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Eve Mutso
Date: Saturday May 27, 8:00 PM | Sunday May 28, 2:00 PM
Location: Cowell Theater
Duration: 60 minutes (Shared bill with Alyce Finwall Dance Theater and Levy Dance)
Ticket Information
General Admission: $25
Children under 18: $12.50
Discounts: Full time students with ID and Seniors, $4 off cover price
Limited early bird tickets available until March 31 from $12.50
Festival Pass
If you miss our early bird offerings, take advantage of our Festival Pass and see five shows for $70.00
Choreography: Eve Mutso
Lighting & Set Design: Matt Strachan {Scottish Ballet)
Sound Design: Merlin Bonning
Photography: Paul Muir, Maria Falconer
Artist Information
Eve Mutso Facebook Page
Work Sample
It is said that creativity requires the courage to let go of certainties. We sometimes see life itself as a performance full of uncertainties. We breathe life into different roles and we need to do that - otherwise they will die and something in ourselves dies as well. These roles we play create conflicts, which we often fear. But taking risks and accepting the possibility of failure is an inescapable part of the performances of our lives. The experiences that result make us what we are.
ARTIST BIOSEve Mutso, born in Tallinn, Estonia, is a freelance dancer & choreographer and former Principal Dancer of Scottish Ballet, Scotland's national dance company, where she danced from 2003 to 2016. Eve has choreographed and performed as part of Edinburgh Festival Fringe programme in the past three years, presenting elEven in 2014, Ink of Innocence (featuring dancers from Scottish Ballet) in 2015 and Unknown in 2016. She has also choreographed and danced in a short balletic film Death as a New Beginning (Composer and Director Leighton Jones) in 2013. She was nominated in the United Kingdom for the Critics Circle National Dance Awards in 2015, 2013 and 2005.
Eve is presenting Unknown at SFIAF following her tour with Scottish Ballet in Los Angeles and Berkeley as Blanche in Meckler/Lopez Ochoa's award-winning A Streetcar Named Desire
Matt Strachan has more than 20 years of specialist experience working in stage lighting, both nationally and internationally. Over the course of his career with Scottish Ballet, Matt has worked closely with world-renowned designers in realising their vision for sets, props and special effects.
Merlin Bonning is a freelance Location Sound Recordist working in film and television. Unknown is his third collaboration as Sound Designer with Mutso. He composes using analogue synthesis, contact/close microphone techniques and field recordings.


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WASHINGTON — One of the largest labor unions in the country is severing its ties with the United Negro College Fund over the storied scholarship group's relationship with the Koch brothers.
Lee Saunders, president of the American Federation of State, County and Municipal Employees, said in a letter to UNCF President Michael Lomax on Thursday that it was "with the deepest regret" that the union would pull out of a scholarship program run jointly by the two groups. Saunders himself is African-American.
Also On The Chicago Defender:
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subset: commoncrawl


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Hello and Happy New Year! I bought the Gypsy Wife pattern booklet a while back because I just loved all the pictures I was seeing from Quilt Market of this quilt and other Jen Kingwell quilts. I really liked that it was all machine pieced as I'm not too fond of hand piecing at the moment. Yesterday was a snow day (as well as today) and I had a bit of time to sew in between entertaining the kiddos. I got the quilt top all sewn together as I've had the individual blocks done for a week or two. This turned out to be another bright and colorful quilt, which I love! I used all Bonnie and Camille fabrics by Moda from a variety of their fabric lines - I just love their fabrics and how they can all play together so nicely!
Sorry my photos are not the best color wise- Photography is not my strongest skill and I've been having a hard time getting a nice shot of them as its been so cold and snowing so much lately that I don't dare take anything outside to photograph it.
Hope you are enjoying your day! - Jennifer


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LI wineries uncork the weekend fun with food and music
It's always a three-day weekend at local wineries. Though Saturdays and Sundays have traditionally been their busiest days, these venues are starting the party early, ushering in the weekend with Friday specials.
McCall Wines, Cutchogue
WHEN | WHERE Summer hours: 11 a.m.-6 p.m. Saturdays-Thursdays, 11 a.m.-8 p.m. Fridays, 22600 Main Rd., Cutchogue
INFO 631-734-5764, mccallwines.com
Cattle and cabernet? That marriage of red meat and red wine is on the menu at McCall Wines in Cutchogue, where barrel-aged Bordeaux blends and dry-aged steaks, roasts and ground beef are sold out of the tasting room. The winery raises cattle on site, including beef with origins in northeastern France.
Owner Brewster McCall, whose father, Russ, founded the winery, recently partnered with Claudia Fleming, a chef at North Folk Table and Inn. Her North Fork Food Truck visits McCall Wines Friday nights and serves up burgers made from the winery's grass-fed charolais beef and with a variety of add-ons such as bacon, mushrooms and fried onions.
"We don't have a restaurant on site and thought this would be a fun and appropriate event for guests celebrating local food, local wine and local businesses," McCall says.
McCall's tasting room has been open since 2009. On Friday nights, all of the wines are available by the glass or bottle in the tasting room, which was previously a stable.
Brian Norman says he makes yearly visits to McCall Wines from Greenwich, Connecticut, for the "great atmosphere, great wine and awesome staff."
"I love the horse stalls set up for enjoying a great bottle of wine with your friends," Norman says.
The North Fork Food Truck visits McCall Wines Friday nights and serves up burgers made from the winery's grass-fed charolais beef and with a variety of add-ons such as bacon, mushrooms and fried onions.
Wolffer Estate Vineyard, Sagaponack
WHEN | WHERE 11 a.m.-8 p.m. Sundays-Wednesdasy, 5-8 p.m. Thursdays and 11 a.m.-9:30 p.m. Fridays-Saturdays, 139 Sagaponack Rd., Sagaponack
INFO 631-537-4771, wolffer.com
Live music featuring a rotating list of local bands gets uncorked Thursday through Saturday nights at the 55-acre vineyard.
"The idea was inspired by all the great music we have for our weddings, and three seasons ago, our management decided to add our lineup for recurring events," says Jill Heisley, the venue's marketing director.
There is no cover charge to attend Twilight Thursdays or Sunset Fridays and Saturdays. Guests pay only for what they eat or drink. Sunset Fridays and Saturdays take place at the venue's wine stand during the summer and in the tasting room the remainder of the year. Cheese and charcuterie plates are served at the estate and wine stand, and wraps are available for purchase at Wolffer Kitchen. Outside food/picnics are not permitted.
The winery is part of a 175-acre estate with a European feel. On the grounds are boarding stables, 39 paddocks, an indoor jumping ring and a Grand Prix field.
"The lively atmosphere combined with the serene greens of row after row of vines provides an experience you can't get anywhere else but right here in the heart of the Hamptons," Heisley says.
Live music featuring a rotating list of local bands gets uncorked Thursday through Saturday nights at the 55-acre vineyard at Wolffer Estate.
Shinn Estate Vineyards, Mattituck
WHEN | WHERE 10:30-5 p.m. Mondays-Thursdays, 10-8:30 p.m. Fridays, 10:30-6 p.m. Saturdays-Sundays, 2000 Oregon Rd., Mattituck
INFO 631-804-0367, shinnestatevineyards.com
Shinn Estate Vineyards has had so much success with its Friday Food Truck event featuring Chef Noah Schwartz, whose namesake restaurant is in nearby Greenport, that it plans to continue the partnership through October.
Noah's Food Truck serves up a seasonal menu of locally sourced fish, meat and vegetables from the North Fork and East End of Long Island each Friday from 4:30 to 7:30 p.m. on the tasting room patio.
Bob Manley, who lives in Meredith, New Hampshire, where he owns a winery, recently visited Shinn Estate Vineyard for the first time, where he says he was made to feel special by the winemaker and tasting room staff.
"They are doing some really creative blends and growing their grapes biodynamically," Manley says.
Biodynamics refers to the ecological interdependence of the soil, neighboring flora and fauna, and spiritual forces of the cosmos in growing grapes.
Visitors have the option of sitting in the outdoor patio area to savor wine at Shinn Estate Vineyards in Mattituck.
Palmer Vineyards, Riverhead
WHEN | WHERE Mondays-Thursdays 11-5 p.m.; Fridays 11-9 p.m.; Saturdays 11-7 p.m.; Sundays 11-6 p.m. 5120 Sound Ave., Riverhead
INFO 631-722-9463, palmervineyards.com
Enjoy $8 glasses of wine and $5 beers and brick-oven pizza as part of the weekend kickoff Fridays from 4 to 9 p.m. at Palmer Vineyards.
Kait Lieber prepares brick-oven, wood-fired pizza at Palmer Vineyards in Riverhead.
Jamesport Vineyards, Jamesport
WHEN | WHERE Summer hours 11-5 p.m. Mondays-Thursdays, 11-9 p.m. Friday, 11-9 p.m. Saturdays-Sundays; 1216 Main Rd., Jamesport
INFO 631-722-5256, jamesportwines.com
Chefs Jeff Cochrane, left, and Dan Edgett work in the outdoor kitchen at Jamesport Vineyards preparing small and wood-fired flatbread pizza. The vineyards has an anniversary special every Friday from 5-9 p.m. Enjoy two glasses of wine and a wood-fired margherita pizza for $19.86 at the 60-acre North Fork venue.
Nicole Taylor from Quogue feeds her 2-year-old son, J.T, a slice of Margherita pizza at Jamesport Vineyards as Nicole's mom, Tina Winter, also from Quogue looks on. The vineyard hosts Friday nights with small plates and wood-fired flatbread pizza.
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So, staying at home on the nippy prairies and missing Left Coast Crime hasn't turned out all bad.
I mean, at least I'm getting more than 1.5 hours of sleep.
John Rickards has done a nice summary in his second report (if the link wigs out later, go to www.mysterycircus.com and it's on the front page) about height comparisons, fire alarms and Scottish conspiracy theories.
Why do I get the feeling Harrogate will only be a continuation of the antics?
Of course, the one thing I truly dispute is his accusation that Stuart MacBride has been bribing judges with shellfish in order to earn his "Best First Novel" nomination for the International Thriller Awards.
Pssst. Everyone knows shellfish doesn't work, John. You have to use cash.
Seriously though, HUGE CONGRATS to the Bearded Wonderboy, who is obviously too elated to make a blog post about it. Priorities, priorities Stuart. Awards are nice and all, but your readers pay your bills.
And if the fire alarm keeps sounding at LCC, I'm sure by the time they all get home they'll hear it in their heads every four minutes - residual programming. It's likely a brainwashing test or something.
To see if they can take the evil out of crime writers. Though I strongly suspect if I was there, my crimes wouldn't be restricted to the writing - you can take away my freedom, but not my sleep!
Saturday, March 18, 2006
Left Coast Blues
Posted by Sandra Ruttan at 18.3.06
2 comments:
- Bernita said...
Congratulations to Stuart!
I heard he slept with the judges actually...
Fire alarms?
Is this like the sign that says "In case of bad luck, please break glass?"
- 9:13 a.m.
- Sandra Ruttan said...
Slept with the judges? And still got nominated? Wonders never cease.
Whatever's going on at that hotel with the fire alarms, I just hope it isn't like the boy who cried wolf in the end.
And it truly could be John running down the halls naked pulling the alarms. It's one way to make sure everyone comes out of their room to see the show.
- 1:41 p.m.
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Is a software engineer. Besides commercial work (see the next column) he also contributes to open-source (with a particular focus on virtual machines and various programming languages).Outside programming he enjoys a long run and listens to many, many episodes of bad movie podcasts.
Technical lead & first engineer; responsible for application architecture, mentoring engineers, and technical direction of new e-commerce site.
Software engineer; built features, maintained infrastructure, and lead back-end development for e-commerce platform.
Co-founder & CTO; developed pioneering secure voting systems and managed technical resources & strategy.
Backend engineer; built new backend and collaborated with web & front-end engineers on JavaScript & Objective-C client libraries.
Web developer; implemented designs and event management & payment processing systems for various large client sites.


