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Highlighted and color-treated hair is especially prone to dryness and damage, but many color-specific products only mask the issue—the haircare equivalent of slapping a flimsy bandage on a gaping wound. Kérastase's Masque Chroma Riche for highlighted hair actually gets to the root of the problem (pun intended): the formula repairs texture to give you softer, healthier, and shinier hair.
Really rich and creamy product - smells good too. Sample packet was big enough for me to use several times and repeated uses really left my hair softer. If I purchased this product I would probably not use as a regular conditioner but as a once-in-while deep conditioner instead.4
I was hesitant to purchase this product because of the price, but I'm glad I ordered it. It has a light, fresh scent and is super rich/ thick. A little bit goes a long way! I leave this on my hair while I bathe and shave so it has some time to soak in. It detangles my hair really well and makes it very soft. I also like that this product is designed for color treated hair, so I don't have to worry about it messing with the color of my blonde highlights. Well worth the price!5
I've colored my hair for about 15 years so you can imagine how dry it can get. My ends break off easily and I don't get much shine. After I used this treatment, I loved the way my hair looked and felt! I couldn't stop touching it for days after the treatment. Great for dry, color treated hair!5


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National Sheep Dog Finals
2016 National Sheepdog Finals. Carbondale ColoradoThe 2016 National Sheepdog Finals will once again be held at the beautiful Strang Ranch, Carbondale Colorado September 13-18 2016. We thank them for allowing us to have this event on their property.
Tentative Schedule2016 PDF Word
Judges for the National Sheepdog Finals 2016
Andrew Dickman
Michael Gallagher
Johnny Robinson
Patrick Shannahan

subset: commoncrawl


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This review is from: Western Digital WD Green WD20EADS 2TB 32MB Cache SATA 3.0Gb/s 3.5" Internal Hard Drive Bare Drive
Pros: Large, quiet inexpensive drive
Cons: I have now used over 14 WD greens in the last 2 years. I have two servers in two different locations with 4 drive RAIDs. I have had 6 greens go bad out of the original 8. I have become very familiar with the RMA process. Power is regulated in both locations and I have OS drives on each (WD 500GB) which are still spinning just fine without failure. Very disappointing, since I generally like WD products.READ FULL REVIEW


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Have you visited Dr. Sherry Rogers? Rate you experience below.
Allergists in Syracuse, NY
Dr. Sherry Rogers specializes in allergy, preventive medicine in Syracuse, New York.
Dr. Sherry Rogers has been compared 319 times. Details of Dr. Rogers' 47 years experience as an MD, her hospital affiliation and education at SUNY Upstate Medical University are available on your free doctor report.
Dr. Sherry Rogers has an average rating of 5 stars (out of 5) with a rating of Excellent based on 2 reviews.
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Dr. Sherry Rogers has been identified as specializing in Allergy and Preventive Medicine.
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Dr. Rogers attended medical school at SUNY Upstate Medical University College of Medicine and graduated in 1969 having 47 years experience.
While there is no proven correlation between the quality of one's educational institution and the quality of one's professional competence, it is often an indicator. Medical schools have various levels of selectivity (some are harder to get into than others), and both the quality of their clinical training and level of research are measured. Additional medical training in both residency and fellowships and the facilities they are conducted at also provide a history of the doctors' level of training and experience.
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There was no lag that was on the original NES Zelda O.o. Maybe they used the version from the GCN Special Edition disc..
All the games play EXACTLY like they did on the system they were released on. Zelda will always lag at certain spots just like before. Also you cannot call up Nintendo and give them any kind of serial number. They are not giving games away. If you wish to play a cartridge game on a Wii you MUST pay for the game that it is optimized for the Wii. It takes alot of time to create the emulator for each game to run on the Wii. Thats why they cost so much.
Each game has its own emulator. Its not like the PC where you can have a single emulator to play all games. For the PC emulator you can change settings for each game to make them run better. Thats why each game has to have its own specially optimized emulator ro run that game the way its supposed to run.
There was no lag that was on the original NES Zelda O.o. Maybe they used the version from the GCN Special Edition disc..
current obsessions::
Kingdom Hearts
Its the same thing. They didnt remake the game. All the codes are identical to the NES game. Every game ported is the exact same glitches, slow downs and all.
I own the NES version, and there were no lags... It's like when you run a game on an emulator, some don't work, and some are glitchy.
That's why when you play a N64 game on the GCN there are some sound differences.
current obsessions::
Kingdom Hearts
Dude dont argue. And yes the NES version does lag. There are areas that lag at the same spot everytime. You can still argue but I explained why they are EXACT ports. Ill make it a little easier for you. The NES game is ripped from cartridge to file format. Copying the EXACT code from the cartridge. The GC Zelda lagged at the exact same spot as my NES zelda did. Still dont believe me? Do the whole North, West, South , West bit in the forest. Now go up and it will suffer slow down for a sec. Now do it on the VC game. Look! Same slow down.Originally Posted by unluckylink13
You can also download any NES emulator and run the Zelda rom. Same slowdown in same spots on all different emulators.
I'm sorry to make you mad, and I didn't mean to argue v_v
I just don't remember lags, but maybe I'm wrong, since you are convinced. I don't care about the lags much anyway, as long as I get to play it.
current obsessions::
Kingdom Hearts
Nah you didnt make me mad bro. I was just trying to help you understand the process of converting over old games.
Yes there was lag on the original NES Zelda.
Since the Wii has USB Ports...free games and emulation is bound to happen. There working on a way to inject games directly into the VC memory from an external source....USB device.
Its better for the Wii and Nintendo that people just cough up the money. If you dont want to pay it and own the game, hook up the old console. If we start cheating Nintendo, then we are doing harm to them, for they have made the great Wii for us.


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Jake Kolbe didn't have to wait long for his "welcome" moment.
When starting quarterback Tre Roberson cramped up in Illinois State University's opener last year at Iowa, Kolbe was thrown into the fire in his first-ever college football game.
Nothing like 60,000 hostile fans to greet the former Naperville Central star.
"It's probably the most nervous for a handoff I've ever been," Kolbe said, remembering his first play. "After a while, though, it's just football."
Indeed, Kolbe kept his feet on the ground. It served him well in an apprentice season behind Roberson.
Now it's Kolbe's turn. A 6-foot-3, 200-pound redshirt sophomore,...


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ISHPEMING - The Ishpeming High School girls tennis team will head into Wednesday's Mid-Peninsula Conference Championships on a high note after defeating Gladstone, 5-3, in a nonconference home match.
The Hematites (5-7 overall) posted three singles victories in straight sets with Gabby Croley winning at No. 1, 6-3, 6-4; Jamie Olson winning at No. 2, 6-2, 7-6 (6); and Lindsey Thompson winning her No. 4 match, 6-4, 6-2.
"Singles played well," IHS head coach Erl Langness said. "It was an overall strong performance from Gabby and Lindsey."
Article Photos
Ishpeming High School's Libbie Doney returns a shot to her Gladstone opponents during a No. 1 doubles match Monday at the Ishpeming Playgrounds. (Journal photo by Adelle Whitefoot)
Ishpeming High School's Hailly Thompson follows through on a return against Gladstone. during a No. 1 doubles match Monday at the Ishpeming Playgrounds (Journal photo by Adelle Whitefoot)
The Hematites split with the Braves in doubles play with Kaylee Ronn and Chloe Stetson winning their No. 2 match, 6-4, 6-1. Krista Almli and Katie Harrison posted a win at No. 3, 6-3, 7-5.
"Our second doubles improved as the games progressed," Langness said. "It was a good day for IHS tennis."
Westwood 8, Gwinn 0
ISHPEMING - The Patriots swept the Modeltowners, with only Megan Chapman's 6-7 (4), 6-4, 11-9, victory over Gwinn's Brooke Luokkala at No. 1 singles going beyond two sets.
