+ Both Parents’ Ages Linked to Autism Risk

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In a study published in the journal Autism Research, researchers say that older mothers are more likely than younger mothers to have a child with autism.  In addition, older fathers contribute significantly to the risk if their partners are under 30.

Roni Caryn Rabin reports in the NY Times that researchers analyzed almost five million births in California during the 1990s, and 12,159 cases of autism diagnosed in those children.

The sample was large enough to examine how the risk of autism was affected when one parent was a specific age and the other was the same age or considerably younger.

Every five-year increase in a mother’s age raised her risk of having a child with autism by 18 percent.

Read the article at http://tinyurl.com/yef5wbb.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Early College in High School — Free

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North Carolina has around 70 high schools that allow students to join a five year, fast-track program in which they may earn their high school diploma and up to two years of college credit — completely free.

In an article in the New York Times by  Tamar Lewin, Sandhills Community College president Rick Dempsey says

In 27 years as a college president, this is just about the most exciting thing I’ve been involved in.  We picked these kids out of the eighth grade, kids who were academically representative at a school with very low performance.  We didn’t cherry-pick them.  Their performance has been so startling that you see what high expectations can do.

The goal is to keep at-risk students in school by eliminating the divide between high school and college.  Students selected are also from homes where the parents did not attend college.

Read Lewin’s article at http://tinyurl.com/yawunyo.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com.

+ Speech Delay: Early Detection is Key

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An article in ”Science Times” by Perri Klass suggests that earlier detection means earlier help with speech delay.  

Parents nervously watch to see how many words a child can say, or whether he can string together a sentence, or whether other people besides you can understand him.

The important thing is to seek help early.

Guidelines by age can be found on the Web site of the American Speech-Language-Hearing Association at http://www.asha.org/public/speech/development/chart.htm.

According to Diane R Paul, the group’s director of clinical issues,  children begin to understand the world around them within the first year.  One-year-olds start to use single words and follow simple directions and point body parts and listen to simple stories.

At two, they begin to put words together; by three they should be using sentences of about three words.

Dr. James Coplan, who created the Early Language Milestone Scale, says that when a child is not meeting milestones, there can be a multitude of reasons, because of the complexity of language making.

He looks at speech delay in a very broad context, from cognition to communication.  Is it due to problems with speech and language, or some more global delay?  Are social connections intact?  Is there a hearing concern? 

 (Dr. James Coplan is the author of “Making Sense of Autistic Spectrum Disorders,” Random House, 2010.)

What about the rest of the child’s development?  Are there neurodevelopmental disorders, including the various forms of autism? (Not all children with autism have delayed speech, although they may not be using speech to communicate.)

But one key question is: is anyone talking to this baby?

Dr. Paul offers general tips:

Talk to your child about what they’re focused on.  Read to your child often.  If they’re in a bilingual home, speak to the child in the language you’re most comfortable with.  Speak clearly and naturally and use real words.  Show excitement when the child speaks.

You can read Perri Klass’s NY Times article at http://tinyurl.com/y9effw3 

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Learning and the Brain: Conference May 2010

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The 26th Learning and the Brain Conference will be held in Washington DC at the Hyatt Regency Capitol Hill on May 6-8 2010.

The theme of the conference is Focused Minds: Enhancing Student Attention, Memory and Motivation.

Discount registration deadline is February 26, 2010. 

Register online at http://www.LearningAndTheBrain.com .  Early discount rate is $495 per person/$460 for L&B Society members.

Explore the latest research on

• The Brain’s Attention Networks
• Connecting Attention and Motivation
• Increasing Concentration and Memory
• Interventions for Students with ADHD
• Strategies to Increase Motivation
• Executive Function and Attention
• Engaging Students’ Minds
• Reading and Math Interventions
• Self-Regulation and Achievement
• Language Disorders and Music
• … and much more

Neuroscience has found a link between the brain’s attention networks and motivation, memory, motor skills and executive functions.  Based on these discoveries, explore ways to boost student attention, motivation, and achievement, connect neuroscience to education, and use novel treatments for learning and childhood disorders, including autism. 

