Controversial Therapies

There are many approaches that claim to 'cure' Dyslexia. Some have strong anecdotal support. The International Dyslexia Association published a review of several popular, yet controversial, therapies for students with Dyslexia. Included are the programs for Vision Therapy, Fast For Word, Brain-Gym and other movement-based programs. Here is a link for their review:

http://www.onlinedigeditions.com/allarticle/13959/59673/59673/allarticle.html

Additional medical review of Vision Therapy:

http://www.medpagetoday.com/Ophthalmology/GeneralOphthalmology/51750

UCSF Research Study- Participants Requested

Below is information on a research study to further understand the root cause of Dyslexia. A functional MRI (fMRI) is a fairly recent tool that allows researchers to look at the brain in a non-invasive way. If you fit the criteria, this would be an excellent opportunity to further the field of research and information on Dyslexia! See below, or go to http://dyslexia.ucsf.edu/  for more information.

Reading and the Brain Study at UCSF brainLENS

Posted: May 08, 2015

We are pleased to share this information from EdRev speaker Dr. Fumiko Hoeft of the Dyslexia Center @ UCSF

At UCSF brainLENS (Laboratory for Educational Neuroscience, Director: Fumiko Hoeft MD PhD), we are now conducting a one of a kind neuroscience research study. Our hope is to further our understanding of the cause of dyslexia and other related disorders. It is the most comprehensive study using the latest and the largest number of different brain imaging technologies. UCSF (University of California, San Francisco) is a clinical and biomedical research institution that consistently ranks amongst the top 5 in world rankings.

Eligibility:

• 19-45 years with family or personal reading or phonological problems
• Right-handed
• Native English Speaker
• Normal hearing
• Not claustrophobic
• No history of seizures or other neurological problems
• Not currently taking medication for a psychiatric condition

Participation involves:

• Cognitive and behavioral evaluation
• Brain imaging using safe, non-invasive MRI and MEG scans that do not use X-rays or radiation
• Travel to UCSF and Stanford (travel expenses reimbursed)
• At least three visits

You will receive:

• Results of testing including an MRI image of your brain
• Have access to ongoing updates about the outcomes of the study
• An honorarium

For more information, or to enroll:

• Roeland.Hancock@ucsf.edu
• http://brainlens.org/involve

Reading Fluency Norms

A lot of attention is given to fluency, but the measures are not always provided to parents regarding the expected rates of reading at different points. Fluency is the ability to read smoothly, accurately, with correct intonation and phrasing, and speed. I mention speed last because it is too often the only thing people think of when they hear 'fluency'. Speed is important because students need to be able to get through passages with enough mental energy left to think about the information they've read. However, it is not a good idea to encourage students to read as fast as they can. Speed comes naturally when decoding skills are strong, a large sight-word inventory is in place, and when correct phrasing for longer sentences is understood. If a student needs to build their speed of reading, these are the skills to address that will naturally build smoother reading.

Below is a chart from Reading Rockets (http://www.readingrockets.org/article/fluency-norms-chart)
It shows grade level expectations for reading rates broken up into Fall, Winter, Spring and by percentile achievement levels. When fluency is tested, it should be with grade level material that has never been read before (sometimes called a cold read). If errors are made during the reading, a deduction for each error is applied so that the score reflects the number of correct words read per minute.

2006 Hasbrouck & Tindal Oral Reading Fluency Data

Grade	Percentile	Fall WCPM*	Winter WCPM*	Spring WCPM*	Avg. Weekly Improvement**
1	90 75		81 47	111 82	1.9 2.2
	50		23	53	1.9
	25 10		12 6	28 15	1.0 0.6
2	90 75	106 79	125 100	142 117	1.1 1.2
	50	51	72	89	1.2
	25 10	25 11	42 18	61 31	1.1 0.6
3	90 75	128 99	146 120	162 137	1.1 1.2
	50	71	92	107	1.1
	25 10	44 21	62 36	78 48	1.1 0.8
4	90 75	145 119	166 139	180 152	1.1 1.0
	50	94	112	123	0.9
	25 10	68 45	87 61	98 72	0.9 0.8
5	90 75	166 139	182 156	194 168	0.9 0.9
	50	110	127	139	0.9
	25 10	85 61	99 74	109 83	0.8 0.7
6	90 75	177 153	195 167	204 177	0.8 0.8
	50	127	140	150	0.7
	25 10	98 68	111 82	122 93	0.8 0.8
7	90 75	180 156	195 165	202 177	0.7 0.7
	50	128	136	150	0.7
	25 10	102 79	109 88	123 98	0.7 0.6
8	90 75	185 161	199 177	199 177	0.4 0.5
	50	133	151	151	0.6
	25 10	106 77	124 97	124 97	0.6 0.6