Courtney Beauchamp at No. 2, Faith LeRoy at No. 3 and Rachel Anderson at No. 4 all posted singles victories for WHS in straight sets, though Beauchamp needed a tiebreaker to win her second set.
In doubles, Katie Rankinen and Shana Caliguri won at No. 1, Gabby Hebert and Caitlin Hewitt combined to win the No. 2 match, Lacey Pietro and Olivia Derocha teamed up for a 6-0, 6-0 win at No. 3 while Emily Carlson and Jaimee Ferris were victorious at No. 4 to improve the Patriots to 10-4 heading into Wednesday's M-PC meet.
"Megan and Courtney kept their composure in two close matches at one and two singles," WHS coach Chris Jackson said. "Lacey and Olivia have put together a solid season that includes only one loss.
Marquette 6, WIC?2
IRON RIVER - The Redettes head into Wednesday's Great Northern Conference Championships in Kingsford on a nonconference victory after taking three singles and three doubles matches at West Iron County.
Madalyne Connon at No. 1, Laura Slavsky at No. 2 and Eliza Annelin at No. 3 all posted straight-set victories in singles play.
In doubles, Brianna Buhl and Taylor Rovin won at No. 1, Amanda Gray and Mackenzie Verbeke were victorious at No. 2 while Brenna Leafers and Aubrey Reynolds-Erspamer walked away with a three-set win at No. 4.
"It was a true homecoming for Madalyne at one-singles and I thought she played well," said MSHS coach Derek Sandstrom. "She was able to focus in a tough environment."


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Corazon del Mar wins Inky Santa Chili Contest
Photo by Jim Powers
Alex Clark, left, and Kevin Burleson man the Corazon del Mar table at the third annual Inky Santa Toy Drive Chili Contest at Cap'n Tobey's Chowder House Saturday. I&M Photo Galleries
(Oct. 22, 2012) Corazon del Mar won the 2012 Inky Santa Chili Contest Saturday at Cap'n Tobey's Chowder House on Straight Wharf.
The third annual event raised $2,880 for the Inky Santa Toy Drive, which provides Christmas presents for needy families on the island each year.
Brant Point Grill, the 2010 contest winner, finished second, with the Rose & Crown third.
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Based on the number of boats I saw on Saratoga Lake last weekend, the panfish and bass are biting. The weedline several hundred yards out from Fitch Road/Route 9P is holding plenty of panfish, and the crappies and bluegills are very active. "They were biting almost everything," one of the anglers at the state launch told me. And employees at Saratoga Bait and Tackle agreed because they were selling a lot of fathead minnows, as ...
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Leaving his mark
On a night that celebrated the organization's success, President and CEO Rich Focht announced his retirement after 23 years of working with Seneca Industrial and Economical Development Corp.
Focht, who started in 1990, said at the SIEDC Annual Meeting and Awards Ceremony March 21 that he will be ending his tenure with the organization Dec. 31.
"There's always a lot of challenges out there, a lot of things I want to do," he said. "My goal is always to try and make things better; (SIEDC has) done that. I think we've made things considerably better, and I see other opportunities out there to do some things that can have a positive impact on the community."
He said there are several projects SIEDC has lined up before his retirement in nine months. He said the organization is working on getting funding for a loop road, which would use existing roads to create a loop that would connect US 224 and SR 53.
"I'm amazed at the growth we're seeing right now in the manufacturing sector," Focht said. "We've got a half-dozen companies right now that are expanding and adding people. I've had discussions with several companies in the last couple of weeks that are looking at some significant projects, if they come through it's going to mean even more growth and employment. On top of what's already been announced."
He said SIEDC has been successful because local government and businesses have been cooperative and worked well with the organization.
"I think the thing that I'm most proud of is that I like to think I helped influence the community's attitude about investing in itself," Focht said.
He said in the late 70s he and his father tried to develop some land for an industrial park, and said the city and county were very difficult to work with at the time.
"I promised myself then, if I ever had the opportunity to do something about that, I would," Focht said.
Before joining SIEDC Focht worked as city administrator when Dave Martien was mayor of Tiffin.
"I loved working with Dave, he did a really good job," he said. "Dave really did a lot to turn the community around, and get the community thinking in the right regards to economic development."
Before Focht's arrival, he said SIEDC had not had a lot of success, and was on the verge of disbanding if he was unable to make something happen.
He said the Northstar Industrial Park was one of the first opportunities to begin to market the community. Focht also mentioned the rehabilitation of the former Shawhan Hotel, city expanding its sewers and cleaning up the Glasshouse property as other achievements of SIEDC to improve the city.
"I think we've done good," he said. "We've had some success bringing in some businesses. Those businesses, for the most part, have grown and succeeded."
He said there are two employees at SIEDC, himself and Karen Bowers, who has worked with the organization for six months longer than Focht.
"I feel very fortunate that I had Karen here," he said. "There's absolutely no way I could've done this job without her."
Focht said he and Bowers had a sense of pride when they worked at SIEDC because they are both originally from the area.
"I think the reason it worked for us, is we both grew up in Tiffin and it meant a lot to us to see the community succeed," he said. "We felt a responsibility because we had grown up here It's an advantage and it's a disadvantage. You take things to heart because you care, but because you care you want things to happen too."


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Published: Author: Melissa HirstFlorida is known as the 'sunshine state' and, having just spent a few days there, I can confirm it certainly was! I love Florida, so much so that this trip was actually my 6th visit! The sunshine state offers so much, it has hundreds of miles of insanely beautiful beaches and, no matter where you ...Published: Author: Lucie WattFor those seeking some summer sun and solitude, the beautiful island of Thassos could be just the tonic! Known as the 'Emerald Green Island', Thassos is one of the most northern islands in Greece, situated just a 40 minute ferry journey from mainland Greece. I packed up the family (one exhausted ...Published: Author: Lauren CurdLast spring, I took a gloriously sunny holiday to Thailand; my first trip to Asia but most certainly not my last. I started my trip with a two night stay in Thailand's capital Bangkok followed by three nights in Chiang Mai, in northern Thailand, before ending the holiday with some rest and ...Published: Author: Lucie WattTop Romantic Destinations to Propose Paris – This iconic city is very much synonymous with love and romance. Choose to stay in one of the city's many luxurious boutique hotels, stroll the city streets arm-in-arm and watch the world go by from pretty pavement cafes. The city has so many ...Published: Author: Mel BroughtonWherever is on your wish list for 2016, get ahead of the game and take a peek at our hottest holiday ideas and great value deals. Whether you fancy a 'drop and flop' beach escape or exploring off the beaten track with an adventure getaway, there is no better time to start planning. With long-haul ...Published: Author: Mel BroughtonWhether you're jetting off on an adventure holiday, family getaway or a romantic break; it's important to plan ahead to help keep your money and valuables safe. We've put together 5 top tips to help protect you against theft while travelling: Try using a pre-paid currency card while away. Top ...


text: With easy access from the A4 Motorway, Quitagolpe is located 20 minutes' walk from the centre of Jerez de la Frontera. It offers free parking and air-conditioned rooms with free Wi-Fi and a flat-screen TV. The rooms at the Quitagolpe feature tiled floors and simple, classic-style décor. Each one comes with a private bathroom and a work desk. The hotel's buffet restaurant serves Mediterranean food, and offers set dishes at night. There is also a bar where you can get a snack or a drink. Jerez town centre is around 10 minutes' walk away, and here you can find the old Arabic medina and the cathedral. Jerez Airport is a 15-minute drive away, and you can drive to Sanlucar de Barrameda in under 25 minutes.


