NEW YORK (Reuters Health) - A group of American pediatricians is telling school districts that children need recess and free time during the school day, and it should not even be taken away as punishment.
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Stories of success for at risk learners in the nation's schools
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"Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association. “It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says."
Lou Salza's insight:
Funny thing about this research--Dell and I have been married for 43 years. She got me through college, and has helped me every step of the way. I am still totally in love. Believe me when I say she has had her challenges dealing with me: a male, dyslexic Italian! I am sure she has wondered particularly when trying to help me write papers if I only had half a brain! I have wondered that myself! Now look! Our friends at Georgetown have research to suggest males only use the left half of their brains for language, while females use both! Bottom line boys: listen to the girls! they are smarter than we are and they are a civilizing influence! ;-) Lou Excerpt: "Previous work outside of dyslexia demonstrates that male and female brains are different in general, adds the study’s lead author, Tanya Evans, PhD. “There is sex-specific variance in brain anatomy and females tend to use both hemispheres for language tasks, while males just the left,” Evans says. “It is also known that sex hormones are related to brain anatomy and that female sex hormones such as estrogen can be protective after brain injury, suggesting another avenue that might lead to the sex-specific findings reported in this study.” The study of 118 participants compared the brain structure of people with dyslexia to those without and was conducted separately in men, women, boys and girls. In the males, less gray matter volume is found in dyslexics in areas of the brain used to process language, consistent with previous work. In the females, less gray matter volume is found in dyslexics in areas involved in sensory and motor processing. The results have important implications for understanding the origin of dyslexia and the relationship between language and sensory processing, says Evans." Delete the scoop?
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http://www.johnmuirlaws.com/biography "From an early age my parents instilled in me a deep love and respect for nature. Over the years, that love has grown to a commitment to stewardship and a passion to share the delight of exploring nature with others. I now devote my work to creating field guides that celebrate biodiversity and are easy to use to help introduce new audiences to natural history and connecting people to nature through art and field journaling..."
Lou Salza's insight:
I was honored to attend this conference with a group of colleagues from the LD independent school world! Jack was a highlight. His love of nature was infectious and inspiring. His Field Guide reminded me of Keats: " A thing of beauty is an joy forever"! Take ten mnutes and gets to know Jack Laws! -- Lou
"The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Genius award winner, Pulitzer-prize winning poet, CEOs, artists, doctors, lawyers, and leaders in the dyslexia community. Watch more videos from the conference:http://dyslexicadvantage.org/videos.html Delete the scoop?
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Landmark College — America’s leading college for students with language-based learning disabilities, ADHD and ASD — is bringing its expertise to the West Coast this summer in a rigorous 5-day workshop at the University of California Berkeley.
Lou Salza's insight:
Kudos to the folks at Landmark College! -Lou
Excerpt:
"WHAT: Summer Intensive for Success in College DATES: Monday, Aug. 5 – Friday, Aug. 9 This highly personalized workshop helps students feel better prepared and more confident as they begin college classes next fall. Program participants will: • Gain an understanding of their learning differences and personal learning styles; Delete the scoop?
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www.rickriordan.com/;
Rick Riordan is the #1 New York Times bestselling author of the Percy Jackson and the Olympians series, the Kane Chronicles, and the Heroes of Olympus.The Mark of Athena - Heroes of Olympus - Percy Jackson's World- Kane Chronicles
Lou Salza's insight:
Excerpt: "This summer, another young hero film, "Percy Jackson and the Sea of Monster," is expected to attract millions of moviegoers. Based on the true situation of the novel writer's son -- who is suffering from dyslexia and attention deficit-hyperactivity disorder (ADHD) -- the film will continue the adventure journey of Percy, son of God of Ocean in Greek myths, in his search for Golden Fleece. In 2010, 20th Century Fox turned the first novel of the "Percy Jackson" series into movie, which made 226.5 million dollars worldwide. Compared to the gross revenues of the eight-film franchise "Harry Potter" and the three-film franchise "The Lord of The Rings," it is relatively small. However, the film provoked strong reactions from audiences, especially children and parents who are struggling with dyslexia and ADHD. Rick Riordan, author of the Percy Jackson series of novels, told the press that he received a great number of emails and letters from families who have children who are ADHD or dyslexic patients. Some children used to be ashamed that they have dyslexia, but now they feel different about themselves. Haley, the son of Riordan, said: "You read a lot of books and none of them have a hero who is dyslexic or has ADHD. It's always perfect people in a perfect world doing perfect things. Percy is, in fact, very flawed and he has to fight against that and at the same time fight monsters." Percy is a person unlikely to become a superhero. He grows up with a single mom, has dyslexia and ADHD, has never scored above a grade C and considers himself as a loser until he discovers that he is actually the son of Poseidon, the God of Ocean, which he once thought only existed in mythology. This leads his life to another path. He finds that his difficulties are not a weakness at all, but a sign of greatness. Percy steps into an unknown world, where he learns to battle with all kinds of different obstacles along the journey and grows up to be a young hero." Delete the scoop?