Earn professional development credit: up to 16-20 hours toward professional development credits for educators, psychologists, speech-language professionals, social workers, special education professionals, and certified counselors.  Check www.LearningAndTheBrain.com/educationdc.html , or call 781-449-4010 (ext 105). 

If you would like to present a poster session to fellow attendees, explaining how your school, classroom or practice is applying brain-based research findings to improve attention, memory, motivation or learning, visit the Web site or call 917-405-0412, or email your proposal to info@learningandthebrain.com.  Deadline for proposal: March 30, 2010.

Co-sponsors of the conference are School of Education, Johns Hopkins University; Center for the Study of Learning, Georgetown University Medical Center; Mind, Brain and Education Program, Harvard Graduate School of Medicine; Corner School Development Program, Yale University School of Medicine; The Dana Alliance for Brain Initiatives, The Dana Foundation; The Neuroscience Research Institute, University of California, Santa Barbara; National Association of Elementary School Principals (NAESP); National Association of Secondary School Principals (NASSP); Department of Speech, Language & Hearing Sciences, Sargent College, Boston University.

Also: Intensive Summer Institutes

June 22-25 in Groton MA, “Making Connections: The Art and Science of Teaching.”  Workshop leader: Mary Helen Immordino-Yang, EdD.

August 3-6, 2010 at UC,Santa Barbara, “Neuroscience & the Classroom: Strategies for Maximizing Engagement, Memory & Potential.  Workshop Leader: Judy Willis, MD, EdM.

Tuition is $1,975 perperson, and includes room and board.  Visit www.LearningAndTheBrain.com .

Note: Join the Learning and the Brain Society by visiting the Web site.  You will receive an exclusive MP3 CD sampler of lectures from last year’s conferences, monthly e-newsletters on brain news, monthly chat sessions with neuroscientists and authors, member discounts on upcoming L&B Conference registrations, access to social networking and the members-only Web site with brain games, neuro-library and more.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Learning Languages on the Web

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An NY Times article by Eric A Taub explores some products available for learning language on the Web.

The growth of broadband connectivity and social networks has resulted in a range of Internet-based language learning products. 

Rosetta-Stone’s yellow boxes may be the most recognizable, but there are many more to choose from.

Taub categorizes them as “Pay and Learn,” “Free Now, Pay Later,”  and “Free Language Learning.”   In addition, he discovered apps for smartphones.

Here they are.

RosettaStone Totale

This seems to be the best known language program.  It offers a $1000 product that includes RosettaCourse, a traditional lesson-based module; RosettaStudio, a place where a learner can talk with a native speaker via video chat; and RosettaWorld, which is an online community where one can play language-related games.

Says the company’s CEO Tom Adams, “We offer modern-day pen pals with voice-over IP.”

The product uses such things as colorful flashcards to help students learn words and then connect those words to concepts and sentences. 

According to Adams, the idea is for the user to let go of the adult “technical questions and just get into a comfort zone, learning new sounds and trying to make sense of them.” 

TellMeMore

TellMeMore believes it has an advantage over RosettaStone.  Its software not only teaches words and phrases, but incudes a speech recognition component that analyses pronunciation, presents a graph of speech, and then suggests how to perfect it.

Other videos show students how to shape their mouths to create particular sounds that might be difficult for a native English speaker (for example, the rolling r of Spanish).

TellMeMore has 10 levels of content, a 1,000 word glossary, videos of native speakers and more than 40 practice activities.  According to Adams,  their methods keep people interested. 

 TellMeMore’s charge of $390 will give you a year’s access to its resources for six languages.  If you need a quick refresher you can buy a $10 daily pass.  Weekly, monthly and half-year passes are also available.

Currently it’s only available on CD-ROM, but online versions for both Mac and Windows are coming later this year.  See below about coming smartphone apps.