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Oblio Duo and the Archers
As Oblio Duo, guitarist/vocalist Steve Lawson and drummer Will Duncan paint dusky yet vivid soundscapes that evoke feelings of nostalgia without the retro aftertaste. As with Oblio's previous two releases, Nuclear War captures their warm, lushly eclectic vibe. There is still a warmly melancholic tenor to the music, but this outing, for which the pair is joined by the Archers, Rhodes player Vaughn McPherson and bassist Andy Wild, reveals more of a defiant edge. Not the heavy-handed defiance expressed by many would-be political bands, mind you, but rather an opposition to the demons of the heart and mind. The songs don't run from life's messy, complicated emotion; instead, they embrace and explore those elusive muses with a gentle tenacity. War contains shades of Neil Young, Harry Nilsson and even a bit of Buffalo Springfield. And like each of those artists, Oblio Duo and the Archers know how to use sound to simultaneously stir the heart and the imagination.
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Hello! Welcome to the official website of gold award winning children's book Author Vanessa Roam.
March, 2013- The Children's Book Review's Author Showcase features Vanessa Roam in "Interview with Debut Author Vanessa Roam" by Bianca Schulze. A Remnant Surprise is "In the Spotlight" for the month.
February 2013, Brenda of WV Stitcher features A Remnant Surprise in a Book Spotlight.
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The prevalence of language and attention-based learning disorders (like dyslexia) among children remains one of the major obstacles facing education. But as new research illuminates their underlying neurological characteristics, the potential for overcoming these obstacles continues to grow. Three recent findings across multiple studies highlight the effectiveness of the Fast ForWord program in improving educational outcomes along with their deeper brain-based correlates through its computerized training.
Previous research has suggested that many instances of language impairment in children may be rooted in low-level auditory processing disorders. One particular auditory deficiency frequently observed in language-impaired children is difficulty processing rapid sound changes. A recent study has demonstrated that this type of processing can be improved through Fast ForWord's targeted audiovisual regimen (Heim, Keil, Choudhury, Friedman, Benasich, 2013); (Heim, Choudhury, Benasich, 2015).
In their initial visit, a group of children aged 6 to 9 formally diagnosed with language learning impairment (LLI) as well as a control group of similarly-aged children with no diagnoses were asked to identify sound changes in nonverbal 'tone doublets' consisting of a high and low tone played in rapid succession, as well as consonant syllables like 'ba' and 'da'. As they did so, their brain activity was recorded through electroencephalogram (EEG) and event-related-potential (ERP) measurements.
Consistent with prior research, the language-impaired children took longer to identify sound changes and showed lower levels of brain activity. After participating in Fast ForWord's phoneme identification exercises for an average of 32 days, this group was tested again in a second visit, where their measurements showed a significant increase in brain activity. Children in the control group, who did not undergo the Fast ForWord training, showed much slighter improvement on their second visit, suggesting that the improvement of the test group could not be attributed to practice or familiarization effects.
There is significant evidence that measurements of brain activity have a strong correlation with observed educational performance. In the aforementioned 2013 study, the language-impaired children also showed significant improvement in their performance on the standardized CELF (Comprehensive Evaluation of Language Fundamentals) language test, with their scores increasing by an average of 10% between the two assessments.
An earlier study in 2008 had demonstrated similar results (Stevens, Fanning, Coch, Sanders, Neville, 2008). Here, a sample group of elementary school-aged children diagnosed with specific language impairment (SLI) were tested alongside two control groups of children with typical language development. Children in all three groups completed the standardized CELF evaluation. They were then presented with audio of two narrated stories playing simultaneously and asked to pay attention to only one of them, while their responses to various verbal and non-verbal stimuli embedded within each story were recorded through ERP to measure selective auditory attention. As expected, both sets of scores were lower for the SLI group, with no significant difference between the two control groups.
After this first assessment, the SLI group and the first control group received Fast ForWord training for six weeks, while the second control group did not. All three groups then participated in another audio listening session before taking another CELF evaluation at the end of the study. The results were extremely promising. Not only did the language-impaired children improve by about 10% over their initial CELF score – the control group that received Fast ForWord training showed a smaller but significant improvement as well. A similar pattern was seen in the ERP measurements of selective auditory attention, suggesting that the two measurements were in fact correlated and that Fast ForWord training can enhance both auditory processing and language performance in language-impaired and typically developing children alike.
Although dyslexia is a more specific disorder whose observed symptoms are commonly associated with reading, it is strongly believed to be rooted in phonological processing difficulties – the inability to hear distinct phonemes that can then be visually associated with written letters. Accordingly, a 2003 study found that, compared to non-dyslexic children, those with dyslexia showed lower levels of brain response in their brain's audio processing areas when asked to look at a succession of written letters and select the ones that rhyme. This was indicated by functional magnetic resonance imaging (fMRI) scans of brain activity, with the sharpest differences observed in the temporal left region. After a period where Fast ForWord intervention time was included as part of their regular school day, not only did the dyslexic children's performance scores improve, but their fMRI scans began to more closely resemble those of the typically developing children, suggesting that the training was actively rewiring their brains' networks to function more effectively in language processing.
Furthermore, a 2015 review of similar studies showed that phonological training improved brain functioning in children with conditions ranging from dyslexia to SLI and general reading difficulties. Of 20 studies surveyed, four used Fast ForWord as their training content. Across all studies, improvements included increased activation of certain brain regions, stronger and faster neural responses, and even an increase of white matter. Follow-ups conducted in several studies also showed that these improvements were maintained even a year after the original intervention. These results suggest that phonological and auditory intervention has the potential for actively rewiring neural networks to function more effectively in language processing, leading to lifelong gains in behavior and educational performance.
Ylinen, S. & Kujala, T. (2015). Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits. Frontiers in Psychology, 6.
Heim, S., Choudhury, N. & Benasich, A. A. (First online: 15 December 2015). Electrocortical Dynamics in Children with a Language-Learning Impairment Before and After Audiovisual Training. Brain Topography.
Heim, S., Keil, A., Choudhury, N., Thomas Friedman, J. & Benasich, A. (2013). Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: Changes in neural mass activity after training. Neuropsychologia, 51, 990-1001.
Stevens, C., Fanning, J., Coch, D., Sanders, L., & H Neville (2008). Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children. Brain Research, 1205, 55-69.
Remediation Training Improves Reading Ability of Dyslexic Children
How often do you say to your child, "Pay attention?" Or, how often does a teacher reprimand a student for "not paying attention?" We tend to think that attention is something simple, either you are paying attention or you are not. But, it is actually much more complex than most people realize. For example, do you ever find yourself distracted enough when walking into a room to get something that you forget what you came into the room for? Or, have you ever been listening to an audio book only to realize that you stopped paying attention several pages back?
In fact, trying to figure out exactly what attention is, and why some children have more trouble attending than others, especially in school, has been the focus of psychologists for years. As adults, we realize that the ability to attend carefully to a task, ignore distractions and stick with it, is something that takes time for children to develop. But, what exactly is attention? Why is some information easier to attend to than other kinds? What is an attentional disorder? And, perhaps most important, are there ways to improve our attentional skills?
Perhaps the first attempt to define "attention" was made in The Principles of Psychology by William James. He wrote, "Everyone knows what attention is. It is the taking possession [in] the mind...of one....of several simultaneous objects or trains of thought." (James, The Principles of Psychology, 1890, page 403). But knowing what we think attention involves doesn't help us understand how this ability develops in children or why is it so difficult for all of us some of the time - and for some, a lot of the time. The fields of cognitive psychology and cognitive neuroscience have begun to help us understand how very complicated something that seemed so simple to William James, really is.
Neuroscientists like Dr. Michael Posner and his colleagues have helped us understand that attention isn't just one thing. There are several types of attention. To begin with, there are different components of attention that correspond to different connected brain areas (networks). Dr. Posner and colleagues have identified three of these: alerting, orienting and executive.