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With official signing of a bilateral trade agreement between the U.S. and Russia, U.S. beef has regained access to the Russian market, pending a plant audit tour by Russian inspectors. Eligible is U.S. boneless beef, bone-in beef and beef variety meats from cattle under 30 months of age with an approved export certificate.
A second step in the re-opening process will come in May 2007, when the World Organization for Animal Health (OIE) General Assembly makes its final decision on the U.S. risk status for BSE. Pending the determination of the U.S. as an OIE-designated, controlled-risk or negligible-risk country, Russia will reopen to all U.S. beef and beef products from cattle of all ages with the removal of OIE-designated, specified-risk materials.
Russia previously was the largest export market for U.S. beef livers, importing more than 140 million lbs. of U.S. beef and beef variety meats valued at over $53 million in 2003.


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Safeguarding and CST - advice for vulnerable clients and caregivers
CSTA-registered practitioners are aware of the need to protect the safety of all their clients, whether adults or children. The CSTA has produced detailed advice on this topic for practitioners in our Safeguarding document. In addition our Code of Ethics and Standards of Practice documents include advice and requirements for practitioners.
If you are a client you should feel comfortable and safe at all times during the treatment, and you should feel able to stop the session at any time. You will remain clothed, and should feel able to choose whether the practitioner makes contact or not with any part of your body.
We strongly recommend a caregiver being present in the session with any vulnerable client as this is helpful to make sure everyone feels comfortable, and it means you can both ask any questions you need to about the treatment. However if you prefer not to have your caregiver present then you should both discuss this carefully with your practitioner and make sure it's the right decision for you.
Overall it is important that you are in charge of the session, and the practitioner should never do or ask you to do anything you feel uncomfortable about.
If you have any questions you can contact the Secretary: firstname.lastname@example.com, who will make sure you get the help you need.


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It's been announced that the christening of Prince Nicolas of Sweden will take place on October 11 (one week from tomorrow), and you will be able to watch it on SVT Play here. The broadcast should begin around 12 noon Stockholm time; you can convert to other time zones here.
Apparently SVT had decided not to broadcast the christening service, but changed their minds after public outcry; they will be producing a scaled-back broadcast.


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Dry Soy Beans, 2010.
Aside from corn, soybeans are the workhorse of plants. They are one of the most widely grown crops in the world. Although mostly grown for vegetable oil and feed filler for cattle, soy beans are still used for many food products that have an especially long history in Asia and Japan. Soy(or soya) beans are used for many food products such as soy milk, tofu, tempeh and miso (fermented), edamame (fresh), soy oil (pressed), okara (by product of soy milk), textured vegetable protein, shoyu or soy sauce, and baby formula. Glycine max, called mao dou in China, is a nitrogen fixing legume native to East Asia. It has been cultivated for 2200 years. The plants have small purple flowers that produce these wondrously nutritious beans that are good for soil and good for our health. So, what does this have to do with natural colors and textiles?
Well, it turns out fresh soy milk and fresh cow's milk can be used as sizing on fabric and it acts as a binder to "lock" pigments onto cloth. The protein molecules chemically change over about a two week period and transform from being water soluble to being insoluble in water. During the 3-6 month curing period the soy milk is locking the natural color to the fiber.
Soy Beans beginning to soak, 2010.
Plump Soy Beans, 2010.
When I first learned about making my own soy milk I was on the path to discovering the "real way" food was made and I was learning how to feed myself. Several years later, during a workshop lead by Michele Wipplinger of Earthues, I was introduced to the concept of using fresh soy milk when painting natural pigments on cloth. But, honestly, in hindsight I did not believe my eyes. Even though I had been immersed in natural dyes for some time, I still could not grasp this simple concept. Fast forward a few more years to Earth's Palette Color Conference 2009 in Taos, New Mexico to a workshop lead by John Marshall. Here I began to accept that this humble workhorse of a plant produces Miracle Milk used for natural color techniques on fiber. And, it does not come from an animal. Now I am forever hooked.
Draining Okara, 2010.
Squeezing Okara to extract
Soy Milk, 2010.
Okara leftover after squeezing, 2010.
There are many instructions that can be found so I won't be too repetitive. I find pictures helpful when I am trying any new process so that is what I am going to provide as a reference. The only missing picture is the blender "in action". Following are a list of general steps for making Miracle Milk.
1. Start with organically grown dry soybeans whenever possible; a few beans go quite a long way and they are inexpensive and safe to use.
2. Make soy milk fresh each day you are going to use it.
3. Do not keep it longer than 24 hours, refrigerate overnight if necessary.
4. Soy milk is sticky so rinse your hands and the cloth being used for straining as quickly as possible.
5. When straining the soy milk use a cotton dishcloth or a recycled piece of a sheet. The first time I made soy milk on my own I used cheap cheesecloth folded over on itself and I ended up with bits of okara, in my painting- it was mealy and yucky!
6. The okara is edible, maybe not delicious.... send a recipe if you find a good one!
Miracle Milk and Okara, 2010.
Soy Milk consistency, 2010.
1. Soak dry soybeans 4-12 hours, until plump. The warmer the climate the faster they plump.
2. Make soy milk in blender, strain through cloth; Repeat 2-3 times.
3. Brush clean cellulose or protein fabric with fresh soy milk.
4. Allow to dry to damp dry.
5. Mix pigments with soy milk in a glass or ceramic jar before applying to the fabric.
6. Apply pigments to the cloth using various tools & techniques.
7. Build up layers of color and let the cloth air dry between layers.
8. Air cure, minimum 1 month; preferred 3-6 depending on climate.
9. Hand wash in neutral detergent, Orvus paste, or shampoo.
10. Once washing is complete, air dry and then apply a final layer of soy milk.
Small plants at Olinda, Maui
Credit: Forest and Kim Starr
Plants of Hawaii - Image licensed under
a Creative Commons Attribution 3.0 License,
permitting sharing and adaptation with attribution.
Soy Beans ready for harvest,
Credit: Photo by Stephen Ausmus,
Public domain from USDA
Agricultural Research Service Image Gallery.
Dry Soy Beans,
Public Domain Image by
USDA employee,
Wikipedia Commons.
For detailed/scientific information about the growth stages of Glycine max visit:
For political food for thought read: The Omnivore's Dilemma by Michael Pollen,
For adventures in cooking with soybeans in all forms try:
The Book of Tofu: Food for Mankind Volume 1. Shurleff, William and Aoyagi, Akiko. Autumn Press, Canada, 1975.


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Bachelor Thesis Ideas Conference
"The Bachelor Thesis Ideas Conference" will take place on 26-29th of April.
Every student will have 20 min for the presentation of Bachelor thesis problem: 5 to 7 min. are appointed for the presentation of the problem (definition of key concepts, scientific problem, aims and tasks) and the remaining time is left for committee's questions and discussion.
IMPORTANT! All PowerPoint presentations have to be uploaded to computer during the breaks or before 8 o'clock (the beginning). None of the PowerPoint presentations or other files can be uploaded right before your presentation.
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No, We know we have the best fundraising software available, we do not feel the need to tie you into a long-term contract. You pay us per event and use us only when you want to hold an auction or fundraising event.
Do I need to sign a contract?
Have more questions? Submit a request


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Seinenza has announced that actor Tomoyuki Dan passed away this week at age 50 of recurrent aortic divergence. Anime fans might know him for his work as Kisame Hoshigaki in Naruto. More recently, he appears as Iskikawa in Ghost in the Shell.
Dan also provided the Japanese voice of Batman in the Nolan movies.
Scott Green is editor and reporter for anime and manga at geek entertainment site Ain't It Cool News. Follow him on Twitter at @aicnanime.