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Dyslexia seems to be in the news a lot lately. There is an opinion that is beginning to spread due to research, statistics and data, that there are actually a lot of positive attributes that people with dyslexia are likely to have.
Lou Salza's insight:
excerpt: "....The correlation betweeen dyslexia and entrepreneurship has long been a subject of scientific inquiry. In 2004, the Cass Business School in London found that 20 percent of English entrepreneurs polled said they were dyslexic, while managers “reflected the UK national dyslexia incidence level of 4 percent.” In the U.S., however, the results were even more persuasive: the same researchers behind the U.K. study found that 35 percent of American entrepreneurs surveyed identified themselves as dyslexic. “The study also concluded that dyslexics were more likely than nondyslexics to delegate authority and to excel in oral communication and problem solving and were twice as likely to own two or more businesses,” according to The New York Times, which first reported on the research back in 2007..." Delete the scoop?
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How to recognize dyslexia early
Lou Salza's insight:
Decades of research tell us that the earlier we deliver stuctured, systematic, language instruction to children who are at risk for learning reading skills ( low in phonemic awareness, and/or serial naming) the better our chances of preventing an achievment gap that can scuttle their hope for academic success in school. We need to keep repeating this to teachers and parents who are playing the "let's just wait and see" game. In that game the children almost always lose. --Lou
Excerpt: "One in five people in the U.S. has some sort of learning disability like dyslexia, yet experts say that for many children, the problem remains undiagnosed longer than it should. Recognizing the early signals of such learning differences can be important for a child’s success in school and life. Pediatric neuropsychologist Nichole Dawson, PhD, has a son with dyslexia, and has teamed up with Learning Ally, a national nonprofit, to inform the public about dyslexia’s early warning signs and to advise parents on what to look for. Dawson recommends watching children to see if they have difficulty with: Learning the alphabet, identifying letters or processing letter-sound relationships Learning nursery rhymes, preschool songs, the days of the week or the months of the year Learning to count and recognize numbers Reading out loud: slow, choppy and error-prone
Learning vocabulary or names of people and places If a child is exhibiting some of these symptoms, an evaluation by an expert in dyslexia and reading impairments may be helpful. School psychologists, pediatric neuropsychologists, educational therapists and speech language pathologists are among the professionals who are qualified to provide a diagnosis. Dawson advises parents not to delay testing... Delete the scoop?
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Yale is planning to test MBAs on how well they deal with emotions. The goal: to build better leaders
Lou Salza's insight:
This should be a standard for getting into schools of education to be teachers and administrators as well!-Lou
Excerpt: "...Can a standardized test of “emotional intelligence” predict success in business school? The Yale School of Management is the latest MBA program to make a bet that the answer is yes. Starting this year, the school will begin testing MBA students on their ability to understand and manage emotions. The admissions committee will use the results to decide if applicants make the cut. And students can expect to learn more about what makes fellow MBAs tick as Yale incorporates its findings into the curriculum. Tom Kolditz, director of the school’s Leadership Development Program, says the school will begin testing incoming students during orientation, and use the findings to teach leadership. All full-time MBA students will take the test next year as part of the leadership program, according to Yale spokesman Nathan Williams. Yale plans to incorporate the test results into the admissions process, but a formal plan hasn’t been decided, he adds..." Delete the scoop?