You know that when you are alert you feel wide awake and responsive to what is going on in the world around you. An alert state is very important for performing any task well and we all know what it is like when we are groggy and mentally foggy, perhaps when we first wake up in the morning. There is a chemical, norepinephrine, that modulates alertness largely in frontal and parietal brain regions. Alertness can be triggered by warning signals of any kind which rapidly allow us to change from a resting state to being more receptive to a new stimulus; a good example is the yellow light on a traffic signal that prepares us for when the light changes to red.
The second component of attention is orienting. When you are oriented, you know where you are, who you are with, the day and time and most important, what is needed to perform the relevant task at hand. We rely on orientation to efficiently navigate a large airport during a connection, for example. Our senses are very important for orientation, allowing us to take in visual, auditory and tactile information from the world around us and use it to figure out what is the most relevant information to accomplish a task. Navigating an airport during a tight connection requires looking for appropriate signage and maps, asking officials if necessary, noting the boarding time and figuring out how quickly we need to move to get to the correct gate on time.
The third component of attention that Dr. Posner and colleagues have studied involves the executive network. This is tied to our goals and helps us resolve competition for our attention when there are distractions or conflicts. We can think of this level of attention as akin to self-control, maintaining attention in a regulated and purposeful way to accomplish a goal. The areas of the brain involved are complex and distributed widely through the brain. The executive attention network enhances activity in brain regions related to our goals and inhibits conflicting activity. This control requires coordination of our executive functions (goals, priorities, organization), emotions and other cognitive functions like memory and knowledge so that irrelevant feelings or thoughts don't interfere with getting a job done. This kind of effortful control and self-regulation takes time to mature, and can be quite variable from person to person (and task to task). Executive attention (sometimes referred to as cognitive control) is highly correlated with success in school and later life.
One facet of executive attention known to be critical for academic success is selective attention. Dr. Courtney Stevens and her colleagues have studied the relationship between selective attention and academics over the past decade. Selective attention, depending on the activity, can involve one sense more than or in combination with others. For example, listening to an audio book or a newscast on the radio requires auditory selective attention while photography or drawing would require visual selective attention. When watching a newscast on TV we can use the visual information to augment our auditory attention. Dancing and athletics often require selective attention to movement and bodily senses, as well as visual and spatial attention to those moving nearby. For each of our senses, children need to learn to selectively attend. Dr. Alison Gopnik and her colleagues have studied the maturation of selective attention in young children as well as adults when they are in new environments. She has found that young children, as well as adults in a new stimulating environment (like a first trip to Paris during an exciting time like a honeymoon), are often global attenders - taking in many sights and sounds at once. That makes for a fun day at the park or vacation, but to get a job done or accomplish a goal, we need to be selective about what we pay attention to (and ignore).
Selective auditory attention may be especially challenging, especially in today's world, where we are bombarded with rapidly changing information and frequent technological interruptions. For many children, moving from the world of multi-sensory experiences in play, sports and media (especially tablets and television) to sitting still and selectively attending to a teacher in a classroom can be particularly difficult. For some children, there appears to be a physiological limitation, beyond that expected for their age, on their ability to listen and learn on demand - this is referred to as an attentional deficit hyperactivity disorder (ADHD) if the difficulty involves both selective attention and behavioral control, or ADD if there is not a problem sitting still. Although ADHD and ADD are considered medical diagnoses and often treated with medication, there is evidence that attentional skills are malleable.
In fact, many scientists including Drs. Posner, Stevens and their colleagues have found that attentional skills are amenable to training. Dr. Stevens and colleagues found that a short (six week) period doing exercises in the Fast ForWord Language program, that train selective auditory attention in several different contexts (language listening tasks, two-tone rapid sequencing tasks, speech-sound discrimination tasks) resulted in improved auditory selective attention for listening to stories read aloud, among both language impaired and typically learning second graders compared to students who had a regular classroom curriculum but did not participate in the specific auditory attention exercises.
In an article reviewing the research on the relationship between selective attention and academic achievement, Dr. Stevens and her colleague Daphne Bavelier conclude, "there may be large benefits to incorporating attention-training activities into the school context" (page S44). Luckily, neuroscience-based interventions are now available to help educators build attentional skills in their students, to free them up so they can focus on covering curriculum content.
How did you do? Did you scan the page, get distracted by your phone (alerting attention), or stop mid-stream to think about your next vacation? Or did you maintain selective and executive attention all the way through the article? Let us know in the comments!
Posner, M., Rothbart, M., Sheese, B and Voelker, P. (2014) Developing Attention: Behavioral and Brain Mechanisms. Advances in Neuroscience Article ID 405094.
Posner, M., Rueda, R. and Kanske, P. (2007) Probing the Mechanisms of Attention. In J.T. Caciopo, J.G. Tassinary & G.G. Berntson (eds), Handbook of Psychophysiology. Third Edition. Cambridge U.K.: Cambridge University Press (pp 410-432).
Stevens, C. and Bavelier, D. (2012) The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental Cognitive Neuroscience 25:S30-S48.
Are you faced with more English language learners in your class, school or district? You may not know that Fast ForWord® is the top-ranked intervention for English Language Development on What Works Clearinghouse. Our unique Build English FastTM solution incorporates the power of both Fast ForWord and Reading Assistant to accelerate English language development. In one of our most popular webinars this year, Dr. Martha Burns fielded the following questions from educators like you! Click here to view the full webinar.
Q: What is the best age for teaching a second language to benefit the development of the second language?
A: Birth to seven is generally the time when it is easiest to learn and become proficient in a second language. However, that period of time is extended in people who are bilingual, such that bilingual people can learn additional languages extraordinarily well, even at older ages. It seems that just being exposed to two languages when you are young makes your brain more flexible for learning languages in general.
The general rule is that the best time to learn an additional language is before age seven -- but that rule can be broken by lots of different things, including bilingual proficiency.
Q: Does the Fast ForWord program help with native language delays?
A. The Fast ForWord program helps build the whole language network in the brain. In doing so, it improves the brain's ability to process language and thereby can help the development of both the native language and any second language (such as English).
Q: What about special needs students who are second language learners?
A: The Fast ForWord program was originally designed for use with children with special needs but has been found to be extraordinarily effective with ELL students. The original group of study participants included students with developmental language problems of one kind or another that could be associated with autism spectrum disorder, developmental delays, and specific language impairments. All these groups of children benefited from the Fast ForWord program. The only caveats are that the child needs to have language skills in their native language of at least a three-year-old, and the child must be able to use a computer or iPad with headphones.
Q: What age range is the Fast ForWord program good for?
A: For English language learners, the program can be started as early as age five. There is no upper age limit for program use.
Q: What about kids without basic literacy?
A: Students can benefit even if they are not reading in either their native or their second language. Two of the products that are particularly appropriate for English language learners (Fast ForWord Language for students in elementary schools and Fast ForWord Literacy for students in secondary schools) focus on sounds and oral language, and have no written letters. These are appropriate starting points for students who are not yet literate.
Q: Is there progress monitoring and data to support the program?
A: Yes. A great strength of the Fast ForWord program is the ability of educators to monitor each student's strengths and weaknesses. Every grammatical error the student makes is recorded, as well as every error in speech sound discrimination, vocabulary, or listening/reading comprehension. Each student's responses on every item are included in a report.
Q: Is there a pre-test that can be administered to know where to begin?
A: When the program is used in a school setting, there is an assessment called Reading Progress Indicator that typically runs automatically when students initiate use (although it can be turned off during enrollment). This assessment evaluates a student's early reading skills and determines whether the student has a reading discrepancy. Coupled with the student's current grade level and education classification, this determines where in the program the child should start. As long as the auto placement option has been selected, the program will place the student at that point and continue to move them onto the next product within the Fast ForWord program as appropriate.
Q: Does it work on all modalities – reading, writing, listening and speaking?