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Road To Sangam
'Road to Sangam' is a movie that was on my watch-list for a long time now, but somehow I never got a chance to see it, not least because it did not get a major release. Thanks to the Fremont Main Library that had a DVD, and to the lazy Saturday morning, I finally got to see it.
I have been watching a lot of movies that I could not catch up on when they released, and quite a few of the recently watched ones had Paresh Rawal in them – and I am in awe of the man now. I will do a separate Paresh Rawal post soon and so here I will keep my awe in check 🙂
'Road to Sangam' is the story of a simple man who is caught between the turmoil of his times. How he chooses to fight being a part of the herd and follow his heart, is what the film tries to depict, and it does a very good job of it
Paresh Rawal is Hasmat Bhai, the most well-written character and the protagonist of the movie, an expert motor-mechanic and a devout muslim. He lives a non-confrontational life and goes about his job with honesty and commitment. His life is thrown into a turmoil when his idea of religion clashes with the preachers. He believes in honouring his word, finishing the job he started – you can say that an honest day's work is his religion. But when he is unable to deliver on a commitment due to the local Muslim community leaders calling for a boycott of all work (to oppose of arrest of suspects in a blast case, and the death of an innocent in the stampede following a protest), he begins to question the decrees of those leaders. After much debate, with family, friends and community members, and most importantly with his own self, he decides to follow his conscience. The fact that the task at hand involves the ashes of Mahatma Gandhi makes his resolve only stronger.
The movie is about this thought. Can you follow your conscience against the face of any opposition? Everyone has a limit to which he will listen to his inner voice, as is seen by Hasmat Bhai's various friends helping him covertly. Hasmat Bhai is the protagonist because his commitment to his inner voice is the strongest. He may have his limits but clarion calls to toe the community line do not define them. It is the genuineness with which this thought has been portrayed that makes this movie worth a watch.
Sure, it has its drawbacks. It gets preachy at times, and the sermon to Mr Kasuri (a very one-dimensional Om Puri) by Hasmat Bhai comes very close to overkill. But most of the times the director stays far far away from pretentiousness. The characters other than Hasmat Bhai are not that well-written and do not engage you as much, except when they are interacting with Hasmat. Also, by focusing on one community, the director is providing ammunition to those who might want to dub him partisan. But I feel the story could as well have been set in any community and to look at it with a narrow vision would be a folly.
Paresh Rawal as Hasmat Bhai is a not a revelation since we know how good an actor he is, but it sure is refreshing to see him play a not over the top character for a change. Being from Lucknow, I can appreciate the nuances he brought to the role to depict an Allahabadi, and his portrayal of the internal struggles of Hasmat is too good. Pawan Malhotra, as the Maulvi was a revelation because it took me a while to realize that it is him. The voice that he used, the mannerisms, the expressions, and his diction all added to the character and showed how he could be revered by some and feared by others. Om Puri, as I said, carried the same expression throughout and didn't have too much to do. The rest of the supporting cast was adequate and the interactions that Hasmat had with them which made the movie watchable.
I would have recommended watching this one on DVD, but since it is not running in cinema halls anymore that is a moot point. It is not engaging throughout, and has a few troughs among more frequent crests. But the central thought has been depicted with simplicity and genuineness, and for that you should watch it.


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Karl's Cafe offers a variety of pastries made in the finest European tradition using real butter, cream, and sugar. We offer a variety of choices, including authentic German strudel, Black Forest cake, sachertorte and more! Our desserts are indulgent, rich, and not too sweet.
Check out our online menu to view our full pastry list! Our selection changes daily.
|Black Forest Cake
German Strudel
Espresso Ganache Cake
Lemon Mousse cake
Hazelnut Cake
Raspberry Truffle
Flourless Chocolate Cake (GF)
We have seasonal cakes and cookies, many are gluten free! Stop in for our current selection!


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I'm so excited to share you guys the stuff I got in my mail earlier this afternoon. I was all hyped out and giggled when I saw how Jacqui did the packaging. I don't want to sound cocky but I'm just lucky when it comes to giveaways HAHA! Yes ladies, I won another giveaway from The Scholarly Nail and I love every single one of them especially the Vintage VHTF Sally Hansen. If you haven't followed Jacqui's blog check her out, her blog is amazing.
|This is how Jacqui did the packaging, isn't that adorable? :)
|Left to right: Pumpkin Black Light Purple Glitter, Pumpkin Black Light Orange Glitter, NYC Demon Glow Top Coat, Sally Hansen Trick or Treat, and Sally Hansen Jack-O-Lantern (both are VHTF Vintage)


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A week ago, Stars & Stripes broke the story that U.S. forces in Afghanistan had hired The Rendon Group, a D.C.-based media consulting firm, to write assessments of war reporters. The profiles rated journalists as "positive," "negative" or "neutral" towards U.S. war aims, and were apparently used to deny reporters access to military units, according to follow-on reports by Stars & Stripes.
On Sunday, the military canceled Rendon's contract. "As the senior U.S. communicator in Afghanistan, it was clear that the issue of Rendon's support to U.S. forces in Afghanistan had become a distraction from our main mission," Rear Adm. Gregory J. Smith, said in an e-mail to* Stars & Stripes*.
Earlier, former ABC war reporter Bob Zelnick told Danger Room that reporters had the power to change policy by protesting Rendon's activities. "I'd take it right to the top," Zelnick said. Several reporters did just that, demanding to senior public affairs officials to see their profiles. Others, including P.J. Tobia and Nir Rosen, pictured, published their profiles online.
Paul McLeary at *Ares *wonders if the reaction wasn't a bit over-blown. "While a bad move on the military's part, I don't see the Rendon contract as being as insidious as some would have it," he wrote.
What they're doing, essentially, is the job that any good public affairs officer should be doing; namely, a little background research on what kind of stories the reporter in question normally publishes, in order to give their commanders an idea what to expect. It's called a Google search, and spending taxpayer money to hire a contractor to perform such a simple task — and rating the reporters' work on such a crude scale — is more of a crime in my book than producing such background reports in general.
Indeed, it's not clear that the Pentagon will actually end its policy of profiling reporters. It's possible the process will simply be assigned to military personnel, rather than being contracted out.
[PHOTO: via Americanprogress.org]
See Also:


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Stochastic Seismic Response of Structuresby Patricio Ruiz, Asst. Prof. of Civ. Engrg.; Universidad Católica de Chile, Santiago, Chile,
Joseph Penzien, (M.ASCE), Prof. of Struct. Engrg.; Univ. of California, Berkeley, CA,
Serial Information: Journal of the Engineering Mechanics Division, 1971, Vol. 97, Issue 2, Pg. 441-456
Document Type: Journal Paper
Records of strong-motion earthquakes are simulated using a filtered shot noise. Twenty sample records are then used to simulate the response of a structure subjected to earthquake excitation. The stochastic model used to generate the artificial ground acceleration records is designed to produce sample records similar to those of real strong-motion earthquakes of magnitude 8.3 recorded on firm soil at about 45 miles from the epicenter. It is concluded that a filtered shot noise is very suitable for this simulation. An 8-story shear type building with inelastic force-deflection characteristics represented by a bilinear hysteretic model and having various values of stiffness and viscous damping is subjected to twenty samples of the artificial ground acceleration records. Major response parameters are evaluated and Monte-Carlo estimates of the statistics of these parameters are obtained to allow predictions of their values during future earthquakes.
Subject Headings: Earthquakes | Parameters (statistics) | Stochastic processes | Seismic tests | Seismic effects | Structural response | Filters | Excitation (physics)
Services: Buy this book/Buy this article
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Falcao has cried over Manchester United troubles, claims former agent
Radamel Falcao's disappointing form at Manchester United has reduced him to tears and his appearance for the club's Under-21 side left him feeling "weird", according to his former agent.
Big things were expected of the Colombia international when he joined on loan from Monaco in September, especially given the astronomical wages he is reportedly earning at Old Trafford.
However, the former Atletico Madrid striker has managed just four Premier League goals in 18 appearances and has faced criticism over his performances.
Earlier this month, Falcao played for the club's Under-21 team, with manager Louis van Gaal later denying that it was a humiliating experience.
But Falcao's former representative, Silvano Espindola, stated that he was left feeling uneasy by the situation in the context of a difficult campaign.
"We talk a lot. I'm not going to say that he feels happy because he's not. We've spoken many times and cried together," he told AS Colombia.
"It's not an easy situation because every player wants to play and every goal-scorer wants to score goals, that's normal.
"But, at the moment, he isn't scoring and that's part of his football. He's recovering his best form.
"When we spoke, I told him that this happens to every striker, that he'll get over this poor run. When you don't score, you're going to begin to feel the pressure."
On Falcao's appearance for United's development side against Tottenham, Espindola added: "When he was on his way to the ground to play this game with the reserves, he called me.
"We spoke for 20 minutes until he reached the stadium and he told me 'I've never been through something like this, I don't know how to deal with this situation. It feels weird for me'."


