Our approach to the emerging global reality…

Considering the current local/global pace of change and recognizing that there are increasingly fewer secure jobs, businesses, and/or markets, we believe that the best way to prepare one and all for the future is to enhance and accelerate the way we think, learn, understand and express what we know and what we want to say so that we are effectively prepared for the future, regardless of its permutations.

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External News
  • Myth-conceptions: How myths about the brain are hampering teaching    (Thu 16 of Oct., 2014)
    Myths about the brain are common among teachers worldwide and are hampering teaching, according to new research. The report highlights several areas where new findings from neuroscience are becoming misinterpreted by education, including brain-related ideas regarding early educational investment, adolescent brain development and learning disorders such as dyslexia and ADHD. (Source: ScienceDaily Headlines)MedWorm Sponsor Message: Find the best Christmas Sales, Boxing Day Sales and January Sales here.
  • Space scientist Maggie Aderin-Pocock on the power of dreams video    (Wed 15 of Oct., 2014)
    Maggie Aderin-Pocock tells the 2014 Observer Ideas festival about the power of dreams, the wonder of science and her journey from a dyslexic girl at the back of the class to internationally renowned space scientist. The Observer Ideas festival is part of Guardian Live, our series of events, debates, interviews and festivals exclusively for Guardian members. Find out about future Guardian Live events here Continue reading... (Source: Guardian Unlimited Science)MedWorm Sponsor Message: Find the best Christmas Sales, Boxing Day Sales and January Sales here.
  • Prevalence and Profile of Phonological and Surface Subgroups in College Students With a History of Reading Disability.    (Tue 07 of Oct., 2014)
    Authors: Birch SL Abstract The purpose of the present study was to identify and characterize surface and phonological subgroups of readers among college students with a prior diagnosis of developmental reading disability (RD). Using a speeded naming task derived from Castles and Coltheart's subtyping study, we identified subgroups of readers from among college students with RD and then compared them on a number of component reading tasks. Most of our adults with RD showed a discrepancy in lexical versus sublexical reading skills. The majority of classified individuals were in the phonological dyslexia group, and this group's performance was worse than that of other groups on a range of reading-related tasks. Specifically, being relatively less skilled at reading nonwords compared t...MedWorm Sponsor Message: Find the best Christmas Sales, Boxing Day Sales and January Sales here.
  • Tutoring in reading and writing based on the RTI &#8211; response to intervention model in children with developmental dyslexia    (Tue 07 of Oct., 2014)
    Conclusion group I presented significant advances compared to Group II, which had no tutoring intervention. (Source: Revista CEFAC)MedWorm Sponsor Message: Find the best Christmas Sales, Boxing Day Sales and January Sales here.
  • Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study.    (Mon 06 of Oct., 2014)
    This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic ta...