Livemocha

This is a two-year-old Web start-up, which offers free basic lessons in 30 languages. 

Users can upgrade to advanced courses with additional features on a monthly or six-month basis.

Students can submit up to eight voice recordings to a native-speaking tutor for $20 a month.  The tutor will review them and make recommendations withing 24 hours.  Alternatively, pay $70 for a six month commitment and submit two examples per lesson.

Whether you are using the free or the pay model, you can join social networking groups.  Using VoIP, you will speak live to native-speaking people around the world who are interested in learning to speak English.

However, writes Taub

As with all social networking sites, this feature is open to misuse.  Within hours of signing up for Livemocha, I received a note from a young woman, ostensibly from Poland, wanting to meet me.

Livemocha says it has the world’s largest community of people learning languages; they claim 5 million registered users in 200 countries.

Babbel

Babbel is financed in part by the European Union, and offers paid instruction (a trial lesson is free) in English, French, German, Italian or Spanish for $12 a month; if you commit to six months, it’s $6.62 a month.

Users are given extended grammar and vocabulary, but in addition they can communicate with others in their desired language through private or public chats; it’s also possible to arrange for voice contact.

Free Language Learning

Taub notes that a variety of free language learning is available. 

The British Broadcasting Service at www.bbc.com/languages offers several levels of instruction in 36 languages.  Features include audio and video playback and translation.

The German television network, Deutsche Welle, will help you with your German (www.bit.ly/ts6×7). 

You might try learning Japanese at www.japanese-online.com.   Or Korean:  www.learn-korean.net.

Or Smartphone Apps

Many of these exist to help you get along in a foreign language.  For example: simple providers of useful phrases.  

• The Lonely Planet Phrasebooks ($10 for each of 18 languages);
• The Oxford Translator Travel Pro ($10 for each of five languages); and
• World Nomads (which is free and offers 23 languages. 
• Ultralingua Translation Dictionary offers simultaneous translation of English and six languages for $20 a language.

According to Taub, both RosettaStone and TellMeMore are developing smartphone apps as supplements to their programs. 

Livemocha expects to have an app later this year for both Android and iPhone.  The plan is to integrate text with a native speaker pronouncing the language, as well as to provide an option for voice recording and live video feeds.

sole source: Eric A Taub’s article in the NY Times on 1/28/10.   http://tinyurl.com/ylddopw

tutoring in Columbus OH:   Adrienne Edwards 614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Teacher Institutes from the Library of Congress

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If you’re interested in one day professional development opportunities, the Library of Congress has two for you: 

• “Creating the US”  Teacher Institute 

Interested in learning strategies to teach about the Declaration of Independence, the Constitution and the Bill of Rights, using the Library of Congress primary sources?  Register to attend this Institute and leave with strategies and materials you can use in your school.

The Institute uses the Library’s exhibition, “Creating the United States,” as its foundation.

Learn how to make this era in our country’s history come alive for students, using images, manuscripts, letters, photographs, maps, and poetry. 

http://myloc.gov/Exhibitions/creatingtheus/Pages/teacher_institute_form.aspx

• “Exploring the Early Americas” Teacher Institute

Interested in learning strategies to teach about European explorers in the Americas? 

Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca and Aztec)?

Explore the cartographic knowledge of the world in the sixteenth century.  You’ll be able to do all this and more by using the Library of Congress primary sources.  Register and leave with strategies and materials to use at your school.

This Institute uses as its foundation the Library’s exhibition “Exploring the Early Americas.”

Learn how to make this era in history come alive for your students using the Library’s images, manuscripts, letters, three-dimensional objects, and maps.

http://myloc.gov/Exhibitions/earlyamericas/Pages/teacher_institute_form.aspx

The Library of Congress has myriad resources and projects for teachers.  They will add you to its list of email subscribers, so you can find information relevant to your needs.  Visit http://www.LOC.gov

tutoring in Columbus OH:   Adrienne Edwards 614-579-6021   or email  aedwardstutor@columbus.rr.com

+ National Lab Day Projects

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National Lab Day was introduced in November, 2009 by a coalition of educators and science and engineering associations.