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|She will not be happy that I showed a picture of her fingernails in need of some new polish!
Friday, July 18, 2014
On the Needles & Other Fun Stuff!!!!
17 comments:
What a joy to have a granddaughter that is SO talented AND wants to learn things that grandma can teach her!! I would be in 7th Heaven if it was me. She is the perfect student and I love her choice of fabrics for the many projects you two will be making. Your sweater is coming along beautifully. You have become a Super knitter in my book. Beautiful colors too.!!ReplyDelete
How fun! I know you are thrilled that she is wanting to learn to sew. She has a GREAT teacher! :)ReplyDelete
Your knitting is gorgeous! The color of the yarn is just beautiful. And how fun to be teaching Sara how to sew! You have some fun projects picked out.... love the fabric choices!ReplyDelete
Beautiful seams and piecing. Oh, I do love that combo for the pillow case - all the other fabrics are great too - good eye there.ReplyDelete
She looks like a natural! Enjoy your time with her at the sewing machine!ReplyDelete
Definitely grab 'em while they're hot to learn! Sara's doing a great job!ReplyDelete
- AnonymousJuly 18, 2014 at 3:35 PM
I just thread darning needle with different colored yarn and run that through the stitches I need to put on a holder and then knot the ends so it's a closed loop through the stitches. It also does pull down on your work like regular stitch holders do. The lace stitch on that is so pretty! as is the color.ReplyDelete
Your sweater is looking so pretty. I love the yarn you are using! I do what justquiltin does. Thread a yarn needle with a contrasting yarn and slip your stitches on to the needle then on to the yarn and then I tie the ends of the yarn together. A new quilter is born!! That is so wonderful that she is interested and it looks like she is a natural! Have fun!ReplyDelete
How wonderful she is wanting to learn to sew. What a great way to spend a summer day.ReplyDelete
Isn't that just wonderful! She did great. Fun postReplyDelete
It is so much fun to share our passions with those we love!! Great teacher and student equals success!!!ReplyDelete
Not only is she a lucky girl, but you are a lucky grandma that she is interested in learning to sew!! I know you're having lots of fun. Can't wait to see her finished projects! I love anything to do with the ocean, too!!ReplyDelete
That is cool the granddaughter wants to learn to sew. She does better than me I think.ReplyDelete
That is some impressive sewing by your granddaughter! I'm looking forward to seeing all of those projects finished - you girls are going to be busy!ReplyDelete
that is so cool that your granddaughter is making quilts. My daughter loves dolphins too.ReplyDelete
I don't have grandkids yet, but, isn't it fun to teach others our passion of quilting? Marine biologist, how cool.ReplyDelete


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PRG Senior Director George Felcyn co-authored an article with Bracewell attorney Charles Almond published today in The Bond Buyer. The commentary article titled "Make-America-Great-Again Bonds?" explores investment in public infrastructure and its increased discussion since the 2016 election was decided.
"If federal policymakers are indeed serious about incentivizing public infrastructure investment and realizing the related job-creation benefits in the relatively near future, an 'all of the above' approach is essential," write Almond and Felcyn. "Innovative P3 approaches enhanced by tax credits for equity investments may well attract private-equity capital and foster cost savings for certain types of projects. However, the bread and butter of public finance has always been, and will likely continue to be, debt capital that is subsidized one way or another by the federal government. While the old dogs in the public-finance arena are learning the new tricks of the P3 world, efforts should be made to improve the ability to access low-interest-rate debt capital from the tried and true state and local bond market to supplement those new tricks and continue to fill the many gaps that will never be filled by private equity alone."
To read the complete article, click here.


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Weekend Scenes #09Sunday, May 27, 2012
21 comments
Lovely pictures! :)ReplyDelete
Rose x
Classic marl tees are the best - I think I need one in every colour!ReplyDelete
It would be mine
lovely pictures <3ReplyDelete
The t-shirts look nice too!
- Anonymous27 May 2012 at 21:12
This comment has been removed by a blog administrator.ReplyDelete
Lovely skirt!ReplyDelete
I love that necklace in the first photograph, it's amazing! You should get the 'wreck this app' it's so fun!ReplyDelete
Julia x
Looks and sounds like you had a lovely time!ReplyDelete
Stunning photos as always!ReplyDelete
Looks like you've had a beautiful weekend
x x x
Sounds like a lovely relaxing week and weekend :) I know what you mean about banging on about the weather, I'm exactly the same haha. I think it must be a British thing considering we normally never get such nice weather! That dress/skirt in the last photo looks so pretty too!ReplyDelete
Lou xx
Bits & Bobs
Ah I hope you love your iPad as much as I love mine xoxoReplyDelete
Looks like you had a great weekend! xReplyDelete
Sounds like you had such a great weekend! Ohh that's exciting! When you're in The Hague just let me know! I could show you around! :) Thank you for commenting on my blog, yours is lovely, I'm following you now!ReplyDelete
xoxo, Laura
The weather is incredible it just makes everything that little bit nicer! Love those River Island teesReplyDelete
Looks like you're having lovely weather at the moment. It's so rainy for us at the moment so I'm happy you're able to enjoy it. xxReplyDelete
Great photos! I wish we had better weather here in nyc. It's just way too humid for my taste!ReplyDelete
<3 I love le photosssss! \m/ReplyDelete
xx, Jennica <3
Beautiful photos; totally know what you mean about the weather talk!ReplyDelete
Beautiful photos, The food looks delicious.ReplyDelete
Wardrobe Quarry
It has been divine hasn't it. We can't eat outside but have had every window in the flat wide open for the breeze, it's been fab.ReplyDelete
Penny Dreadful Vintage
aaah so lovely and summery :) I've been eating outside for days now, soaking up the rays. Hope it's not our only bit of summer xReplyDelete
Fantastic post. pictures here are very special and awesome. thanks for sharing. inkjetReplyDelete


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Being Single and Dating in Your 50's....Oh, the Pitfalls!
When I became single in March of 2006, after ending a 10 year relationship with the man I thought was my "soul mate", dating again was the last thing on my mind! Those 10 years had not been all bad, but a major portion of them had been horrible as I watched a person I loved go through the "throes of drug addiction", and if anyone has experienced a loved one go through addiction, well, then you know how it can also eat away at the spirit and soul of the sober partner.
So, I have spent the last 7 years getting to know who Deborah(me) is.....and let me tell you something right here....boy, did I have a lot of learning to do. I had lived for so long all consumed trying to do what ever it took to "help him" that I had forgotten how to help myself! Do you remember the movie with Julia Roberts...The Runaway Bride.....where towards the end of the movie she has a whole counter of eggs:
And, she is tasting all the different ways to make eggs...JUST to find out what is truly HER favorite! Well, that was me!
Flash forward to 2013, and I have been single all these years....yes,no dating what so ever. Have had wonderful children, siblings, and many friends who have helped me live happily through these years, and of course, myself. And, then about 2 months or so ago, while all of us neighbors were sitting outside under our beautiful Oak tree, it dawned on me and that of the men and I were making eye contact....needless to say, the flirtation was mutual. We have been fast friends...enjoying each others company.....non-intimate, because I had told him i wanted to take it slow, and that seemed fine with him.
Then this past weekend, due to some some serendipitous moments, I found out that in the past 4 days, he had landed another neighbor of mine...and was planning on stringing us both along! Well, after a couple hours...my anger was gone...yes, there was still alittle left...but the,majority was gone...I realized I was better off. But, it made me think about this whole dating thing late in Life....I survived....and just hope that IF the next time dating comes along I will make the better decision, because one thing about getting older....did I just not "see" the few warning signs...or did I just refuse.....I hope that I will truly SEE the next time around...


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Here are her before pictures:
A 70's Lark! She definitely needs some love! My husband kept exchanging looks with me during the purchase. It was stinky and beaten! But we could both see the potential! Everything worked such as the stove, fridge, and lights; that was a major plus! So she became ours!! Our first step was to name her! We have came up with a couple "Ruby & Dixie" we will see if one of those stick!
The kids are in love with it! They have been playing Burger King, they have to say good night to her, and I can't wait to create memories with her!!
I have created a mood board and will update you all with her progress! So far we have wiped her down and given half of her, her first paint job! So excited to glam her up and to go Glamping!! Would love to hear stories or others share your experience with vintage trailers/campers! Xoxo Katie
Betsy is starting to give her a new paint job!
We are thinking this vintage blue will be the new color or the exterior stripe!
Thanks for stopping by!


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Assessing earthquake risk has obvious value, but it has been an unachieved goal for a long time now. A study out in the journal Geology may make a contribution towards understanding what causes a subset of earthquakes, including the one that spawned the Indonesian tsunami, to be more potent. For those of you without a subscription to Geology, Eurekalert provides a very readable summary. Earthquakes are triggered when two tectonic plates which should be sliding past each other stick together, then move suddenly. As a result, the strength of the earthquake is proportional to how tightly they stuck and how much force was required to get them moving again. Understanding what causes them to stick would go a long way towards understanding earthquake risks.
The study focuses on those earthquakes that occur at subduction zones, where one plate is being pushed under another. Such faults tend to be under the ocean, since the plunging plate leaves a large trench in its wake. The authors simulated the motion of the plates in subduction zones and found one thing that would invariably result in them sticking: sediment. Sediment is pretty much everywhere under the ocean, but the amount that builds up will vary depending on the local river and current conditions. The modeling suggests a few paths of new research to see how well they reflect reality: if the authors' model is right, then the severity of quakes should be proportional to the amount of mud there.