A. The Fast ForWord program and Reading Assistant software work directly on reading, speaking and listening. Although there are no actual writing exercises that use pen and paper, research has shown improvement in writing. For information on this specific research, please see the blog post on our website "Building Better Writers (Without Picking Up a Pen)" by Dr. Beth Rogowsky.
Q: Is this a program people can access at home or just at school?
A: You can access the Fast ForWord program at home or school. The three ways through which the program can be accessed are:
Q: Can this program be compared to other ESL programs?
A: Many other programs teach language through sentence structure. A student sees a picture and hears a word or sentence that goes with the pictures. They do not have specific training in speech sound discrimination by itself. The Fast ForWord program complements these other programs by developing some of the necessary foundational skills, including the ability to discriminate between sounds and the ability to identify specific phonemes.
Q: Is the Reading Assistant program helpful for strengthening literacy?
A: Yes, the Reading Assistant program is a literacy product. Students start working with real text leveled around mid-first grade. Initially, students have the stories or the content read to them while they look at a printed page and see the words and phrases highlighted as they are read by the computer. The students then read aloud the text themselves. In order to use the Reading Assistant program, children must be able to correctly read 25 words per minute. For students who use it, Reading Assistant is a wonderful tool for building fluency, reading vocabulary, and comprehension.
Q: How many minutes do you need to use the Fast ForWord program to get the most benefit?
A: ELL students, who have average native language skills, should use the products at least thirty minutes, three times a week. For students whose native language skills are not at age level, the minimum is thirty minutes, five times a week. These protocols are appropriate for both the Fast ForWord Language (elementary school students) and the Fast ForWord Literacy (middle or high school students) products and can be completed in anywhere from 12 to 27 weeks based on the abilities of the student and whether the students use the products thirty minutes for three or five days a week. Students can also use the products for more minutes each day, and thereby reach completion in fewer weeks.
Q: If a child starts in the Reading Assistant program at the first grade level, does it adjust to match the student's level as he/she does the activity?
A. The Reading Assistant program has many different levels of difficulty, becoming more difficult as students progress. In order to use the software, students must be able to correctly read at least 25 words per minute, which corresponds to a mid-first grade reading level. However, difficulty ranges up through high school with content that aligns with the interest and content material for the corresponding grade levels: K-3, 4-5, 6-8, and 9-12.
Not all students start at the same level. Teachers can select the appropriate level of reading for each student, or students can take the Reading Progress Indicator assessment and be automatically placed in to the appropriate level of the Reading Assistant program.
Poverty impairs the brain's ability to develop and learn. Perhaps as toxic as drugs and alcohol to a young child's brain, poverty not only affects the development of cognitive skills in young children, but it also changes the way the brain tissue itself matures during the critical brain "set up" period during early childhood. We have known for decades, since Hart and Risley's seminal research published in 1995, that children who come from homes of poverty are exposed to millions of fewer spoken words in the home environment by the time they enter school than children who are raised in homes where the parents are professionals. Neuroscientists have recognized that human brain maturation is experience-dependent and one of the most important times for experience to mold the brain is from early childhood through the elementary school years. It goes without saying that the less language a child is exposed to the fewer opportunities the brain has to develop language skills. But language function in the brain is not the only casualty of poverty; there are many other cognitive skills that are affected by low socioeconomic status.
Kimberly Noble, an Associate Professor of Neuroscience and Education at Columbia University Teacher's College, has been studying the effects of poverty on many aspects of cognitive development and brain structure for over a decade. As early as 2005, with M. Frank Norman and Martha Farah, she published research on the relationship between socioeconomic status and specific cognitive functions. Her findings show that children who come from homes of poverty have limitations in a range of cognitive skills, including the following:
More recently, Dr. Noble and Elizabeth Sowell, Professor of Pediatrics at The Saban Research Institute at Children's Hospital Los Angeles, have found compelling links between family income and brain structure as well, especially affecting those areas of the brain important for memory and attention, regions essential for academic success. In a recent article in the journal Nature Neuroscience they reported that increases in both parental education and family income were associated with increases in the surface area of numerous brain regions, including those implicated in language and executive functions. Family income, however, appeared to have a stronger positive relationship with brain surface area than parental education.
The reasons for the effect of poverty on brain development are complex. Elizabeth Sowell has asserted that family income is linked to factors such as nutrition, health care, schools, play areas and, sometimes, air quality, all of which can affect brain development. Others, like Jack Shonkoff and Pat Levitt of the National Scientific Council on the Developing Child at Harvard, have emphasized the role of stress in brain development. Stress is associated with the release of the hormone cortisol which, in the short term, activates the body to respond to problematic situations. With chronic stress, however, the authors review research which indicates the sustained cortisol can have a toxic effect on brain architecture.
As educators, the new research begs the question, "Are children raised in poverty doomed to educational struggle, no matter how well we teach?" The answer, fortunately, is that neuroscience has not only clarified the problems caused by poverty but provides solutions as well. In a recently published report titled "Using Brain Science to Design Pathways Out of Poverty", Dr. Beth Babcock, CEO of Crittenden Women's Union, argues that because those areas of the brain affected by the adverse experiences of poverty and trauma remain plastic well into adulthood, neuroscience research offers promise for coaching and other methodologies that can strengthen and improve brain development and function. In her report, Dr. Babcock advocates, in part, for the use of "computer games" designed to, "improve memory, focus and attention, impulse control, organization, problem solving, and multi-tasking skills [that] are now widely available and beginning to create positive outcomes" (page 13).
The Fast ForWord programs, designed by neuroscientists at UCSF and Rutgers and tested for over a decade in many school districts with high poverty rates around the nation, have been repeatedly shown to increase academic performance in school districts with high levels of poverty. Read about the inspiring results at Highland View Elementary School, Hattie Watts Elementary School, and J.S. Aucoin Elementary School.
The beginning levels of the Fast ForWord programs (Fast ForWord Language and Fast ForWord Literacy) target attention, memory, processing and sequencing skills – core cognitive skills essential for learning. The later level programs (Fast ForWord Reading Levels 1-5) add specific technological instruction in reading comprehension, spelling, phonological awareness, and decoding while also building in components to continue to build attention and memory skills.
Neuroscience imaging research conducted at Stanford and replicated at Harvard with students who exhibited reading disabilities and used the Fast ForWord programs for six weeks indicated not only significant improvements in reading skills on standardized testing, but also neurological changes in areas of the brain critical to reading success.
The Reading Assistant programs, designed to improve oral reading fluency, incorporate speech recognition software to provide students with a one-on-one patient reading tutor/coach. Especially effective for students of poverty who may have little opportunity to read independently to an adult at home, Reading Assistant first provides a fluent oral reading model of every grade appropriate passage to be read, then, while the student reads aloud into the computer, the program corrects the student's oral reading errors as they occur in real time.
Poverty is toxic to the developing human brain and thereby endangers academic success. Education offers the key to a path out of poverty. However, increasing class sizes and limitations on teachers' time to individualize instruction, especially in school districts with high poverty rates, limit the ability of teachers to be as effective as they might if they could work with students individually. Furthermore, even the best curriculum does not include courses to improve attention, memory or other underlying cognitive functions compromised by lives of poverty. Neuroscience now offers not only an explanation of the problem but low cost solutions that can change the brains of all students to enable learning so that teachers can then do what they do best: teach!
Babcock, E. (2014) Using Brain Science to Design Pathways Out of Poverty. Crittenton Women's Union Report
Hart, B. and Risley, T. (1995) Meaningful Differences in the Everyday Experience of Young American Children. Paul H. Brookes Publishing Co.
Noble, K., Norman, M.F., Farrah, M (2005) Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science 8:1, pages 74-77.