Lab Day aims to inspire a wave of future innovators: by pairing veteran scientists and engineers with students in grades K-12 they want to get thousands of hand-on projects going around the country.

Any teacher in America can go to the Web site http://www.NationalLabDay.org and enter a science project he or she is interested in teaching, or get an idea for one.  NLD will match teachers with volunteer scientists and engineers in their area for mentoring.

Entrepreneur Jack Hidary, chairman of NLD, says

As soon as you have a match, the scientists and the students communicate directly or via Skype and collaborate on a project.  We have a class in Chicago asking for civil engineers to help them build a bridge.  In Idaho, a class is asking for a scientist to help them build a working river delta inside their classroom.

source: article in NY Times, unsure of author and date, sorry.  www.nytimes.com

tutoring in Columbus OH:  Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Central Ohio Transition Fair February 8 2010

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The Delaware County Board of Developmental Disabilities and Delaware area schools are presenting a Transition Fair.

• OLENTANGY LIBERTY HIGH SCHOOL
• FEB 8, 2010
• 5:30-7:30

You will find information to help your student transition from high school into their future.

Representatives will be able to discuss

1. Career & Technical Education programs
2. Parks and Recreation Programs
3. Day Habilitation Options
4. Independent Living Supports
5. Bureau of Vocation Rehabilitation
6. Estate Planning and Special Needs Trusts
7. Special Olympics
8. Financial Supports
9. Employment Supports
10. Transportation Options.

Find answers to these questions:

• What do I (as a parent) need to do to help my student prepare for the future transition?
• Does the student communicate effectively their interests, preferences and needs?
• How do I help my student make social connections?
• Who do I contact from my school?
• What are some of the resources provided?
• How does a student become eligible for agency services?
• What age does my student have to be to become eligible for services?
• Is the student working on skills that will enable him/her to be an independent worker?
• What does a job coach do?  How do I get one?
• Is the student prepared for the transportation needs they will have in the future?
• What career and technical training programs are available?
• Where is the student going to live upon graduation and is he/she prepared for this?
• What services can assist a student to handle medical and financial needs?

 Note: If Olentangy Schools are closed due to weather, the event will be cancelled.

Olentangy Liberty High School is located at the intersection of Home Road and Sawmill Parkway: 3584 Home Road, Powell.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021 or email aedwardstutor@columbus.rr.com

+ Mixed-Handedness Linked to ADHD

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From an article by John Gever at MedPage Today:

An online report in Pediatrics details findings that indicate that ambidextrous 5-year-olds are more likely to develop attention deficit-hyperactivity disorder symptoms later on, compared with right- and left-handed children.

The authors feel that brain morphology and neural circuitry associated with handedness also affects cognitive and behavioral function. 

The study was done by a team of Swedish researchers led by Alina Rodriguez, PhD, of Uppsala University in Sweden.

This was a longitudinal study of 7,871 children, born in 1986, in northern Finland.   There were 87 mixed-handed children, 632 left-handed, with the remainder right-handed.

 Rodriquez and her colleagues found that when these children were tested at age 8, teachers were about twice as likely to find hyperactivity in the mixed-handed children, as compared with those who were right-handed.

In addition, the learning and behavioral problems persisted into adolescence.

Similar increases were found in rates of teacher assessments of probable psychiatric disturbance and in overall school performance (as well as parental reports of language problems) in ambidextrous children.

Evaluated at age 16, those children classed as mixed-handed were more than three times as likely to suffer inattention or a combination of inattention and hyperactivity-impulsivity, relative to right-handed 16-year-olds.

And self-reported problems in Finnish language and math classes were also significantly more common in the mixed-handed young people.

Note: these effects were NOT seen in left-handed children.

The authors write that

“Mixed-handedness can be used as a marker of risk for difficulties and warrants additional evaluation.”