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Dyslexia is considered to be a learning disability. It manifests primarily as a difficulty with written language, particularly with reading and spelling. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. Stanovich, KE. (1988) Explaining the differences between the dyslexic and the garden-variety poor reader: the phonological-core variable-difference model. Journal of Learning Disabilities, 21(10):590-604. Evidence also suggests that dyslexia results from differences in how the brain processes written and/or spoken language. Although dyslexia is allegedly the result of a neurological difference, it is not an intellectual disability. Dyslexia occurs at all levels of intelligence.
The word dyslexia comes from the Greek words dys- ("impaired") and lexis ("word"). People with dyslexia are called dyslexic.
Dyslexia is most commonly characterized by difficulties with learning how to decode words, to spell, and to read accurately and fluently. Dyslexia also makes mathematics more difficult as people with dyslexia might mix numbers up. Dyslexic individuals often have difficulty "breaking the code" of sound-letter association (the alphabetic principle), and they may also reverse or transpose letters when writing or confuse letters such as b, d, p, q, especially in childhood. However, dyslexia is not a visual problem that involves reading letters or words backwards or upside down, nor are such reversals a defining characteristic of dyslexia.
Many individuals with dyslexic symptoms involving reading, writing, and spelling also exhibit symptoms in other domains such as poor short-term memory skills, poor personal organizational skills and problems processing spoken language. These symptoms may coexist with or overlap with characteristics among others of attention-deficit hyperactivity disorder, auditory processing disorder, developmental dyspraxia, dyscalculia, and/or dysgraphia. However, dyslexia and attention deficit/hyperactivity disorder are not correlated developmental problems.
Evidence that dyslexia is of neurological origin is substantial. Acquired dyslexias occur due to brain damage in the left hemisphere's key language areas, which may be a clue when it comes to developmental types. Research also suggests an association with biochemical and genetic markers. However, experts disagree over the precise definition and criteria for diagnosis, and some advocate that the term dyslexia be dropped altogether and replaced with the term reading disorder or reading disability (RD). Because reading skills occur on a continuum with no clear distinction between typical readers and dyslexic readers, some experts assert that the term dyslexia should be reserved for the two to five percent with the most severe reading deficits.
Dyslexia is a lifelong condition that cannot be reversed, but appropriate remedial instruction and compensatory strategies can help dyslexic individuals mitigate or overcome their difficulties with written language. A large body of evidence shows which types of instruction dyslexics need to be successful. National Institute of Child Health and Human Development, 2000; Snow et al., 1998; Torgesen, 2000). Retrieved from http://www.ldonline.org/article/14907 October 16, 2007. Many dyslexics overcome early problems with literacy and go on to earn advanced degrees and pursue successful careers; a high level of motivation coupled with strong encouragement and mentorship have been identified as factors leading to their success.
Identified for the first time by Oswald Berkhan in 1881, BERKHAN O. Neur. Zent 28 1917 the term 'dyslexia' was coined in 1887 by Rudolf Berlin, an ophthalmologist practicing in Stuttgart, Germany. He used the term to refer to a case of a young boy who had a severe impairment in learning to read and write in spite of showing typical intellectual and physical abilities in all other respects.
In 1896, W. Pringle Morgan, a British physician, from Seaford, East Sussex, England published a description of a reading-specific learning disorder in a report to the British Medical Journal titled "Congenital Word Blindness". This described the case of a 14-year-old boy who had not yet learned to read, yet showed normal intelligence and was generally adept at other activities typical of children of that age.
During the 1890s and early 1900s, James Hinshelwood, a British ophthalmologist, published a series of articles in medical journals describing similar cases of congenital word blindness, which he defined as "a congenital defect occurring in children with otherwise normal and undamaged brains characterised by a difficulty in learning to read." In his 1917 book Congenital Word Blindness, Hinshelwood asserted that the primary disability was in visual memory for words and letters, and described symptoms including letter reversals, and difficulties with spelling and reading comprehension.
A key early researcher in dyslexia was Samuel T. Orton, a neurologist who worked primarily with stroke victims. In 1925 Orton met a boy who could not read and who exhibited symptoms similar to stroke victims who had lost the ability to read. Orton began studying reading difficulties and determined that there was a syndrome unrelated to brain damage that made learning to read difficult. Orton called the condition strephosymbolia (meaning 'twisted signs') to describe his theory that individuals with dyslexia had difficulty associating the visual forms of words with their spoken forms. Orton observed that reading deficits in dyslexia did not seem to stem from strictly visual deficits. He believed the condition was caused by the failure to establish hemispheric dominance in the brain. He also observed that the children he worked with were disproportionately left- or mixed-handed, although this finding has been difficult to replicate. Orton's hypothesis concerning hemispheric specialization was borne out by post-mortem studies in the 1980s and 1990s establishing that the left planum temporale, a brain area associated with language processing, is physically larger than the corresponding right area in the brains of non-dyslexic subjects, but that these brain areas are symmetrical or slightly larger on the right for dyslexic subjects. FMRI imaging studies of children and young adults reported in 2003 provide further support, demonstrating that increases in age and reading level are associated with a suppression of right hemispheric activity.
Influenced by the kinesthetic work of Helen Keller and Grace Fernald, and looking for a way to teach reading using both left and right brain functions, Orton later worked with psychologist and educator Anna Gillingham to develop an educational intervention that pioneered the use of simultaneous multisensory instruction. The Orton-Gillingham approach to remedial reading instruction is still widely used and forms the basis of many reading intervention programs.
In contrast, Dearborn, Gates, Bennet and Blau considered a faulty guidance of the seeing mechanism to be the cause. The data collected in 1931 by Tinker and Goodenough (The J.Educ. Psych.)(26) seemed to support this thesis. They wanted to know if a conflict between spontaneous orientation of the scanning action of the eyes from right to left and training aimed at the acquisition of an opposite direction would allow an interpretation of the facts observed in the dyslexic disorder and especially of the ability to mirror-read. To this end the authors asked four adults to read a text reflected in a mirror for ten minutes a day for a period of five months. It was confirmed that in all the subjects, the words were not perceived in their globality but required a meticulous analysis of the letters and syllables.
Moreover they also demonstrated either total or partial inversions even sometimes affecting the order of the words in a sentence. What is more, they revealed a curious impression of not just horizontal but also vertical inversions.These are errors that exist amongst dyslexics and they suffer from the aggravating circumstance inherent in all learning. What remained to be demonstrated was that there exists a preference amongst dyslexics, without sensory deficiency, or mental retardation, or any backwardness in speech or language, towards scanning with the eyes from right to left. Proof of this was provided in a work conducted under Clement Launay in 1949 (thesis G. Mahec Paris 1951). In adult subjects the reading of a series of 66 tiny lower-case letters, 5 mm high, spaced 5 mm apart, first from left to right and then from right to left was more easily and quickly done in the left to right direction. For former dyslexic children, a substantial number read a series of 42 letters with equal speed in both directions and some (10%) read better from right to left than from left to right. The phenomenon is clearly linked to the dynamics of sight as it disappears when the space between letters is increased, transforming the reading into spelling. This experience also explains the ability to mirror-read. This reading test can also be used to diagnose serious cases of dyslexia.
In the 1970s, a new hypothesis, based in part on Orton's theories, emerged that dyslexia stems from a deficit in phonological processing or difficulty in recognizing that spoken words are formed by discrete phonemes (for example, that the word CAT comes from the sounds [k], [æ], and [t]). As a result, affected individuals have difficulty associating these sounds with the visual letters that make up written words. Key studies of the phonological deficit hypothesis include the finding that the strongest predictor of reading success in school age children is phonological awareness, and that phonological awareness instruction can improve decoding skills for children with reading difficulties.
The advent of neuroimaging techniques to study brain structure and function enhanced the research in the 1980s and 1990s. Since then, interest in the neurologically based causes has persisted. Current models of the relation between the brain and dyslexia generally focus on some form of defective or delayed brain maturation. More recently, genetic research has provided increasing evidence supporting a genetic origin of dyslexia.
Researchers are currently searching for a link between the neurological and genetic findings, and the reading disorder. There are many previous and current theories of dyslexia, but the one that has the most support from research is that, whatever the biological cause, dyslexia is a matter of reduced phonogical awareness, the ability to analyze and link the units of spoken and written languages.
Subtypes of developmental dyslexia
Studies by Castles and Coltheart suggest that developmental dyslexia includes at least two prevalent and distinct varieties or subtypes of dyslexia. Subtypes include surface dyslexia and phonological dyslexia. Understanding these subtypes is useful in diagnosing learning patterns and developing approaches for overcoming impairments that may be visual perception impairments or speech discrimination deficits. These subtypes are based on differing patterns of underlying symptoms, as supported by a finding using large-scale data from comparative studies of reading patterns in dyslexic and normal readers Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180. In the study by Castles and Coltheart, 56 dyslexic boys and 56 non-dyslexic boys as a control group were tested. During the test, the boys read aloud words and non words that were presented to them. The researchers found that surface dyslexics (subjects who have poor lexical skills, or can't make out irregular words well) had a mean difference of 14.4 words between reading regular words versus irregular words, however, the mean difference in subjects with phonological dyslexia (subjects who can't use sub lexical skills, or can't make out non words) was only 7.75 words which was comparable to the control group . The majority of their subjects showed signs of phonological dyslexia. Twenty-nine subjects showed that their non word reading skills were poorer than their irregular word reading skills. However, sixteen subjects showed the opposite where their irregular word reading skills were poorer than their non word reading skills and were called surface dyslexics .
Surface dyslexia