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Dr. Manuel Casanova is a neurologist, with extensive experience in Neuropathology and research. He is currently the Kolb Endowed Chair in Psychiatry and Vice Chair for Research at the University of Louisville.
Lou Salza's insight:
Check this out! Dr. Casanova presented his research into the diffferences between those with dyslexia and those with autism in terms of brain structure.--Lou Delete the scoop?
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"The "Diplomas At Risk" page on the NCLD website will get you to the report after a free registration process. Registration will also allow the organization to invite you to a webinar discussing the findings at noon EST tomorrow. Seventeen states do not meet the nationwide average of students with learning disabilities leaving high school with a regular diploma, a report finds.
Lou Salza's insight:
The key is early literacy instruction that is effective in preventing children from falling behind by fourth grade.--Lou Excerpt: "...The exit data collected on students with disabilities includes only those who were covered by the IDEA when they left high school. Students who transferred into general education are not included in the calculation, even if they received special education services for most of their school career. The most recent data is for the 2010-11 school year. The 68 percent rate of students leaving high school with a standard diploma marks an increase from 57 percent in the 2001-02 school year. But 17 states were below the 68 percent national average. Nevada, at 25 percent, had the lowest rate of SLDs earning a regular diploma. Nationwide, the dropout rate for SLDs was 19 percent. But 22 states had dropout rates higher than the national average; South Carolina, at 49 percent, had the highest dropout rate. Many states allow students with disabilities to leave school with some sort of completion document that does not meet the same requirements as a standard diploma. In Mississippi, the percentage of SLDs earning an alternative certification approached 60 percent..." Delete the scoop?
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"We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools." Via Kathleen McClaskey
Lou Salza's insight:
I liked this. It was an opportunity for me to listen to the learner point of view. The 10 expectations are relevant at any level but these are particularly important at the secondary and college level in my view. These expectations also speak to how on line and blended learning environments will or will not connect to learners. well worth 4 minutes!-Lou
Excerpt from the decription on YouTube:" We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools. Students' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools." 
Kathleen McClaskey's curator insight,
May 14, 10:03 AM
Learners' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools. Consider these expectations and then have an open dialogue on how you can create "learner-centered" environments where these expectations could be realized for the learners in your school. 
Vicki Butler's curator insight,
May 14, 11:58 AM
Just had this discussion with a dear friend in his late 70's. Thanks for posting this! Delete the scoop?
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The iPad is such a boon in education. It is making a slow but steadfast revolution in the way instruction is both delivered and received. Teachers Simple Guide on The Use of iPad in Education clearly manifests this transfrmation and provides tips on how educators can leverage the power of this device in educational settings. Via Gust MEES, Gianfranco D'Aversa
Lou Salza's insight:
Let's encourage all our kids to own and tell their stories! We begin by telling stories we learn from others, then we start making up our own. Next we tell our story to ourselves and those we love. When we construct the narrative of our journey we gain agency over our days, our experiences and our lives. Tell your 'own' story to 'own' your life! This is the very definition of self advocacy.--Lou Delete the scoop?
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"Keith Amundsen, a Great Kills student who is completing his first year at the State University of New York at Oswego, was among only five students selected nationwide honored by Learning Ally (formerly known as Recordings for the Blind and Dyslexic) last month during a ceremony in Washington, D.C.The young man, who was cited for his academic achievements, leadership abilities and his commitment to serving others, received the Marion Huber Learning Through Listening Award, as well as a $6,000 scholarship during the event."
Lou Salza's insight:
Kudos to Kieth Amundsen and to the good folks at Learning Ally!--Lou Staten Island teen 1 of 5 nationwide honored for service SILive.com Founded in 1948, Learning Ally serves more than 320,000 students from kindergarten through college who cannot read standard print due to dyslexia, visual impairment or other... Delete the scoop?
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"Bangor-based composer Andrew Lewis is looking forward to a performance of his sonic work Lexicon, which highlights the plight of dyslexia sufferers.Lexicon uses sights and sounds to convey the complexity of language, emphasizing the challenge to people battling the condition."