 Rodriquez and colleagues say results support the hypothesis that brain abnormalities stemming from before birth underlie what they called “atypical lateralization” and subsequent learning and behavior problems.

They add that recent neuropsychological work related to patterns of brain organization and function corroborates the findings.

They cite research indicating that ADHD is associated with left-side motor deficits, apart from hand preference, as well as reduced attention to visual stimuli on the left versus the right side.

These observations suggest weaker right hemisphere function.

Other studies have suggested that neural transmission can be assymetric between hemispheres.

They write

“These studies together highlight the possible interconnection among mixed-handedness, neurotransmitter dysfunction in the right hemisphere, and ADHD symptoms.”

The study was funded by the Academy of Finland, Sigrid Julius Foundation, Thula Institute, University of Oulu, Finland, and the National Institute of Mental Health.  Rodriquez was also supported by VINMER, with no potential conflicts of interest reported.

sole source: article at http://www.medpagetoday.com artile by John Gever on 1/25/2010.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com.

+ Orton Academy (AOGPE) Conference: April in Toronto

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The theme of the AOGPE conference this year is “Opening the Doors to Excellence in Multisensory Teaching: The Orton-Gillingham Approach.”

The conference will be held in Toronto, Canada, April 23-24, 2010, at Havergal College.  Passports are required for those traveling from the United States. (Visit www.travel.state.gov/passport) .

You may register online at http://www.ortonacademy.org .

Two keynote speakers, Gavin Reid, PhD, and Stephen M Wilkins, M.Ed., will focus on the the theme.

Presentations on math, writing, phonology, vocabulary and comprehension will be offered.  There will be workshops for parents.  Teaching demonstrations will be held.

The keynote address on Friday, April 23 by Stephen Wilikins, is “The Reading Teacher’s Guide to the Brain.”  On Saturday, Gavil Reid will address “Making Learning Effective for Students with Dyslexia.”

Breakout sessions include

• O-G Multisensory Math + Manipulatives for Primary to Intermediate Grades (Marilyn Wardrop)
• English – Not One Language but Several (Diana H King)
• Using a New Taxonomy of Semantics in Creative Writing (Evelyn Reiss)
• Phonology: What You Need to Know Before You Pick Up Those Cards (Marcia Mann)
• Stages of Instruction for Decoding, Endoding, and Vocabulary (Karen K Leopold)
• Understanding Dyslexia in Children and Adults (Kay M Howell)
• Comprehension and All That Jazz! (Suzanne Carreker)
• Reading and Writing: Perfect Together! (David Katz)
• Let’s Play! Games and Activities for Structured Multisensory Teaching (Corey Zylstra)
• Coping With the Motor Component: Handwriting and Keyboarding (Diana King)
• Orton-Gillingham Early Intervention (Ron Yashimoto)
• Basic Principles for Teaching Content Area Subjects to Students With Dyslexia (Dana Blackhurst)
• What is the O-G Approach? (Rosalie Davis) 
• Syllabification: the Second Tier for Decoding (Corey Zylstra)
• Dyslexia: Testing Times — Issues and Strategies for Identification + Assessment (Gavin Reid)
• So You Want to be an O-G Fellow? (Terri Peterson)
• Teaching O-G in an Urban High School Setting (Nancy Carroll + Deborah Foster)
• The O-G Approach and Morphology… Essential Interweaving (Jean Osman)
• The Fourth Grade Reading Slump: What, Why and How (Angela Wilkins)
• The Relationship of Spelling Errors to Diagnostic and Prescriptive Instruction (Susan Santora)
• Organize Your Orton-Gillingham Practice!  (Andrea Greer Silver)

Fee for full conference (Friday and Saturday) is $135 if you’re a member, $145 if you’re not.  Saturday only: $85 for members, $95 for non-members.

For more information call 845-373-8919 or email ortonacademy@verizon.net.

tutoring in Columbus OH:   Adrienne Edwards 614-579-6021   or email  aedwardstutor@columbus.rr.com