LearningRx in the popular press

Sandy Hausman, Charlottesville (VA, US) reporter for WVTF (one of the local public radio stations available in my listening area), carried a story about LearningRx and Learning Disabilities this morning. Unlike the credible coverage provided by many reporters for popular-but-unproven therapies for LD and other disorders, Ms. Hausman provided a sensible and balanced story about LearningRx. Here’s the blurb from WVTF’s Web site

Americans spend millions of dollars keeping our bodies in shape. Now a Charlottesville man is offering a workout for the brain. His center–part of a nationwide franchise–promises to help children and adults improve their concentration, memory, reasoning, and other mental skills. Sandy Hausman has the story.

Unlike many reporters who too-often fall for pop-psych and pop-ed theories (as regularly noted in other posts here on LD Blog), Ms. Hausman gets many facts right (e.g., prevalence of LD), phrases her report carefully (describes LearningRx reports as “internal studies”), includes appropriate caveats along with personal-interest angles, and even incorporates alternative explanations from the experts she interviews.

This is an example of journalism done better. Listen to an MP3 of Ms. Hausman’s report and explore WVTF.org.

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IDA research grants

Over on SpedPro.org I’ve posted a note about a research program sponsored by the International Dyslexia Association (IDA) to examine the effects of multisensory structured-language reading instruction. Skip over there to check on it.

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Core standards and LD?

At a meeting I’m attending, folks are discussing the Council of Chief State School Officers’ Common Core State Standards Initiative. Here’s the basics:

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

>>snip< <

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:

* Are aligned with college and work expectations;
* Are clear, understandable and consistent;
* Include rigorous content and application of knowledge through high-order skills;
* Build upon strengths and lessons of current state standards;
* Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
* Are evidence-based.

What do readers think about the idea of common standards, especially with regard to students with Learning Disabilities? Good idea overall? Good idea for our kids? Good idea with reservations? What reservations? Send this puppy to the kennel? Why?

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Paul Morris’s materials

Wishing folks a happy MLK Day!

For those teachers who frequent these pages and don’t know about Paul Morris, the author of 101 Language Activities, please allow me to encourage you to scoot on over to Free Language Stuff and explore his site. Yes, you read the adjectives correctly. The first adjective does mean “at no cost.” Mr. Morris makes available for free lots and lots of materials that teachers can use for teaching language skills.
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A success story

In “From illiterate to role model” Carla Rivera provides one of those examples worth passing along to others. Ms. Rivera, who reports for the Los Angeles Times, described the case of John Zickefoose, a man who at 30 years of age was not able to read to his own children, read their report cards, read prescription labels, or to order from a menu. As a boy he was diagnosed as having dyslexia but, after adult literacy studies, he participates in book clubs, writes his own speeches, and is an advocate for his local library.

Now, as Ms. Rivera reported, Mr. Zickefoose will serve as a member of his local school board.
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Willingham making sense of brain research

In what will be his last guest column for the Washington Post education column, “The Answer Sheet,” cognitive psychologist Dan Willingham advises people to be skeptical about the poppycock that masquerades as scientific advice about brain-based education. Under the headline “Willingham: 3 brain facts every educator should know,” Professor Willingham explains clearly and with the force of evidence and plain, ordinary reason why “most of what you see advertised as educational advice rooted in neuroscience is bunkum.”

Professor Willingham contends that there are three facts educators should know.
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More on smoking and neuropsych disorders

New research shows that using nicotine during pregnancy affects genes involved in myelination and, consequently may help explain why the children of mothers who smoke during pregnancy are more likely to develop such psychiatric disorders as attention deficit hyperactivity disorder, depression, autism, and even drug abuse. In a paper presented at Neuroscience 2010, the annual meeting of the Society for Neuroscience, Professor Ming Li, Ph.D., of the University of Virginia (Charlottesville, VA, US) reported that when rats were given nicotine during pregnancy, their offspring manifested changes in myelin genes for the limbic system, especially the prefrontal cortex, a brain region important for decision-making.

“Our research shows that gestational treatment with nicotine significantly modifies myelin gene expression in specific brain regions that are involved in behavioral processes,” according to Professor Li, leader of the study. “Myelin deficits have been observed in adults with various psychiatric disorders. Our findings suggest that abnormal myelination may contribute to the psychiatric disorders associated with maternal smoking.”
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Fletcher paper about identifying LD

The RTI Action Network published a paper by Jack Fletcher about identification of Learning Disabilities in the context of response to instruction (or intervention; RTI). Professor Fletcher, who has been a leading proponent of RTI since the 1990s, makes a strong case for the importance of examining instruction as a part of determining eligibility for LD services.
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Preliminary evidence of link between maternal smoking and risk of child problems

Researchers from the University of Alabama at Birmingham (AL, US) presented a paper at Neuroscience 2010, the annual meeting of the Society for Neuroscience in which they reported that exposure to nicotine during pregnancy leads to a decrease in adult stem cells and a change in synaptic plasticity in the hippocampus of the offspring. The synaptic changes could have lifelong consequences for the offspring. According to Professor Robin Lester of the Department of Neurobiology and lead researcher on the project, “These problems could include various cognitive deficits, learning difficulties, [and] ADHD.”

These are very preliminary findings. They come from research conducted with rats and will require extensive additional work to make the connections to human learning. Note that the mother rats apparently were also ingesting nicotine while nursing (first 10 days after birth) as well as during pregnancy. My reporting here is based entirely on press releases from UAB and the Society for Neuroscience (with abstract).

Sources: http://www.newswise.com/articles/view/571417/ and http://www.sfn.org/index.aspx?pagename=news_111410b
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K. Ellison again

For those who haven’t been paying attention, Katherine Ellison has appeared on multiple media outlets promoting her book, Buzz. She had another entry, this time in the Washington Post yesterday (20 November 2010). Given the recent release of the US Centers for Disease Control prevalence study, this is pretty timely and, award-winning journalist that she is, Ms. Ellison notes the connection in her lead.

As the mother of a teenager who got a diagnosis of attention-deficit/hyperactivity disorder in 2004, I wasn’t surprised to read the new report from the Centers for Disease Control and Prevention that said the number of ADHD cases in children jumped by 22 percent between 2003 and 2007 – an increase of 1 million kids.

But, she goes on to add lots more good content to her op-ed piece published under the headline “Doing battle with the ADHD-industrial complex.”
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