Noble, K. et al. (2015) Family income, parental education and brain structure in children and adolescents. Nature Neuroscience. Published online 30 March
Shonkoff, F., Levitt, P., Bunge,s. et. al. (2014) Excessive Stress Disrupts the Architecture of the Developing Brain. National Scientific Council On The Developing Child, January.
Monitoring a baby's speech and language patterns can yield important insights about the child's possible developmental trajectory. Although some children simply acquire speech more slowly than others, delayed speech or atypical development of verbal skills may be signs of learning disabilities, hearing problems, language impairment, auditory processing problems or autism. There is new research that suggests that very early interventions can boost a baby's auditory system, in the hopes that this will lead to accelerated speech and language development.
Can We Intervene? New Insights Into Language Development in Infants
Speech and language is an incredibly complicated process that requires us to distinguish auditory patterns only a few milliseconds in length. This allows us to understand individual speech sounds (e.g., "bay," "bee") and put them together into more complicated words ("baby"). Very early on, an infant makes brain maps of the speech sounds of his/her language. These maps make it easier to piece sounds together to understand spoken language in a fast, effortless way.
In infants, early exposure to certain sounds seems to help their brains to more effectively process auditory information. That is, hearing certain sounds may change brain pathways, making an "acoustic map" for the building blocks of speech. A recent study led by April Benasich, a researcher at Rutgers University, sought to find whether early intervention could improve this acoustic mapping ability.
During the study, 4-month-old babies were presented with tones while hooked up to an electroencephalogram (EEG) machine, which records electrical activity from different brain regions. The babies were divided into two groups: an "active engagement" group that was rewarded for successfully discriminating between two sounds, and a "passive engagement" group that heard the same sounds but did not receive a reward. The researchers hypothesized that active engagement would encourage babies to pay attention to important sounds in the environment.
All of the babies received six weeks of active or passive auditory training. The parents were asked to bring them back at 7 months of age to see whether the babies who received active training had more well-developed acoustic maps. They found that from 4 to 7 months of age, all of the babies showed better acoustic processing. However, those in the active engagement condition got an additional boost. These babies were faster and more accurate at detecting sound differences. Additionally, they showed differences in brain waves associated with acoustic maps.
Implications of the Research
This research suggests that very early interventions may significantly change the brain patterns and acoustic maps of developing infants. This is crucial, because early sound discrimination lays the foundation for speech and language development throughout childhood. Dr. Benasich has not investigated whether the active engagement intervention continues to boost sound discrimination in children over 7 months of age. However, other scientific evidence suggests that children who go on to develop reading disabilities, language impairments or attention deficit hyperactivity disorder may exhibit early deficits in auditory abilities. Thus, it is possible that early interventions that boost auditory processing may support speech and language development and in turn, prevent the onset of some learning problems. More research is needed to develop the links between early auditory interventions and later academic outcomes.
Further Reading:
Plasticity in Developing Brain: Active Auditory Exposure Impacts Prelinguistic Acoustic Mapping
Study Shows Benefits of Building Baby's Language Skills Early
Related Reading:
Overcoming Language and Reading Problems: The Promise of Brain Plasticity
Language-Based Learning Disabilities and Auditory Processing Disorders
With approximately 1 in 68 children diagnosed with autism spectrum disorder (ASD) in the United States, millions of families are looking for research progress in this area. For Autism Awareness Month, we've compiled 4 of the latest research findings.
One of the most exciting recent developments in ASD research stems from large, genome-wide studies that have identified genes and genetic mutations that may contribute to ASD. Two such studies have uncovered 60 genes that have a greater than 90 percent chance of contributing to ASD among 500 or more genes associated with ASDs overall [Ronemus et al, (2014) Nature Reviews Genetics 15, 133-141]. More investigation is needed to dig deeper into the roles of these genes and how they affect the developing brain, but those data are emerging.
For example, a recent review of the genetic research published by Michael Ronemus and his colleagues has specified de novo mutations (that is, new mutations) in 12 genes that show strong causality of ASDs among boys. In another recent study, conducted by researchers at the University of California, Los Angeles, the authors reported on the impact of the gene CNTNAP2 on brain function. CNTNAP2 is associated with ASD and has been implicated in impaired language and thinking abilities. Scientists performed functional magnetic resonance imaging scans to compare brain function in carriers and noncarriers of the genetic risk factor. The study demonstrated that the nonrisk group had significantly lower activity in the medial prefrontal cortex during a task requiring processing of reward information. Additionally, there was increased and more diffuse functional brain connectivity in carriers of the genetic risk factor. Although higher connectivity may seem like a good thing, it may actually reflect an inefficient, immature profile of brain functioning. New research just published this month identified a gene that is very important to the development of neurons in utero, CCNND2, associated with ASD in girls found in families in which two or more females are diagnosed with ASDs. [Turner et al., (2015) Loss of δ-Catenin Function in Severe Autism. Nature 520, 51-54)].
To understand exactly how these genetic mutations affect brain maturation, neuroscientists are also investigating what happens differently in the brains of children who have been diagnosed on the autism spectrum. From this perspective, researchers have begun investigating how the process of brain cell pruning may go awry in children with ASD. Pruning is the process by which a brain weeds out unimportant connections and strengthens the important ones, based on experience. In a recent report published in Neuron, the scientists reported that ASD may be associated with higher levels of a molecule that may impair the ability of brain cells to get rid of dysfunctional cell components.
Another area of investigation of brain differences in children with ASDs has investigated white matter tracts, the superhighways of the brain that allow efficient information transfer between brain regions. Scientists at the University of North Carolina-Chapel Hill studied the development of white matter tracts in infants who later went on to be diagnosed with ASD. They found that at 6 months of age, infants with ASD had higher fractional anisotropy (FA) in key white matter tracts. FA is a measure of the directionality of white matter fibers, with higher FA signaling better microstructural organization. However, those infants with ASD had a slower change in FA over time, such that they had much lower microstructural organization by 2 years of age. This suggests that the trajectory of white matter development may be abnormal even a few months following birth in those who go on to receive an ASD diagnosis. In simple terms, the superhighways of the brain are not working as efficiently in children with ASD as they are for typically developing children.
Scientists using the Early Start Denver Model (ESDM), a behavioral intervention, previously showed that this treatment significantly improved IQ and language abilities in toddlers with ASD. Researchers also investigated whether the intervention changes brain functioning. They used electroencephalography to assess electrical activity in the brain during a task involving looking at faces versus objects. Children who completed the ESDM intervention had faster neural response and higher cortical activation when looking at faces compared to objects. Those who received treatment as usual (a common community intervention) showed the opposite pattern. Additionally, higher cortical activation during face-viewing was associated with better social behavior. This suggests that the ESDM intervention may cultivate brain changes that result in higher IQ, language abilities and social behaviors.
Together, these exciting findings highlight the excellent work that is being done by scientists around the world to combat autism. From understanding the impact of individual molecules on brain cell structure to constructing more effective interventions, researchers continue to answer important questions about autism and give loved ones hope for the future of ASD care.
Loss of mTOR-Dependent Macroautophagy Causes Autistic-like Synaptic Pruning Deficits
Early Behavioral Intervention Is Associated With Normalized Brain Activity in Young Children With Autism
Dozens of Genes Associated with Autism in New Research
Altered Functional Connectivity in Frontal Lobe Circuits Is Associated with Variation in the Autism Risk Gene CNTNAP2
Differences in white matter fiber tract development present from 6 to 24 months in infants with autism
The role of de novo mutations in the genetics of autism spectrum disorders
Understanding Autism in Children
Ben's Story: Intensive Intervention Helps a Young Boy on the Autism Spectrum Succeed
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.
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
I am sure you have noticed that there are many technology programs out there that claim to "build," or improve your brain function. Every week I receive emails from companies advertising brain games that promise to train attention and memory skills. You may have wondered, do "brain games" really work? A recent article in The New York Times entitled "Do Brain Workouts Work? Science Isn't Sure," actually asked that very question as well.