ADHD and Exercise

There is more and more evidence that exercise and learning are necessary links.  In addition, there are many conditions that can be improved by incorporating a rigorous exercise program into one's daily life.  The following article specifically looks at the impacts of exercise on student's diagnosed with ADHD.  For more reading, visit Sparking Life, a movement instigated by the research by Dr. John Ratey of Harvard Medical School,  http://sparkinglife.org/page/home

Dr. John Ratey, co-author of the ground-breaking ADD/ADHD book, Driven to Distraction, presents evidence in SPARK that exercise tempers these disorders

Regular exercise can raise levels of dopamine and norepinephrine, and improve functioning of brain systems that regulate impulse, memory and attention

It’s easy to get distracted in today’s world. It’s become so full of information, noise, and interruptions that all of us feel overwhelmed and unfocused at times. The amount of data in the world is doubling every few years, but, according to Dr. John Ratey, our attention system, like the rest of the brain, was built to make sense of the surrounding environment as it existed ten thousand years ago.
The attention system doesn’t claim a central address in the brain. Rather, it’s a diffuse web of reciprocal pathways that begins at the locus coeruleus, the arousal center, a part of the brain stem, and sends signals throughout the brain to wake it up and cue our attention. The network engages such areas as the reward center, the limbic system, and the cortex; more recently scientists have included the cerebellum, which governs balance and fluidity. It turns out that there’s a lot of overlap between attention, consciousness, and movement.

Exercise raises the baseline levels of dopamine and norepinephrine

The attention circuits are jointly regulated by the neurotransmitters norepinephrine and dopamine, which are so similar on a molecular level that they can plug into each others’ receptors. These are the chemicals targeted by ADHD medications. And of the many genes correlated with the disorder, scientists focus on the ones that regulate these two neurotransmitters. Broadly speaking, the problem for people with ADHD is that their attention system is patchy; they describe it as discontinuous, fragmented, and
uncoordinated — problems that can stem from a dysfunction with either of these neurotransmitters or in any one of the brain areas in the system.
The good news is that with regular exercise we can raise the baseline levels of dopamine and norepinephrine by spurring the growth of new receptors in certain brain areas, notes Dr. Ratey in his book SPARK. In the brain stem, balancing norepinephrine in the arousal center also helps.
The prefrontal cortex also bears responsibility for ADHD and again, studies have shown that exercise has a positive influence on the functioning of this area as well. The prefrontal cortex is the home of working memory, which sustains attention during a delay for a reward, and holds multiple issues in the mind at once. If working memory is impaired, we can’t stay on task or work toward a long- term goal because we can’t keep an idea in mind long enough to operate on it or to ponder, process, sequence, plan, rehearse, and evaluate consequences.

The relationship between movement and attention

It’s not simply a matter of whether the signals get through to capture our attention, but how fluidly that information travels. This is where the attention systems ties in with movement and thus exercise: the areas of the brain that control physical movement also coordinate the flow of information.
The cerebellum is a primitive part of the brain that for decades was assumed to be involved only with governing and refining movement. When we learn how to do something physical, whether it’s a karate kick or snapping our fingers, the cerebellum is hard at work. The cerebellum takes up just 10 percent of the brain’s volume, but it contains half of our neurons, which means it’s a densely packed area constantly buzzing with activity. But it keeps rhythm for more than just motor movements: it regulates certain brain systems so they run smoothly, updating and managing the flow of information to keep it moving seamlessly. In patients with ADHD, parts of the cerebellum are smaller in volume and don’t function properly, so it makes sense that this could cause disjointed attention.

Exercise tempers ADHD is by immediately increasing the neurotransmitters dopamine and norepinephrine. When we exercise, particularly if the exercise requires complex motor movement, we’re also exercising the areas of the brain involved in the full suite of cognitive functions. We’re causing the brain to fire signals along the same network of cells, which solidifies their connections.