Surface dyslexia is characterized by subjects who can read non words but who have trouble reading words that are irregular Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180. Surface dyslexia is the outcome of an individual who cannot function using the lexical procedure for reading out loud. The lexical procedure includes sounding out a word though the use of a past word already known . In Castles and Coltheart's study, the researchers matched 30 regular words with 30 irregular words and asked their surface dyslexic subjects to read the word out loud. As hypothesized in their research, the difference between the surface dyslexic subjects and control subjects was about 4.6 words which was 2.55 words higher than the difference between the phonological dyslexics to the control group <ref name=castles>. In Castles and Coltheart's study, both control and dyslexic subjects were shown a card with a word that is irregular or that isn't pronounced as it looks. Fifteen of the 51 dyslexics were below the confidence limit set by the control subjects on ability to read irregular words. These subjects were then called surface dyslexics Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195 .
Phonological dyslexia
Phonological dyslexia is characterized by subjects who can read aloud both regular and irregular words but have difficulties with non words and with connecting sounds to symbols, or with sounding out words. Phonological processing tasks predict reading accuracy and comprehension. This subtype is the most predominant form of dyslexia Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref> Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47(2), 149-180 </ref>.In Castles and Coltheart's study, they had 56 dyslexic boys and 56 non dyslexic boys read words and non words given to them. The majority of the boys, 55%, showed a phonological dyslexic pattern .In Castles and Coltheart's study, dyslexic subjects and control subjects were asked to read non words listed on a card, 17 out of 51 cases of dyslexics were below the confidence limit in non word reading, which was derived by the control group of subjects their own age. These phonological dyslexics have a lower non word reading level than expected by reviewing their irregular word reading level Manis, F., Seidenberg, M., Doi, L., McBride-Chang, C., Petersen, A., (1996). On the basis of two subtypes of developmental dyslexia. Cognition, 59, 157-195. Phonological dyslexia is the outcome of a subject who cannot function using the sub lexical (pronunciations are constructed from smaller orthographic components) procedure for reading out loud .In Castles and Coltheart's study, dyslexic and control subjects read words off a note card; the researchers found that while reading irregular words, the dyslexic subjects scored comparable to the control subjects because sub lexical skills weren't involved in this test .
Double deficit dyslexia
Other researchers have identified a deficit related to "naming speed", which relates to the ability of students to rapidly verbalize the names of symbols such as letters and numbers when tested Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438. In their study, Wolf and Bowers tested out naming speed by having their subjects name a symbol as quickly as possible when shown on a flash card. Difficulties in naming speed exist in conjunction with a phonological deficit, is characterized as double deficit dyslexia Wolf, M., Bowers, P. G., (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of educational psychology, 91, 415-438.
Dyslexia is a learning disability. It has many underlying causes that are believed to be a brain-based condition that influences the ability to read written language. It is identified in individuals who fail to learn to read in the absence of a verbal or nonverbal intellectual impairment, sensory deficit (e.g., a visual deficit or hearing loss), pervasive developmental deficit or a frank neurological impairment.
The following conditions may also be contributory or overlapping factors, or underlying cause of the dyslexic symptoms as they can lead to difficulty reading:
- Auditory processing disorder is a condition that affects the ability to encode auditory information. It can lead to problems with auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognized as one of the major causes of dyslexia.
- Cluttering is a speech fluency disorder involving both the rate and rhythm of speech, and resulting in impaired speech intelligibility. Speech is erratic and dysrhythmic, consisting of rapid and jerky spurts that usually involve faulty phrasing. The personality of the clutterer bears striking resemblance to the personalities of those with learning disabilities.Cluttering as a Complex of Learning Disabilities
- Dyspraxia is a neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, and kinesthetic coordination. Problems with short term memory and organization are typical of dyspraxics. This is most common in dyslexics who also have attention deficit disorder.
- Verbal dyspraxia is a neurological condition characterized by marked difficulty in the use of speech sounds, which is the result of an immaturity in the speech production area of the brain.
- Dysgraphia is a disorder which expresses itself primarily during writing or typing, although in some cases it may also affect eye-hand coordination in such direction or sequence oriented processes as tying knots or carrying out a repetitive task. Dysgraphia is distinct from Dyspraxia in that the person may have the word to be written or the proper order of steps in mind clearly, but carries the sequence out in the wrong order.
- Dyscalculia is a neurological condition characterized by a problem with learning fundamentals and one or more of the basic numerical skills. Often people with this condition can understand very complex mathematical concepts and principles but have difficulty processing formulas and even basic addition and subtraction.
- Scotopic sensitivity syndrome, also known as Irlen Syndrome, is a term used to describe sensitivity to certain wavelengths of light which interfere with proper visual processing. See also Orthoscopics and asfedia.
Scientific research
Theories of developmental dyslexia
The following theories should not be viewed as competing, but viewed as theories trying to explain the underlying causes of a similar set of symptoms from a variety of research perspectives and backgrounds.
The evolutionary hypothesis
This theory posits that reading is an unnatural act, and carried out by humans for an exceedingly brief period in our evolutionary history (Dalby, 1986). It has been less than a hundred years that most western societies promoted reading by the mass population and therefore the forces that shape our behavior have been weak. Many areas of the world still do not have access to reading for the majority of the population. There is no evidence that "pathology" underlies dyslexia but much evidence for cerebral variation or differences. It is these essential differences that are taxed with the artificial task of reading. The native reading hypothesis of dyslexia is another evolutionary theory which argues that because spoken language is naturally learned in the first few years of development, similarly, written language is best learned at the same early age. It suggests that many forms of dyslexia are therefore, to some extent, a result of introducing reading too late in neurodevelopment. This means that the typically late reading of dyslexics might sometimes be the cause of dyslexia, rather than the other way around, and many cases of dyslexia might be prevented by the earlier introduction of reading instruction.
The phonological hypothesis
The phonological hypothesis postulates that dyslexics have a specific impairment in the representation, storage and/or retrieval of speech sounds. It explains dyslexics' reading impairment on the basis that learning to read an alphabetic system requires learning the grapheme/phoneme correspondence, i.e. the correspondence between letters and constituent sounds of speech. If these sounds are poorly represented, stored or retrieved, the learning of grapheme/phoneme correspondences, the foundation of reading by phonic methods for alphabetic systems, will be affected accordingly.
The rapid auditory processing theory
The rapid auditory processing theory is an alternative to the phonological deficit theory, which specifies that the primary deficit lies in the perception of short or rapidly varying sounds. Support for this theory arises from evidence that dyslexics show poor performance on a number of auditory tasks, including frequency discrimination and temporal order judgment. Backward masking tasks, in particular, demonstrate a 100-fold (40 dB) difference in sensitivity between normals and dyslexics. Abnormal neurophysiological responses to various auditory stimuli have also been demonstrated. The failure to correctly represent short sounds and fast transitions would cause further difficulties in particular when such acoustic events are the cues to phonemic contrasts, as in /ba/ versus /da/. There is also evidence that dyslexics may have poorer categorical perception of certain contrasts.
The visual theory
The visual theory (Lovegrove et al., 1980; Livingstone et al., 1991; Stein and Walsh, 1997) reflects another long standing tradition in the study of dyslexia, that of considering it as a visual impairment giving rise to difficulties with the processing of letters and words on a page of text. This may take the form of unstable binocular fixations, poor vergence, or increased visual crowding. The visual theory does not exclude a phonological deficit, but emphasizes a visual contribution to reading problems, at least in some dyslexic individuals. At the biological level, the proposed aetiology of the visual dysfunction is based on the division of the visual system into two distinct pathways that have different roles and properties: the magnocellular and parvocellular pathways. The theory postulates that the magnocellular pathway is selectively disrupted in certain dyslexic individuals, leading to deficiencies in visual processing, and, via the posterior parietal cortex, to abnormal binocular control and visuospatial attention. Evidence for magnocellular dysfunction comes from anatomical studies showing abnormalities of the magnocellular layers of the lateral geniculate nucleus (Livingstone et al., 1991), psychophysical studies showing decreased sensitivity in the magnocellular range, i.e. low spatial frequencies and high temporal frequencies in dyslexics, and brain imaging studies.
The cerebellar theory
Yet another view is represented by the automaticity/ cerebellar theory of dyslexia. Here the biological claim is that the dyslexic's cerebellum is mildly dysfunctional and that a number of cognitive difficulties ensue. First, the cerebellum plays a role in motor control and therefore in speech articulation. It is postulated that retarded or dysfunctional articulation would lead to deficient phonological representations. Secondly, the cerebellum plays a role in the automatization of overlearned tasks, such as driving, typing and reading. A weak capacity to automatize would affect, among other things, the learning of grapheme±phoneme correspondences. Support for the cerebellar theory comes from evidence of poor performance of dyslexics in a large number of motor tasks, in dual tasks demonstrating impaired automatization of balance, and in time estimation, a non-motor cerebellar task. Brain imaging studies have also shown anatomical, metabolic and activation differences in the cerebellum of dyslexics.
The magnocellular theory
There is a unifying theory that attempts to integrate all the findings mentioned above. A generalization of the visual theory, the magnocellular theory postulates that the magnocellular dysfunction is not restricted to the visual pathways but is generalized to all modalities (visual and auditory as well as tactile). Furthermore, as the cerebellum receives massive input from various magnocellular systems in the brain, it is also predicted to be affected by the general magnocellular defect (Stein et al., 2001). Through a single biological cause, this theory therefore manages to account for all known manifestations of dyslexia: visual, auditory, tactile, motor and, consequently, phonological. Beyond the evidence pertaining to each of the theories described previously, evidence specifically relevant to the magnocellular theory includes magnocellular abnormalities in the medial as well as the lateral geniculate nucleus of dyslexics' brains, poor performance of dyslexics in the tactile domain, and the co-occurrence of visual and auditory problems in certain dyslexics.
Perceptual visual-noise exclusion hypothesis