How would a memory brain game that I purchase from a website be different from a card or board game like "Concentration"? How is an attention game different or better than the concentration required to read a good book or play a card game that requires focused and sustained attention to cards played or discarded each round? Do good old fashioned paper pencil activities like crossword puzzles help with brain function? How about Bridge or Chess? Does watching Jeopardy on Television help your memory? Wouldn't any challenging video game help us with attention if we had to stay focused for long periods of time to get to a new level?
The answers to the above questions are all "yes, to some degree." The brain is the only organ of our body that changes each day based on our experiences. And if we do any activities that challenge memory or attention for extended periods of time it will likely be beneficial for improving those capacities. If I play bridge, for example, many hours a week, I will likely get better at the game and boost my short term (working) memory as well. But, neuroscientists who study brain plasticity, the way the brain changes with stimulation (or lack of stimulation), have determined there are ways to enhance the beneficial effects of brain exercises to maximize the efficiency and positive outcomes so that children or adults can specifically target some capacities over others in a short period of time. And, controlled research is showing these targeted exercises have benefits on other brain capacities as well.
So, for example, researchers have shown that when seven year olds do a simple computer-based exercise that targets working memory for just a few minutes a day for a few consecutive weeks they show improved working memory (we would expect that) but also improved reading comprehension compared with children in their classrooms who received reading instruction but did not do the working memory activities (Loosli, 2012). Or, aging adults in their 70's who did computer-based processing speed exercises a few minutes a day for six consecutive weeks so they could do things like react faster when driving showed improvements in processing speed (again we would expect that) but also in memory when compared to adults who did other exercises but not the processing speed exercises, and the improvements lasted for ten years without doing additional exercises (Rebok, 2014).
The question, then, is what are the critical active ingredients neuroscientists have found that need to be "built-in" so brain exercises effectively build targeted skills compared to the benefits we get from just using our "noggin" in everyday activities? And, more important, how is a parent or consumer to get through all the hype and determine which brain exercises have the important design features shown to be effective?
Fortunately, neuroscientists who have thoroughly researched this have published excellent summaries in respected scientific journals.
So, parents may ask, "This sounds fine for making our average brains work better but what about my child who has been diagnosed with a learning disability or other issues like autism spectrum disorder?" According to Ahissar et al. (2009), for our children (or adults) with learning issues, distortions or limitations at any level will create bottlenecks for learning and the changes we want from brain exercises. But, according to the authors, if the exercises have sufficient intensity and duration on specific sets of activities that focus on lower-level (perceptual) and middle-level stimuli (attention, memory and language) tasks, brain changes will enhance higher level skills and learning will be easier and more advanced.
So for parents, or anyone wanting to understand which brain exercises are worth the investment of valuable time and money, a rule of thumb would be to avoid products that advertise themselves as "brain games" - because that is what they probably are. Rather, seek out programs or products that contain "exercises" that focus on specific high and low level skills like language, reading, memory and attention, and those who have research evidence to support their value when used by children like yours.
Ahissar, M., Nahum, M., Nelken, I., & Hochstein, S. (2009). Reverse hierarchies and sensory learning, Philosophical Transactions of the Royal Society B, 364,285–299. doi: 10.1098/rstb.2008.0253
Loosli, S.V., Buschkuehl, M., Perrig, W.J., & Jaeggi, S.M. (2012). Working memory training improves reading processes in typically developing children, Child Neuropsychology, 18, 62-78. doi: 10.1080/09297049.2011.575772
Rebok, G.W., Ball, K., Guey, L.T., Jones, R.N., Kim, H.Y., King, J.W., . . . Willis, S.L. (2014). Ten-Year Effects of the Advanced Cognitive Training for Independent and Vital Elderly Cognitive Training Trial on Cognition and Everyday Functioning in Older Adults, Journal of the American Geriatrics Society, 62,16-24. doi: 10.1111/jgs.12607
Roelfsema, P.R., van Ooyen, A., & Watanabe, T. (2010). Perceptual learning rules based on reinforcers and attention, Trends in Cognitive Science, 14, 64–71. doi: 10.1016/j.tics.2009.11.005
Vinogradav, S., Fisher, M., & de Villers-Sidani, E. (2012). Cognitive Training for Impaired Neural Systems in Neuropsychiatric Illness, Neuropsychopharmacology Reviews,37, 43–76. doi: 10.1038/npp.2011.251
Brain Fitness Is Not A Game
Dopamine and Learning: What The Brain's Reward Center Can Teach Educators
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:
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.
5 Fluency and Comprehension Strategies That Every Reader Can Use
Squelching Curiosity: How Pre-Teaching Vocabulary Stifles Learning
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We Won! Teamsters Local 1205 has been Certified as
Bargaining Representative at East End Bus!
Click here for more information regarding this victory.
Greetings Brothers and Sisters,
As many of you know, on January 30, 2016 Teamsters Local 1205 President Timothy Lynch passed away. His sudden untimely death has affected us all, not only in Local 1205 but in the labor movement as a whole. Timothy was not just the president of our great local union, he was a champion for the rights of workers. We pledge to continue the struggle for economic justice on behalf of all our members.
Following the passing of our President Timothy Lynch, the Executive Board called an emergency meeting. As per our By-Laws and the IBT Constitution the Executive Board voted unanimously to install Vice President Dan DeCrotie as President of Teamsters Local 1205 for the remainder of the term. The Executive Board also unanimously voted to install organizer Gary Kumpa as Vice President of Teamsters Local 1205. The three-year term for all Local 1205 officers and Trustees expires this October.
I have been a member of Teamsters Local 1205 since 1996 driving in the lumber industry. Seven years ago, Timothy Lynch hired me as an organizer, to help with the Baumann Bus campaign. I have been working primarily with our Baumann members since then. Timothy nominated me for Recording Secretary in 2013 and then for Vice President in 2015 when our then Vice President Sue Roth retired. It has been my privilege to work with President Lynch and the staff at Teamsters Local 1205 for these past seven years.
Gary Kumpa is a lifelong Teamster, starting with Local 1205 in 1984 driving tractor trailers. He has over 21 years as a member of Teamsters Local 707. Gary worked as an organizer for the International Brotherhood of Teamsters, and in 2008 returned to Teamsters Local 1205 as our organizer. Gary is currently leading our efforts to organize East End Bus Company.
I along with, Gary Kumpa, Recording Secretary Nelson Nunez, Secretary Treasurer Ed Williams, Trustees Andy Gallo, Bob Christian and Cliff Roode are proud to be a part of what has been accomplished at Teamsters Local 1205. We will continue Timothy Lynch's legacy in our fight for justice for our members. In the months to come I will make it a point to visit each of the many shops to personally introduce myself to our members. Timothy will never be replaced but rest assured that his spirit will live on with the work we all do to improve the lives of our brothers and sisters in Teamsters Local 1205.
In Solidarity,
Dan DeCrotie,
President Teamsters Local 1205
There is a bill pending in Albany that is extremely important to all of our school bus drivers and driver assistants regarding disqualifications. This is Bill number A2781. The purpose of this bill is to have school districts abide by your collective bargaining agreement with regard to disciplinary action. Right now, employees of the transportation contractor of the school district have contractual protections covering disciplinary actions, but the school district is not a party to that contract. Therefore, the school district is able to undertake disciplinary action against the employees of its contractor, without due process protections. This legislation does not prevent the district from undertaking a disciplinary action, it merely requires the district to abide by the terms in an existing contract between its transportation contractor and its employees.
I urge all members to contact their State Senators today and let them know we need this bill passed without delay. Follow the links to your representative and encourage them to pass bill number A2781.
