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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
  • A Learning Problem Is Not an Intelligence Problem    (Tue 25 of Nov., 2014)
    Report cards are coming home, and a good number of parents are worried that their child seems to be showing signs of a learning disability. Their concern is well founded; learning disabilities including A.D.H.D. and dyslexia affect 20% of our students and less than half get the attention they need. That is a large community, in fact, the largest minority in the country. For these kids, often the day is longer, the challenge greater, the work harder. Unless we identify and assist them, the national cost in human potential and hard dollars will be tremendous. Kids with learning disabilities drop out ten times more frequently than others in high school, and are much more likely to use drugs and get involved in our jail system. The impact when this large a social group fails is felt by all of...MedWorm Sponsor Message: MedWorm Search is coming back soon. Watch this space...
  • Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity    (Sun 23 of Nov., 2014)
    In this study we examined the cognitive bases of MDRD comorbidity in 85 adults, divided into four groups (dyscalculia only, dyslexia only, comorbid and control), controlling for IQ and attentional difficulties. We tested participants on a battery of computerized tests which tapped core components of mathematics and reading, as well as domain general capacities (processing speed, verbal short term memory, and lexical access). Our results provide one of the first descriptions of dyscalculia symptoms in adults, showing that impairment on core numerical tasks (including numerosity representation and simple arithmetic) continues into adulthood. We found that dyscalculia and dyslexia showed independent domain specific deficits, similar to findings in children. However we also found evidence for ...
  • Reading networks in children with dyslexia compared to children with ocular motility disturbances revealed by fMRI    (Thu 20 of Nov., 2014)
    Ibone Saralegui, Jose M Ontañón, Begoña Fernandez-Ruanova, Begoña García-Zapirain, Alejandro Basterra and Ernesto Sanz-Arigita (Source: Frontiers in Human Neuroscience)MedWorm Sponsor Message: MedWorm Search is coming back soon. Watch this space...
  • Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia    (Wed 19 of Nov., 2014)
    Publication date: December 2014 Source:International Journal of Psychophysiology, Volume 94, Issue 3 Author(s): Kaisa Lohvansuu , Jarmo A. Hämäläinen , Annika Tanskanen , Leena Ervast , Elisa Heikkinen , Heikki Lyytinen , Paavo H.T. Leppänen Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing mediates resulting dyslexia or reading disabilities remains still unclear. Using ERPs we studied speech sound processing of 30 dyslexic children with familial risk for dyslexia, 51 typically reading children with familial risk for dyslexia, and 58 typically reading control children. We found enhanced brain responses to short...
  • The psychophysiology of reading    (Wed 19 of Nov., 2014)
    Publication date: November 2014 Source:International Journal of Psychophysiology, Volume 94, Issue 2 Author(s): Giuseppe A. Chiarenza , Sara F. Di Pietro , Silvia Casarotto Early identification of dyslexia would be fundamental to prevent the negative consequences of delayed treatment in the social, psychological and occupational domains. Movement-related potentials of dyslexic children are characterized by inadequate ability to program movements and reduced capacity to evaluate their performance and to correct their errors. Reading-related potentials recorded during different reading conditions elicit a series of positive and negative components with specific functional meaning and with a characteristic spatial–temporal pattern. These reading-related potentials, when analyzed with sLOR...