Lou Salza's insight:
This sounds like an amazing experience!-Lou
Excerpt: "...The inspiration for the work was a poem, As I See It, written by documentary maker Tom Barbor- Might when he was just 12 years old. The project came about through the Wellcome Trust, which encourages arts projects inspired by medical science. Lewis was put in touch with the Miles Dyslexia Centre in Bangor when one of the researchers mentioned the poem. “In the poem, Tom expresses his feelings about being a dyslexic child, his struggles with language and so on,” says Lewis. “That became the basis for the piece – it’s a great poem, especially for a 12-year-old.” The poem illustrates some of the word confusion the pupil faced while writing his poem and Lewis says they add to his piece. For example, he uses the word ‘lifes’ instead of ‘leaves’. “It provided an additional image which he didn’t intend about life itself being blown around and chaotic,” says Lewis, whose artist daughter Martha is also dyslexic. The starting piece for the composition was recording a number of dyslexic people reading the poem, including its author. “I didn’t let them see it before the recording and they were struggling to read what it said, but I was trying to compute their struggle through sound. It led to some interesting and unexpected outcomes.” Lewis then used computers to manipulate the sounds of the voices. “Sometimes you can hear the words being said, but sometimes you can’t make them out. Sometimes they are quite chaotic and jumbled and something new can emerge.” The 16-minute piece was premiered in Manchester last October and Lewis warns that it’s not always easy listening..." Read more at Dyslexia inspires composer Andrew Lewis’ s Delete the scoop?
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IndyCar driver Justin Wilson has dyslexia Wilson told students Tuesday at St. Pius X on the Far Northside, school was tough for him when he was a kid, and sometimes, other students tried to tell him he was stupid. That’s just not true, Wilson told the students."
Lou Salza's insight:
I love stories like this for two reasons: first they are stories of resilience. Second, They are stories that illustrate the problem with our schools and our attitudes about the one size fits all system we have locked our selves into. Many successful dyslexic adults make the same observation as Wilson when asked if dyslexia accrued any benefits. Apparently having dyslexia forced us to work harder than most and learning to work hard can be an advantage in the market place. A golf pro who worked with our students starting a golf team once observed that the students he worked with from ASSETS School in Hawai'i were great at learning golf. When asked why by a confused headmaster, he replied "Maybe they are better at coping with frustration! Golf is all about dealing with your frustrations!"
All too often we know that we dyslexics sometimes don't make in to the legitimate market place--we get stranded in school; pushed out before we ever get a chance to work at something we are suited to do or might love as much as Justin Wilson likes driving in races. Jackie Stewart from another generation can tell a similar story of perseverance and achievement despite being wounded in school.
Let’s face it: we really don't know what working hard actually means or even what it looks like. We do know that many people who probably work very hard in school never get off of the starting line. We also know what frustration looks like and how devastating it can be for our children. Justin Wilson and other successful dyslexics were lucky enough to have found a place of self respect and honor.
So into the mix I would like to pose the following questions for our consideration: Can we figure out a way that students can summon the will to expend effort without being hammered by a hostile school environment? Surely there's a way to protect honest effort, encourage kids to rise to learning challenges, without frustrating and wounding them in the process?
We can’t ask a fish what it is like to be wet, and I am not sure asking a dyslexic if there are benefits or strengths associated with being dyslexic can get you an accurate answer. Consider the Hawaiian Sea Turtle, Honu, as she lumbers across the sand to lay her eggs. She is awkward, slow and poorly equipped for crossing the long stretch of beach before her. She struggles for every inch of ground she covers—she is worn and exhausted by the time she gets back to the ocean.
Once in the water we see something very different—she swims with strength, speed, confidence. She dives deeper, stays down longer, and comes up dryer than any other animal in the water with her. Her flippers—a liability on land become a boon to her swimming which she does with uncommon grace.
Every dyslexic adult who can look back from a place of success can tell a story of struggle in school—every successful dyslexic was a child who like a turtle on land had to bear the burden of being judged in the wrong place at the wrong time.