The concept of a perceptual noise exclusion (Visual-Noise) deficit is an emerging hypothesis, supported by research showing that dyslexic subjects experience difficulty in performing visual tasks such as motion detection in the presence of perceptual distractions, but do not show the same impairment when the distracting factors are removed in an experimental setting. The researchers have analogized their findings concerning visual discrimination tasks to findings in other research related to auditory discrimination tasks. They assert that dyslexic symptoms arise because of an impaired ability to filter out both visual and auditory distractions, and to categorize information so as to distinguish the important sensory data from the irrelevant.
Research using functional brain scan technology
A University of Hong Kong study argues that dyslexia affects different structural parts of children's brains depending on the language which the children read. The study focused on comparing children that were raised reading English and children raised reading Chinese. Using MRI technology researchers found that the children reading English used a different part of the brain than those reading Chinese. Researchers were surprised by this discovery and hope that the findings will help lead them to any neurobiological cause for dyslexia.
Research also indicates
Genetic factors
Studies have linked several forms of dyslexia to genetic markers. One major genetic study identified a region on chromosome 6, DCDC2, as possibly linked to dyslexia.
As of 2007, genetic research in families with dyslexia have identified nine chromosome regions that may be associated with susceptibility to dyslexia. However, several of the major studies have not been replicated.
Modern neuroimaging techniques such as functional Magnetic Resonance Imaging (fMRI) and Positron Emission Tomography (PET) have produced clear evidence of structural differences in the brains of children with reading difficulties. It has been found that people with dyslexia have a deficit in parts of the left hemisphere of the brain involved in reading, which includes the inferior frontal gyrus, inferior parietal lobule, and middle and ventral temporal cortex.
Scientific studies of brains donated to medical research have revealed that there are anatomical differences in two parts of the dyslexic brain: the cerebral cortex and the thalamus. In 1979 Albert Galaburda of Harvard Medical School noticed anatomical differences in the language center in a dyslexic brain, showing microscopic differences known as ectopias and microgyria. Both affect the typical six-layer structure of the cortex. An ectopia is a collection of neurons that have pushed up from the lower layers of the cortex into the outermost one. A microgyrus is an area of cortex that includes only four layers instead of six. These differences affect connectivity and functionality of the cortex in critical areas related to auditory processing and visual processing, which seems consistent with the hypothesis that dyslexia stems from a phonological awareness deficit.
Studies of both autopsied brains and living brains using neuroimaging techniques have shown that the brains of dyslexic children are symmetrical, unlike the asymmetrical brains of non-dyslexic readers who had larger left hemispheres.
Scientists do not claim that all people with dyslexia have these structural brain differences. However, the studies are evidence that some children's reading problems are brain based. The challenge for researchers is to determine how these structural differences affect reading acquisition. Sherman, Gordon. Can Neuroscience Help to Demystify Dyslexia? Schwab Learning. Retrieved from http://www.schwablearning.org/articles.aspx?r=430 October 8, 2007.
Effect of language orthography
Some studies have concluded that speakers of languages whose orthography has a highly consistent correspondence between letter and sound (e.g., Italian) suffer less from the effects of dyslexia than speakers of languages where the letter-sound correspondence is less consistent (e.g. English and French).
In one of these studies, reported in Seymour et al.,<ref>Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143 – 174.</ref> the word-reading accuracy of first-grade children of different European languages was measured. English children had an accuracy of just 40%, whereas among children of most other European languages accuracy was about 95%, with French and Danish children somewhere in the middle at about 75%; Danish and French are known to have an irregular pronunciation.
However, this does not mean that dyslexia is caused by orthography: instead, Ziegler et al.<ref>Johannes C. Ziegler, Conrad Perry, Anna Ma-Wyatt, Diana Ladner, and Gerd Schulte-Körne, Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology) 169 – 193</ref> claim that the dyslexia suffered by German or Italian dyslexics is of the same kind as the one suffered by the English ones, supporting the theory that the origin of dyslexia is biological. In a study by Paulescu et al. (Science, 2001) English, French, and Italian dyslexics were found to have the same brain function signature when studied with functional magnetic resonance imaging (fMRI), a signature that differed from non-dyslexic readers. However, dyslexia has more pronounced effects on orthographically difficult languages, e.g., dyslexics have more difficulty in English than Italian. Modern theories of some forms of dyslexia uses orthography to test a hypothesis of psychological causation
Formal diagnosis of dyslexia is made by a qualified professional, such as a neurologist or an educational psychologist. Evaluation generally includes testing of reading ability together with measures of underlying skills such as tests of rapid naming, to evaluate short term memory and sequencing skills, and nonword reading to evaluate phonological coding skills. Evaluation will usually also include an IQ test to establish a profile of learning strengths and weaknesses. However, the use of a "discrepancy" between full scale IQ and reading level as a factor in diagnosis has been discredited by recent research. It often includes interdisciplinary testing to exclude other possible causes for reading difficulties, such as a more generalized cognitive impairment or physical causes such as problems with vision or hearing.
Recent advances in neuroimaging and genetics provide evidence that could potentially help identify children with dyslexia before they learn to read in the future. However, such tests have not yet been developed and more research is needed before such testing could be considered reliable.
Speech, hearing and listening
Speech delays may be an early warning sign of dyslexia. Many dyslexics may have problems processing and decoding auditory input prior to reproducing their own version of speech. Early stuttering or cluttering can also be warning signs of dyslexia.
Many dyslexics also can have problems with speaking clearly. They can mix up sounds in multi-syllabic words (ex: aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, hangaberg for hamburger, mazageen for magazine, etc.) They also can have problems speaking in full sentences. They can have trouble correctly articulating Rs and Ls as well as Ms and Ns. They often have "immature" speech. They may still be saying "wed and gween" instead of "red and green" in second or third grade. Many dyslexics might have speech therapy in special education. They may have fast speech, cluttered speech, or hesitant speech. Stephen Wilcox - Dyslexia & Vision This book is written in "plain language" to make it easier to read for student with dyslexia as well as "busy" teachers and
Reading requires the sounding out of words. Therefore, it makes sense that children with speech problems can end up having reading problems later. Many have problems with speech due to problems with auditory processing disorder issues.
Many dyslexics have problems with phonemic awareness. Phonemes are the smallest units in spoken language. The Auditory related underlying causes of dyslexia may be partially remediated by auditory therapy or speech therapy, which help with phonemic awareness. This may help to make sense of phonics which may help with phonological awareness, which is needed to sound out words.
Many acquire auditory processing disorder as an underlying cause of dyslexia from glue ear, otitis media.
Some shared symptoms of the speech/hearing deficits and dyslexia:
- Confusion with before/after, right/left, and so on
- Difficulty learning the alphabet
- Difficulty with word retrieval or naming problems
- Difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness)
- Difficulty with hearing and manipulating sounds in words (phonemic awareness)
- Difficulty distinguishing different sounds in words (auditory discrimination)
- Difficulty in learning the sounds of letters
- Difficulty associating individual words with their correct meanings
- Difficulty with time keeping and concept of time
- Confusion with combinations of words
- Due to fear of speaking incorrectly, some children become withdrawn and shy or become bullies out of their inability to understand the social cues in their environment
Reading and spelling
- Spelling errors — Because of difficulty learning letter-sound correspondences, individuals with dyslexia might tend to misspell words, or leave vowels out of words.
- Letter order - Dyslexics may also reverse the order of two letters especially when the final, incorrect, word looks similar to the intended word (e.g., spelling "dose" instead of "does").
- Highly phoneticized spelling - Dyslexics also commonly spell words inconsistently, but in a highly phonetic form such as writing "shud" for "should". Dyslexic individuals also typically have difficulty distinguishing among homophones such as "their" and "there".
- Reading — Due to dyslexics' excellent long term memory, young students tend to memorize beginning readers, but are unable to read individual words or phrases.
- Vocabulary - Having a small written vocabulary, even if they have a large spoken vocabulary.
Writing and motor skills
Because of literacy problems, an individual with dyslexia may have difficulty with handwriting. This can involve slower writing speed than average or poor handwriting characterised by irregularly formed letters. They may use inappropriate words when writing.
Some studies have also reported gross motor difficulties in dyslexia, including motor skills disorder. This difficulty is indicated by clumsiness and poor coordination. The relationship between motor skills and reading difficulties is poorly understood but could be linked to the role of the cerebellum and inner ear in the development of reading and motor abilities.
Mathematical abilities
Dyslexia should not be confused with dyscalculia, a learning disability marked by severe difficulties with mathematics. Individuals with dyslexia can be gifted in mathematics while having poor reading skills. However, in spite of this they might have difficulty with word problems (i.e., descriptive mathematics, engineering, or physics problems that rely on written text rather than numbers or formulas). Individuals with dyslexia may also have difficulty remembering mathematical facts, such as multiplication tables, learning the sequence of steps when performing calculations, such as long division, and other mathematics which involve remembering the order in which numbers appear. This may be exhibited by having a slow response in mathematical drills and difficulty with word problems.
Creativity, arts, business
A study has found that entrepreneurs are five times more likely to suffer from dyslexia than average citizens cass.city.ac.uk Entrepreneurs five times more likely to suffer from dyslexia.
There is no cure for dyslexia, but dyslexic individuals can learn to read and write with appropriate education or treatment. There is wide research evidence indicating that specialized phonics instruction can help remediate the reading deficits. The fundamental aim is to make children aware of correspondences between graphemes and phonemes, and to relate these to reading and spelling. It has been found that training, that is also focused towards visual language and orthographic issues, yields longer-lasting gains than mere oral phonological training.
Teachers are also using audiobooks as a way of teaching textbooks in an engaging way to those with dyslexia. In the UK, one of the biggest charities is Listening Books, offering members a streaming service over the internet. www.listening-books.org.uk
Effective training is given by teachers at school or kindergarten. Meta-analysis evaluating the effects of phonological awareness instruction has shown that word reading skills of all children, those with a risk for reading problems as well as those developing typically, improved their reading in systematic phonics instruction, a method that encourages a word to be recognised through the building of its constituent sounds. Basic phonemic awareness instruction did not, however, improve spelling in disabled readers. None of the studies included measures of reading fluency.