Click here to read Assembly Bill A2781
Click here for a list of Long Island Senators
New York State Senate Website


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Kaitlyn Silveira Senior Parents: John Silveira, Kari Cunningham Activities: Flag squad; works full-time at le Central in Providence Future plans: CCRI to study radiology Nominated by: …
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The America's Cup Hall of Fame represented Bristol at a black-tie dinner at the New York Yacht Club On Friday, Oct. 21, for the purpose of inducting into membership The Earl of Dunraven …
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firstname.lastname@example.com on Letter: Seveney supports domestic violence prevention fund:
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A LIFE focus section with all the information you need to know before your child goes back to school.
Yesterday at 12:00 PM
EAST PROVIDENCE — The Riverside and Martin Middle School girls' soccer teams met for the second and final time in 2016 when the Vikings and Wildcats played an Eastern Division contest Monday, Oct. …
2 days ago
Strong defense and two timely goals helped Pilgrim best Tiverton, 2-0, in the Division II field hockey semifinals at East Greenwich High School on Wednesday night. Pilgrim's Kayla Morin scored on a …
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I'd like to make a comment concerning the hotel they want to put on Gooding Avenue. Well, have they noticed the traffic in the town of Bristol? It's bumper-to-bumper Metacom Avenue; …
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PORTSMOUTH — Common Fence Point will host its fourth annual Halloween celebration from 5-7 p.m. on Monday, Oct. 31. The family-friendly event is free, and everyone in Portsmouth is …
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First Warren washes, then Warren Walkabout
East Bay Restaurant Week is Nov. 11-20


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Hotels in Ankara, Turkey
Search & Compare Ankara Hotels
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Trending now in Ankara
- Most bookedAnkara Hilton
256 people looked at this hotel in the last hour
Most recent review
"That was good only Breakfast staff was very slow and unproffesional"
A Traveller, Jul 2016, IN
179 people looked at this hotel in the last hour
Most recent review
"Positive points: -Perfect breakfast -Clean rooms -polite and helpful staff -very good location in town near almost everything Negative points: -water heat in bathroom was not steady and taking shower was annoying -wifi/internet was very slow"
A Traveller, Oct 2015, CA
75 people looked at this hotel in the last hour
Most recent review
"Luxury hotel ,a little bit old,very high speed wifi,tasty buffet breakfast,friendly staff but poor in English except reception,free bottle water,big pool and fantastic spa and sauna.valuable price,if I want to stay in Ankara I really choose again."
A Traveller, Aug 2016, CA
67 people looked at this hotel in the last hour
Most recent review
"Stayed 4 nights at Bilkent during a business trip. The hotel was quite far from all the tourist places. The nearest mall is about 20 minutes brisk walk away, where there are restaurants, a supermarket and some retail shops. The room was clean, spacious & comfortable. The buffet breakfast spread w..."
A Traveller, Jan 2016, SG
57 people looked at this hotel in the last hour
52 people looked at this hotel in the last hour
Most recent review
"Nice place to stay if you are in town and looking to walk to cafes and restaurants. Better than a 4-star hotel in terms of furniture style comfort etc. My top pick for Ankara visits"
A Traveller, Oct 2016, US
40 people looked at this hotel in the last hour
Most recent review
"This hotel only has sixteen rooms but very few guests when I was there. Because of this service was a bit patchy The food was very good though and the hotel was lovely"
A Traveller, Sep 2016, GB
27 people looked at this hotel in the last hour
Most recent review
"Pleasant , warm and friendly welcome. No hidden costs , notes made during booking was noted by the English speaking guest relations officer. Down side , rooms were tiny and cafe's ala carte menu was expensive . "
A Traveller, Jun 2016, SG
24 people looked at this hotel in the last hour
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"For a 5* hotel the ability of staff to speak English was not all I might have expected. Room service couldn't take an order over the phone they had, to come up. I booked a car back to the airport for the end of my stay that didn't materialise although they did find one within 10mins. I found the ..."
A Traveller, Oct 2016, GB
- Sonno Boutique Rooms & SuitesNo Guest Reviews yet
16 people looked at this hotel in the last hour
Map of Ankara hotels
- Kizilay Square
- Gazi University
- Embassy of the United States
- Elmadag Ski Center
- Hacettepe University
- Bilkent University
- Anitkabir
- Kurtulus Park
- Baskent University
- Hamamonu Historic Area
- Dikmen Vadisi Park
- Kocatepe Mosque
- Ankara University
- AnkaMall
- Goksu Park
- Turkey Grand National Assembly
- Kugulu Park
- Club Watercity Aquapark
- Haci Bayram Mosque
- Harikalar Diyari
Best hotels in Ankara
You can compare all of our Ankara hotel rooms including the major Ankara hotel chains using our genuine Hotels.com guest reviews as well as TripAdvisor Ankara hotel reviews to help find the perfect hotel room when booking your accommodation in Ankara. We also feature Expedia Ankara hotels and reviews.
When you book your Ankara stay with Hotels.com you may also earn free nights on participating hotels by joining the Hotels.com Welcome Rewards program. It's free to join and only takes 2 minutes to sign up and when you stay 10 nights you receive 1 night free*. So even a short weekend break in Ankara can get you on your way to a free night.
Why use Hotels.com to book your Ankara lodging & accommodation?
We can help you to find the perfect Ankara hotel room for almost any occaision. With our fast and secure hotel search you may compare different Ankara hotels by:
- - Price
- - Location within Ankara
- - Neighborhoods in Ankara
- - Nearby Ankara attractions
- - Hotels in different areas of Turkey
- - Genuine Hotels.com guest reviews for Ankara
- - Star rating
- - Amenities
- - Hotel name & chain
- - Theme
For every hotel in Ankara Turkey we provide:
- - Up to the minute hotel rates & availability
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And when you make a hotel reservation in Ankara with Hotels.com we'll send you email and text confirmations with the reservation details of your Ankara hotel booking along with contact details, directions, information on nearby Ankara attractions, restaurants and even the weather - and if you get stuck, we're only a phone call away.
To make the most of our service, download our mobile & tablet apps and sign up to our newsletter or follow us on Facebook, Google+ or Twitter to receive the latest deals and Hotels.com Ankara discount codes.


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NHL lockout? What NHL lockout? After the league's third lockout — and fourth work stoppage — in the last 20 years became official on Sunday, a nationwide poll released Tuesday reveals that, this time around, Canadians aren't waiting at the door for the NHL to let them back in. The survey, conducted by NRG Research Group and Peak Communicators, gathered public opinion from each of Canada's seven hockey cities.
NHL Lockout: Canadian Hockey Fans Less Angry Than One Might Expect
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I have an 8 month old baby who has passed out 5 times from holding her breath. Here is an example of the situaiton: She is learning to sit on her own. She toppled over yesterday and was very upset by it. She started to cry and it because a "quiet cry". You know, the one that is silent and then the baby gives out a burst of cry. Instead, she continues to hold her breath until she passes out and her eyes roll back into her head, gets red and get into a fetal position with her fists up near her head. The first two times it happened, I thought she was choking and did a finger swipe and hit her back. Our pediatrian told me to splash a little water on her face or tickle her feet to get her out of the moment. Yesterday, I did both and it took a while for her to breath again (meaning 10-15 seconds). The doctor said this is somewhat normal but very scarey and I should not be overly concerned unless her lips turn blue or she is disoriented, confused afterwards. The pediatrian wants to rule out seizures so my baby had an EKG and a follow up appointment with a neurologist. Has anyone had any experience with this?
Sorry to hear about your LO! Mine did that a few times when younger but never to the point of passing out - I would ways blow into her face when she got the quiet cry started to startle her out of it and she would do a quick inhale and yell.
I knew a boy that did that. He was ~6-12 months old when it first happened. Parents were told the same thing -- very scary, but some babies just do this. Family has since moved away, but I see them on facebook and I believe he's grown out of it. I also knew a boy that had frebrile seizures. The things babies do to scare us ....
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