Can’t we just help our kids get to the deep open ocean waters of their lives with out demoralizing them while they are children crossing the sand ? Can’t we forgo drawing conclusions about them, or allowing them to draw conclusions about themselves while they are still struggling across the sand? Just sayin'--Lou
Excerpt:
"During a question-and-answer period, one student asked Wilson whether dyslexia had been a benefit in any way. “I do think dyslexia has helped me,” he said. “It’s pushed me to work harder in everything I do. “You get a lot of satisfaction out of doing something that’s hard,” Wilson said. By contrast, some classmates who sailed through schoolwork emerged into adulthood without really having a good work ethic or determination, he said. “To be forced to work hard back then has helped me to get to this stage.”
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The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Geniu...
Lou Salza's insight:
Published on May 20, 2013 The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Genius award winner, Pulitzer-prize winning poet, CEOs, artists, doctors, lawyers, and leaders in the dyslexia community. Watch more videos from the conference:http://dyslexicadvantage.org/videos.html Delete the scoop?
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Power Up: Common Sense Media's guide to nearly 100 great apps for kids ages 2-17 who have special needs and learning differences.
Lou Salza's insight:
Categorized by challenge area and difficulty level.--Lou
Excerpt: "...A fresh look at learning If your child has a special need or learning difference, you've come to the right place. Common Sense Media gets lots of requests for product recommendations from parents whose kids struggle with traditional learning. Some of their kids have a hard time with schoolwork; others have trouble staying on task or find it difficult to express their feelings. Our hope for you and your kids No matter which hurdles your kid faces, the apps and other media included in Power Up can give them an added boost. We don't expect an app to be a complete solution, of course. Working with kids who face challenges requires lots of time, attention, and patience on the part of a parent, teacher, or other adult caregiver. Our goal is to offer you a host of fun, well-designed apps that were recommended and tested by field experts. We hope they can become a part of your toolkit as you work with your child...." 
Samantha Ellis's curator insight,
May 21, 11:52 PM
Learning difficulties are in every school so finding appropriate apps is a major priority for both parents and teachers. Delete the scoop?
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This session is designed to address the legal aspects surrounding the needs of children with dyslexia, and other learning disabilities (ADHD, non-verbal learning disabilities). An expert in dyslexia will join Sonja Kerr to explain ...
Lou Salza's insight:
Never underestimate the power of a well aimed lawsuit! This is after all America!-Lou Delete the scoop?
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Check out the website attached to this publication! The Australians who pioneered the use of remote access systems to extend education and medicine to people in rural areas are now using Voice over Internet Protocols (VoIP) to offer assessment, tutorial and speech therapy to families who have children with LD anywhere in the world.
Lou Salza's insight:
Good on you, mates!--Lou Delete the scoop?
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"On Tuesday, May 21st from 7:00pm-8:30pm, The Summit School’s FOn Tuesday, May 21st from 7:00pm-8:30pm, The Summit School’s Founding Executive Director, Dr. Jane R. Snider, will present a fact-filled discussion on the history, diagnosis and defining differences, and plan of educational action for those with dyslexia. This free seminar will be held at South Bowie Branch Library located at 15301 Hall Road, Bowie, MD 20721."
Lou Salza's insight:
Excerpt: "...Dr. Snider will discuss: What are the symptoms of dyslexia?When is it appropriate to assess for learning differences?What causes dyslexia?What should an academic program include?This presentation is free and open to the public, however, space is limited. Reservations are required no later than Friday, May 17th. To reserve your place, please RSVP to julie.kizerball@thesummitschool.org." Delete the scoop?