The core deficit of dyslexia is in learning to read at the word level, and individuals with dyslexia require more practice to master skills in their areas of deficit. In the circumstances where typically developing children need 30 to 60 hours training, the number of hours that has resulted in optimistic conclusions concerning the treatability of dyslexia is between 80 and 100 hours, or less if the intervention is started sufficiently early. Only approximately 20% of adults with early reading difficulties have acquired fluent reading skills in adulthood.
Functional MRI (fMRI) studies have shown changes in the brains of dyslexic children and adults with phonics tutoring, along with improved performance on tests of phonemic awareness and text decoding. Functional MRI studies have also shown changes in the brain and spelling improvement of dyslexic children taught spelling phonetically in an orthographic manner.
One factor that characterises the field of dyslexia treatment is the incessant flow of alternative therapies for developmental and learning disabilities. These controversial treatments include nutritional supplements, special diets, homeopathy, and osteopathy/chiropractic manipulation.
Facts and statistics
In the United States, researchers estimate the prevalence of dyslexia to range from five to nine percent of school-aged children, though some have put the figure as high as 17 percent. Learning Disabilities: Multidisciplinary Research Centers, NIH Guide, Volume 23, Number 37, October 21, 1994, Full Text HD-95-005 ("LDRC longitudinal, epidemiological studies show that RD (dyslexia) affect at least 10 million children, or approximately 1 child in 5.") Recent studies indicate that dyslexia is particularly prevalent among small business owners, with roughly 20 to 35 percent of U. S. and British entrepreneurs being affected. Researchers consider that many dyslexic entrepreneurs are successful by delegating responsibilities and excelling at verbal communication. Cites a study by Julie Logan, professor of entrepreneurship at Cass Business School in London, among other literature.
Dyslexia's main manifestation is a difficulty in developing word-level reading skills in elementary school children. Those difficulties result from reduced ability to associate visual symbols with verbal sounds. While motivational factors must also be reviewed in assessing poor performance, dyslexia is considered to be developmental. Most scientific criteria for dyslexia exclude cases that can be explained as arising from environmental factors such as lack of education or total sensory deficits.
Dyslexia can be substantially compensated for with proper therapy, training, and assistive technology. Many coping strategies are developed subconsciously by the individual dyslexic.
Dyslexia has many variations dependent on the cultural choice of visual notation of speech. So the nature of the notation used in different cultures creates different types of problems for their groups of dyslexics. The differences between the English text and Chinese characters is a good example.
Legal and educational support issues
In the United States, Canada, New Zealand and in the United Kingdom, it has been claimed that there is a lack of adequate support and a general lack of interest in the learning disabilities of children in public schools. This has recently led to legal action by private parties against public schools in the United States and state schools in the United Kingdom. In English law, the recent case of Skipper v Calderdale Metropolitan Borough School (2006) EWCA Civ 238 the Court of Appeal applied Phelps v London Borough of Hillingdon (2001) 2 AC 619 as the landmark case on the failure to diagnose dyslexia (see duty of care in English law), and to hold that the appellant could pursue her claim against her school for humiliation, lost confidence, and lost self-esteem, and for loss of earnings following its failing to diagnose and treat her dyslexia despite the fact that, as Latham LJ. says at para 29:
- "The extent to which her dyslexia could have been ameliorated or provided for will always remain uncertain, as will the extent to which that would have affected her performance in public examinations; the evidence that we have includes material to suggest that she, not surprisingly, reacted adversely to the break-up of her parents marriage when she was 15, in other words at a critical time in her education. Whether any improvement in her examination results would have led to her life taking a significantly different course will also be a matter for some speculation."
Some charitable organizations like the Scottish Rite Foundation have undertaken the task of testing for dyslexia and making training classes and materials available, often without cost, for teachers and students.
In England and Wales, the failure of schools to diagnose and provide remedial help for dyslexia following the House of Lords decision in the case of Pamela Phelps has created an entitlement for students with dyslexia in Higher education to receive support funded via the Disabled Students Allowance. Support can take the form of IT equipment (software and hardware) as well as personal assistance, also known as non-medical helper support. Dyslexic students will also be entitled to special provision in examinations such as additional time to allow them to read and comprehend exam questions.
The British Disability Discrimination Act 1995 also covers dyslexia.
- "In some cases, people have 'coping strategies' which cease to work in certain circumstances (for example, where someone who stutters or has dyslexia is placed under stress). If it is possible that a person's ability to manage the effects of the impairment will break down so that these effects will sometimes occur, this possibility must be taken into account when assessing the effects of the impairment." — Paragraph A8, Guidance to the Definitions of Disability
Some disagreement exists as to whether dyslexia does indeed exist as a condition, or whether it simply reflects individual differences among different readers.
"The Dyslexia Myth" is a documentary that appeared as part of the Dispatches series produced by British broadcaster Channel 4. First aired in September 2005, it claims to expose myths and misconceptions that surround dyslexia. It argues that the common understanding of dyslexia is not only false but makes it more difficult to provide the reading help that hundreds of thousands of children desperately need. Drawing on years of intensive academic research on both sides of the Atlantic, it challenged the existence of dyslexia as a separate condition, and highlighted the many different forms of reading style.
The documentary only focused on the reading difficulties that dyslexics encounter. As discussed in previous headings, dyslexia is more than a mere reading disability, and commonly includes symptoms that extend beyond reading difficulties. However, these symptoms are not included in the DSM-IV list of symptoms by which "Reading Disorder" is diagnosed (USA).
Julian Elliott, a psychologist at Durham University in the UK, disputes the characterization of dyslexia as a medical condition, and believes it should be treated simply as a reading difficulty. According to Elliot, "[parents] don't want their child to be considered lazy, thick or stupid. If they get called this medically diagnosed term, dyslexic, then it is a signal to all that it's not to do with intelligence." Elliot believes that children of all levels of intelligence may struggle with learning to read, and that all can be helped by educational strategies appropriate to their needs. He feels that resources are wasted on diagnosis and testing, and favors early intervention programs for all struggling readers.
However, John Everatt of the University of Surrey, also in the UK, has demonstrated that dyslexic students can be distinguished from other children with low reading achievement by testing geared to assessing their strengths as well as weaknesses. Dyslexic children tend to score significantly better than other children, including non-impaired children, on tests of creativity, spatial memory, and spatial reasoning. Dyslexic children also perform better than other reading-impaired children on tests of vocabulary and listening comprehension. Everatt suggests that dyslexic children may be better served by educational intervention which includes strategies geared to their unique strengths in addition to skill remediation, and thus recommends more comprehensive evaluation and targeted interventions.
Dyslexia in literature, film, and television
Dyslexic characters have featured in a number of works of fiction. Notable works include Aamir Khan's 2007 award - winning film Taare Zameen Par, Henry Winkler's Hank Zipzer series of children's books, and Jennifer Weiner's 2002 novel, In Her Shoes (which was adapted as the 2005 film, In Her Shoes).
The Simpsons character Duffman is dyslexic, according to the 19th season episode Eternal Moonshine of the Simpson Mind.
See also
External links
- Samuel T Orton and June L Orton Personal Papers and Manuscripts at the Columbia University Health Science Library collection
Research papers, articles and media
- Auditory and visual automatic attention deficits in developmental dyslexia
- Dyslexia - A common learning disability
- Auditory and Visual Dynamic Processing: Separate Influences in Reading?
- Diagnosing dyslexia in children - a guide for parents
- Auditory frequency discrimination in adult developmental dyslexics
- Can sensitivity to auditory frequency modulation predict children's phonological and reading skills?
- Children of the Code - A social-education Project about the "code and the challenge of learning to read it"
- Dynamic sensory sensitivity and children's word decoding skills
- Dyslexia Unit Publications 1981-2003 (list of research papers which can be located at academic publishers or Googled)
- Effect of intensive training on auditory processing and reading skills
- The Neural Basis of Reading articles 1995 - 2005
- On the Relationship between Dynamic Visual and Auditory Processing and Literacy Skills; Results from a Large Primary-school Study
- Temporal Processing Deficits in Children with Dyslexia
- Haskins Laboratories reading research
- Evaluating Alternative Intervention Approaches to Dyslexia - a talk by Oxford University Professor Dorothy Bishop on what to look out for when thinking about interventions.
Regional associations and organizations
- Adult Dyslexia Organisation (UK)
- British Dyslexia Association
- Dyslexia Action (UK)
- Canadian Dyslexia Association
- International Dyslexia Association (US)
- Dyslexia International - Tools and Technologies (DITT)
- The Dyslexia Guide, Dyslexia Ayrshire (Scotland), A to Z and FAQ
- Disabled Law Students Association (LDLSA)
- Dyslexia Association of Singapore (SG)
- Dyslexia Association of Ireland
Support groups and organizations
- LD Online A service of public television station WETA in Washington, D.C., in association the National Joint Committee on Learning Disabilities (US)
- Help for Parents of Dyslexic Children
- Dyslexia Correction Information
- 'The Mathematician Who Can't Add Up' Emma King
- Helping Children with Learning Disability in India
Freeview 'Snapshot' video by the Vega Science Trust
Dyslexia, Learning Disabilities, and Special Education Information
- Ghotit dyslexia spelling, a free online LD assisting resource.
- Improving instruction for students with Dyslexia.
Dyslexic People
- Overcoming Dyslexia Article in 'fortune' magazine about how dyslexia affects Richard Branson and Charles Schwab
This article is licensed under the GNU Free Documentation License It uses material from the Wikipedia article Dyslexia


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What am I crushin' on lately...WELL, I have always loved this combo = black & white! I love how clean and simple it looks! I pulled together some of my favorite black & white FF goodies, along with my black & white planner and a few project life cards :)
Thursday, March 19, 2015
Color Crush Wednesday By CANDI
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Reviewed by Selena A. (age 6)
My favorite part is when the rainbow came out. I think the pictures are great. The colors are unique. I think the book is great because it has beautiful colors. I like the book because it is about rainbows and I like rainbows. My favorite part is when the rainbow came out. I felt happy because I saw beautiful colors. The story reminds me of a bluebird I saw once in a park when I was playing.
Kids that like a lot of different colors would like the book.