The following is a post from ld online

Top 10 Family Reading and Writing Ideas for the Winter Holidays

By: Reading Rockets (2012)

1. Creating Learning Traditions
   During the holiday season, consider adding some new traditions for your family that will make meaningful memories and strengthen foundations for reading and learning success. (In English and Spanish)
2. Children, Start Your Letter Writing
   It's the time of year when many children sit down to write an important letter addressed to the North Pole. Other children pen thank you notes and party invitations during this busy time of the year. Some say letter writing is a lost art, but it doesn't have to be!
3. Outdoor Explorations
   Stepping outside is a simple way to set foot into nature's laboratory. Backyards and neighborhood walks can lead to interesting conversations that contain new vocabulary words. You'll also be helping your child developing important scientific skills such as observing, predicting, and investigating. (In English and Spanish)
4. Reading Adventure Pack: The Snowy Day
   Go on a "snowy day" reading adventure! Our reading adventure packs encourage hands-on fun and learning centered around snow-themed fiction and nonfiction books.
5. Putting Your Family Calendar to Work
   Calendars help young children learn the basics of the days of the week and the months of the year. Your family calendar offers opportunities for other learning as well, including vocabulary, sequencing, and math. (In English and Spanish)
6. Reading Adventure Pack: Cooking
   Go on a "cooking" reading adventure! Our reading adventure packs encourage hands-on fun and learning centered around cooking-themed fiction and nonfiction books.
7. Start with a Book
   Explore dinosaurs, bugs, birds, planes, music, sports, superheroes, inventors, art, the night sky, the ocean, and more — 24 themes in all. You'll find dozens of fiction and nonfiction books, ideas for hands-on activities, writing prompts, websites for kids, and interactive apps.
8. 103 Things to Do Before/During/After Reading
   Dive into this collection of interactive activities that build reading, writing, oral language, and creative thinking skills.
9. The Night Before the Museum
   Day trips, vacations and special outings create special memories and great learning opportunities for families. Whether you're going to the zoo, the museum, or a state park, below are a few "stops" to make before your visit. (In English and Spanish)
10. How to Help Your Child with LD Have a Happy Holiday
    The holiday season is a time for family togetherness, fun, and friendship. But children who struggle with social and behavioral problems can feel lonely and excluded during this happy time. This article gives you a dozen ways to help your child join the fun.

Summer Math Groups

This summer, Wise Owl will offer week-long intensives to small groups of 3 to teach strategies for Math computations.  Working in small groups will allow the students to receive frequent individual feedback and participation.  The instruction will present aspects of Making Math Real by David Berg to teach multiplication and division facts.  This program presents information in a structured, simultaneous multisensory format with a visual reference style for faster recall and retention.  One of the things we find most effective about this approach is the way that it shows students the connections between multiplication and division facts, and then relates this to fractions.  It is a comprehensive approach that student's find very successful and rewarding.

For addition/subtraction based groups, instruction will utilize Touch Math, a system that allows students to count the facts that they don't have memorized more efficiently than using their fingers.  Memory of facts will focus on doubles (and related facts), combinations of 10, and strategies for adding/subtracting with 9.  

Instruction for all groups will go at a pace that is reasonable for the group.  So, although a plan for the work to be covered is identified, there may be additional or less information covered depending on the successful acquisition of skills by the students.  

See flyer below for more information on Math Camps:

Math Camps at Wise Owl Learning!

 This summer, week-long math camps to improve fact recall, fluency, and calculation strategies will be offered.  For the advanced math camps, correlation of multiplication and division facts to fractions will also be included.

Groups will be limited to 3 students, so please sign up early. 

Group 1:  Addition and Subtraction Strategies to improve memory of facts and fluency of calculations.  Recommended for entering 2^nd or 3^rd graders.

June 24, 25, 26, 27    8:30-10:00               $190

July 16, 17, 18, 19       3:00-4:30               $190

Group 2:  Introduction to multiplication and division facts.  Fact mastery and strategies for recall will be covered to improve fluency.  Recommended for entering 4^th or 5^th graders. 

June 24, 25, 26, 27       2:00-3:30              $190

July 22, 23, 24, 25         8:30-10:00            $190

Group 3:  Advanced multiplication and division.  Fact mastery and strategies for recall will be covered, as well as explanation of how to use this information to assist with fraction calculations.  Recommended for students 6^th grade or older.

June 24, 25, 26,  4:00-5:30  & June 28   9-10:30     $190

July 22, 23, 24, 25         3:30-5:00              $190

To register, please email Kori Morehouse and indicate Group 1, 2, or 3 and June or July session.  Deposits ($50, non-refundable) will be required.