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While the Lean LaunchPad class has been adopted by Universities and the National Science Foundation, the question we get is, "Can students in K-12 handle an experiential entrepreneurship class?" H... Via Linda Alexander
Lou Salza's insight:
Scooped this from my dear freind Linda Alexander:Linda Alexander's insight:
Student engagement and taking a leap beyond the traditional classroom models is why this article is posted on my Lean Toward Risk site. This isn't your typical high school curriculum--and these are NOW not your typical high school students. Lean in and learn...a great article. Congrats, Hawken! Basically every start-up accelerator in America has modeled themselves after Steve Blank's philosophies for entrepreneurship. This is a first for a high school... Excerpt: "Lessons Learned The Lean LaunchPad methodology is proven. Go 100% from the start. Don’t phase it in.Be transparent with your students. Your class is in Startup mode. Embrace failure.Kids have less to “unlearn” than older students and they are naturally excited by Lean LaunchPad 100% experiential methodology.Be clear in your mind that the skills acquired through Lean LaunchPad methodology trump content and act accordingly. Act tough, too.Remind kids that they are being assessed on how quickly they learn from testing their hypotheses and how quickly they iterate and pivot.Leverage your local entrepreneurship community in meaningful ways, instead of using them as guest speakers.In the next post, 6-8th graders use the Lean LaunchPad at Hawken School..." 
Linda Alexander's curator insight,
May 15, 1:59 PM
Student engagement and taking a leap beyond the traditional classroom models is why this article is posted on my Lean Toward Risk site. This isn't your typical high school curriculum--and these are NOW not your typical high school students. Lean in and learn...a great article. Congrats, Hawken!
re: Basically every start-up accelerator in America has modeled themselves after Steve Blank's philosophies for entrepreneurship. This is a first for a high school... Delete the scoop?
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This article first appeared on the Dyslexic Advantage website, a charitable organization founded by Drs. Brock and Fernette Eide, and dedicated to helping.
Lou Salza's insight:
I was there and I agree with Dan--it was an amazing conference. Kudos to the Dr.s Eide! for a remarkable gathering!-Lou Excerpt: "..I came to Connecticut for the first annual Dyslexia and Talent Conference inspired and created by Drs. Brock and Fernette Eide, and supported by the Emily Hall Tremaine Foundation. For those of you who work in the field of dyslexia or have a child with dyslexia, you may know of the groundbreaking and paradigm shifting work of Brock and Fernette. Capitalizing on the important work of pioneers in the field (many in attendance), Brock and Fernette started a movement of re-framing and re-visioning the conceptualization of dyslexia as solely a “deficit” in reading and writing, to a more complete understanding of the overall processing or brain patterns of the dyslexic brain, which happens to have many strengths in addition to its “deficits.” Presenters and attendees included scientists from the fields of neuroscience, astrophysics, psychiatry, and paleontology. There were physicians, psychologists, professors, educators, filmmakers, administrators, CEOs, inventors, philanthropists, School Heads, business consultants, writers, and a naturalist. Among the group were very successful entrepreneurs, a Pulitzer Prize poet, best selling authors, and an Academy Award filmmaker. There were parents of dyslexic children, young and old, also in attendance. Many of the attendees occupied more than one of the aforementioned professions and roles. The purpose of this conference was to bring together entrepreneurs, scientists, professors, educators, practitioners, technology and consulting companies, and advocacy organizations that are stakeholders in the game of dyslexia. While I was aware of the goal of the conference and the professions who would be attending, I hadn’t realized that a vast majority of these people would be dyslexic individuals themselves. This small, and yet very significant fact, seemed to allow for an experience that most attendees did not seem to anticipate, and will never forget..." Delete the scoop?
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E-readers and tablets are becoming more popular as such technologies improve, but research suggests that reading on paper still boasts unique advantages Via Nik Peachey
Lou Salza's insight:
I have been using text to speech almost exclusively for reading articles on the web, newspapers, and courese reading for a course in Leadership I am taking at Case Western Reserve University. I love the e-readers ( Read and Write Gold; Kindle, and Audio books) because I can jack up the speed and read with my ears as fast as non dyslexics who are fluent readers read with their eyes. We need to understand the 'cost' of eye reading to dyslexic students even when they "graduate" from OG or Wilson: the burden of phonological processing is too high in terms of fatigue. If we don't make the technology more available and acceptable in schools we will deny intelligent students with print challenges the opportunity to study in college, graduate or professional schools. I still read paper books. Right now I am reading A light in August by Faulkner. It is on my night stand and it is a wonderful if slow experience for me. For some, print will never 'fall away' and allow for effortless decoding and pholonological recoding.--Lou
Excerpt: "Understanding how reading on paper is different from reading on screens requires some explanation of how the brain interprets written language. We often think of reading as a cerebral activity concerned with the abstract—with thoughts and ideas, tone and themes, metaphors and motifs. As far as our brains are concerned, however, text is a tangible part of the physical world we inhabit. In fact, the brain essentially regards letters as physical objects because it does not really have another way of understanding them. As Wolf explains in her book Proust and the Squid, we are not born with brain circuits dedicated to reading. After all, we did not invent writing until relatively recently in our evolutionary history, around the fourth millennium B.C. So the human brain improvises a brand-new circuit for reading by weaving together various regions of neural tissue devoted to other abilities, such as spoken language, motor coordination and vision..." 
