evidence-based interventions. To start us off on Day 2 on Saturday, Dr. Tallal will weigh in on the half-century old debate about brain hemisphere dominance with new evidence.  If you have ever seen Drs. Burns and Tallal present, you know that these sessions are not to be missed!  

What’s Happening with Fast ForWord in Australia? Singapore? Brazil?

We are excited to announce that some of our international partners will be joining on Friday, February 21 st, to participate in a discussion panel.  We will have a combination of newer and long-time providers who all share the same enthusiasm about providing the programs in their respective countries with their own unique models.  If you ever wondered how our programs are implemented in other countries, this session is for you.  Countries to be represented are Australia, Singapore and Brazil.  

Evaluation Before and After?

Three of our clinicians based here in the United States will share and discuss best practices in their evaluation protocol for use of and placement in the Fast ForWord and Reading Assistant Intervention Programs.  We will hear from Dana Merritt with Merritt Speech and Language and from  Julie DeAngelis and Summer Peterson with Scottish Rite Language Center.

Product Training & News

Additional sessions will address interpretation of MySciLEARN learner progress data, integration of other commercially available programs with Fast ForWord intervention, what’s on the horizon for the Fast ForWord and Reading Assistant products (exciting developments!),  and much more.    

Be There or… Join us Virtually! 

If you’ve been to an onsite Visionary Conference with us before, then you know how energizing the event is going to be.  As in past years, we are offering a virtual option if you can’t be with us in person.  For 2 full days, we will be broadcasting the conference live.  It will feel like you are there with us!  Virtual attendees will receive copies of the presentations and ASHA Participant forms before the start of the conference.  Enjoy the conference from the comfort of your own home!

ASHA CEUs offered – whether you are on-site or virtual…

We are planning to offer up to 1.4 ASHA CEUs for the entire conference – whether you are onsite with us or virtual (pending ASHA review).  We can also offer partial credit if you can’t attend the entire conference.   Contact Carrie Gajowski at  cgajowski@scilearn.com if you have any questions.

If you’ve never been, don’t miss out – it’s the highlight of the year! 

Related reading:

Left vs. Right: What Your Brain Hemispheres Are Really Up To

What New Brain Wave Research Tells Us About Language-Based Learning Disabilities

 

Remediation vs. Accommodation: Helping Students with Learning Disabilities Succeed

Tuesday, January 28, 2014 (All day)
  • Norene Wiesen

helping students with learning disabilities

Meeting the needs of students with learning disabilities can be a challenge. Students newly identified with a learning disability are likely to need immediate help to fully benefit from the curriculum, and this help often takes the form of accommodation. But for maximum long-term benefit, educators need to address the learning difficulty at its core, remediating it with a carefully targeted, intensive, individualized intervention.

Weighing the Options

In the real world, remediation is typically a time- and personnel-intensive undertaking, and without simultaneous accommodation, students with learning disabilities may continue to experience an ongoing cycle of failure. However, an over-reliance on accommodation can sap a student’s motivation to learn how to perform without accommodation.

Typically, then, educators find themselves balancing intensive intervention with accommodation and fitting the combination to the individual learner. Finding the point of equilibrium is a process that involves both informed decision-making and trial and error.

Dr. Dave Edyburn, a leading expert in assistive technology for students with learning disabilities, recommends that reliance on accommodation should be based in part on a student’s age. Younger learners, for example, whose job is focused on learning to decode and building reading fluency, might need less accommodation for reading. A 4th grader who still struggles with decoding, on the other hand, urgently requires greater accommodation to be able to comprehend and benefit from the curriculum.

Regardless of the degree of accommodation a student receives, effective and intensive intervention should remain a priority. One option for addressing a learning challenge at its core is  Fast ForWord software. At a biological level, Fast ForWord actually helps learners build new neural connections to support more efficient information processing and learning. It’s also been proven to help learners with  dyslexia and  auditory processing disorder, improving their ability to pay attention, process information, and remember what they have learned. 

In some cases, completing one or two Fast ForWord products is all it takes for a learner to test out of special education. For other learners, the Fast ForWord program can be the difference maker in staying out of special education altogether. In many districts, any students referred for a learning disability in language or math are required to use Fast ForWord before undergoing further testing. One district saw a 30% drop in special education referrals.

Solid Gold

When it comes to student learning, any tool or technique that helps has a potential role to play. Many students need accommodation and should rightfully receive that help as guaranteed by the Individuals with Disabilities Education Act (IDEA). But the gold standard for students with learning disabilities will always be effective remediation. Learning disabilities may not be “fixable,” but they can often be overcome.

References:

Edyburn, D.L. Assistive Technology:  Getting the Right Supports for Your Student.  Retrieved from:   http://www.ncld.org/students-disabilities/assistive-technology-education/assistive-technology-getting-right-supports-for-your-student

Related reading:

What New Brain Wave Research Tells Us About Language-Based Learning Disabilities

Improved Auditory Processing With Targeted Intervention

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