Rob Buser's comment,
May 20, 7:37 PM
NEW Marketing and Camapigning mind opening article (click) http://www.tumblr.com/blog/robbuser
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The International Dyslexia Association offers an expansive series of fact sheets on dyslexia and related language-based learning disabilities. The fact sheets are organized according to the audience who’s reading them: general info, parents, educators, adults with dyslexia, and college students with dyslexia. (posted May 9, 2013)
Lou Salza's insight:
Informative, focused, and carefully researched!-Lou Delete the scoop?
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Learn about a new "superpower" that isn't being taught in 90% of US schools. Via John Evans
Lou Salza's insight:
Thank you john Evans for this remarkable viseo about programming!--Lou 
Jenn Alevy's comment,
May 14, 11:01 PM
I wish when I was in high school I was more encouraged to learn math, science and computer science. And more girls are needed in this field.
Jenn Alevy's curator insight,
May 14, 11:04 PM
For some reason computer programing as a career seemed to take a back seat to other math/science/computer careers, esp.during the late 90s. Now it is time to get back to that, a million programers needed in the next 10 years is a great opportunity for many kids, I hope they do more to target more girls, not just boys. 
Krysta Hammond's curator insight,
May 15, 10:29 AM
Great insights from some faces my students can really relate to. The video really captivated my student's attention and got them excited about learning to code and the possibilities it can lead them into. Thanks for sharing and I will pass on again! Delete the scoop?
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"Don't disparage the dyslexic Tribune-Review As the founder of a national mentoring organization for students with learning disabilities, I'm accustomed to misconceptions about dyslexia, which causes intelligent people to experience difficultly reading and writing. But it was startling to read the letter “The dyslexia of liberalism” (April 24, VND & Triblive.com) that lumped dyslexia with thought processes that are “backward,” “upside down” and with actions that are motivated “with little regard for facts, reality and common sense.”"
Lou Salza's insight:
I love this guy! David Flink is an outspoken advocate for all of us on this journey--dyslexic and non dyslexic alike, closeted and out: Thank you for your savvy, and your personal as well as professional advocacy!--Lou
David's letter continues from above:
"...The letter's author attempted to insult liberals, but the terms he used attacked the 10 percent to 17 percent of the American population who have dyslexia. I can assure you that dyslexia is bipartisan, affecting those on the left and the right equally. People with dyslexia have challenges decoding words, but with the right educational support go on to achieve greatness – investment mogul Charles Schwab or Academy Award-winning actress Whoopi Goldberg are two. Yet under the best circumstances, students with dyslexia are more likely to be bullied, stigmatized and suffer with a poor self-image. They certainly should not be disparaged on the editorial page of their local newspaper." David Flink New York City David Flink is CEO of Eye to Eye.
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NEW YORK (Reuters Health) - " A group of American pediatricians is telling school districts that children need recess and free time during the school day, and it should not even be taken away as punishment.
"We consider it essentially the child's personal time and don't feel it should be taken away for academic or punitive reasons," said Dr. Robert Murray, who co-authored the new policy statement for the American Academy of Pediatrics.
The statement, published Monday in the journal Pediatrics, says recess is a "crucial and necessary component of a child's development."
Recess helps students develop communication skills, such as cooperation and sharing, and helps counteract the time they spend sitting in class, according to the statement..