4.43 score from hupso.pl for:
ldresources.org



HTML Content


Titleld resources

Length: 14, Words: 2
Description resources for the learning disabilities community

Length: 49, Words: 6
Keywords resources for the learning disabilities community
Robots
Charset UTF-8
Og Meta - Title pusty
Og Meta - Description pusty
Og Meta - Site name pusty
Tytuł powinien zawierać pomiędzy 10 a 70 znaków (ze spacjami), a mniej niż 12 słów w długości.
Meta opis powinien zawierać pomiędzy 50 a 160 znaków (łącznie ze spacjami), a mniej niż 24 słów w długości.
Kodowanie znaków powinny być określone , UTF-8 jest chyba najlepszy zestaw znaków, aby przejść z powodu UTF-8 jest bardziej międzynarodowy kodowaniem.
Otwarte obiekty wykresu powinny być obecne w stronie internetowej (więcej informacji na temat protokołu OpenGraph: http://ogp.me/)

SEO Content

Words/Characters 3496
Text/HTML 44.29 %
Headings H1 1
H2 17
H3 0
H4 0
H5 0
H6 0
H1
ld resources
H2
learning disabilities and executive functions in therapeutic settings
fallacies of “whole language”
what makes a great teacher?
dyslexia pioneer david schenck dies
conference on disability and diversity in hawaii
does learning to read improve overall intelligence?
autism spectrum: early intervention focuses on parent child interactions
autism isn’t from lack of social hormone
a scientist with a learning disability
at 40, lisa ling gets surprising diagnosis of add
“functioning is non-linear” are we misguided in our notions of “high and low functioning?”
“the upside of dyslexia”- ny times. fact or wishful thinking?
welcome
search
subscribe (rss)
latest comments
categories
H3
H4
H5
H6
strong
resolving issues of learning disabilities, adhd and therapeutic education
               
integrating
it’s more than self-esteem
autism spectrum disorder
executive function deficits and resource pool depletion
final thoughts
jennifer mueller does know
ld resources
b
i
em resolving issues of learning disabilities, adhd and therapeutic education
               
integrating
it’s more than self-esteem
autism spectrum disorder
executive function deficits and resource pool depletion
final thoughts
jennifer mueller does know
ld resources
Bolds strong 9
b 0
i 0
em 9
Zawartość strony internetowej powinno zawierać więcej niż 250 słów, z stopa tekst / kod jest wyższy niż 20%.
Pozycji używać znaczników (h1, h2, h3, ...), aby określić temat sekcji lub ustępów na stronie, ale zwykle, użyj mniej niż 6 dla każdego tagu pozycje zachować swoją stronę zwięzły.
Styl używać silnych i kursywy znaczniki podkreślić swoje słowa kluczowe swojej stronie, ale nie nadużywać (mniej niż 16 silnych tagi i 16 znaczników kursywy)

Statystyki strony

twitter:title pusty
twitter:description pusty
google+ itemprop=name pusty
Pliki zewnętrzne 9
Pliki CSS 2
Pliki javascript 7
Plik należy zmniejszyć całkowite odwołanie plików (CSS + JavaScript) do 7-8 maksymalnie.

Linki wewnętrzne i zewnętrzne

Linki 131
Linki wewnętrzne 1
Linki zewnętrzne 130
Linki bez atrybutu Title 63
Linki z atrybutem NOFOLLOW 0
Linki - Użyj atrybutu tytuł dla każdego łącza. Nofollow link jest link, który nie pozwala wyszukiwarkom boty zrealizują są odnośniki no follow. Należy zwracać uwagę na ich użytkowania

Linki wewnętrzne

prinfo@hawaii.edu mailto:prinfo@hawaii.edu

Linki zewnętrzne

ld resources http://www.ldresources.org/
schools http://www.ldresources.org/schools/
services http://www.ldresources.org/services/
learning disabilities and executive functions in therapeutic settings http://www.ldresources.org/2016/09/learning-disabilities-and-executive-functions-in-therapeutic-settings/
- http://www.ldresources.org/wp-content/uploads/2016/09/img_45731.jpg
learning disabilities and mental health http://www.ldresources.org/category/learning-disabilities-and-mental-health/
no comments » http://www.ldresources.org/2016/09/learning-disabilities-and-executive-functions-in-therapeutic-settings/#respond
fallacies of “whole language” http://www.ldresources.org/2015/02/fallacies-of-whole-language/
- http://www.ldresources.org/wp-content/uploads/2015/02/good-readers-poster.png
for those with dyslexia, whole language is a coping mechanism, not a strategy http://www.dyslexiatraininginstitute.org/blog/dyslexia-whole-language-coping-mechanism-strategy/
education issues and ideas http://www.ldresources.org/category/19/
reading, writing, and math http://www.ldresources.org/category/4/
4 comments » http://www.ldresources.org/2015/02/fallacies-of-whole-language/#comments
what makes a great teacher? http://www.ldresources.org/2015/01/what-makes-a-great-teacher/
- http://www.ldresources.org/wp-content/uploads/2015/01/dudley-selfie-edit_custom-a68d8d95c652406d844608f30d8c9d0542cdc883-s1200.jpg
fifty great teachers http://www.npr.org/series/359618671/50-great-teachers
among dartmouth’s lathes and saws, lessons in creativity http://www.npr.org/blogs/ed/2014/12/01/353286773/among-dartmouths-lathes-and-saws-lessons-in-creativity
education issues and ideas http://www.ldresources.org/category/19/
news http://www.ldresources.org/category/news/
no comments » http://www.ldresources.org/2015/01/what-makes-a-great-teacher/#respond
dyslexia pioneer david schenck dies http://www.ldresources.org/2014/12/dyslexia-pioneer-david-schenck-dies/
- http://www.ldresources.org/wp-content/uploads/2014/12/sm-david_schenck_with_students_bw.jpg
schenck school http://www.ldresources.org/2007/01/sanford-shapiro-looks-at-the-schenck-school/l
on the school’s website http://www.schenck.org/about-the-school/mr-schenck/index.aspx
news http://www.ldresources.org/category/news/
shapiro looks at k-12 schools http://www.ldresources.org/category/51/
no comments » http://www.ldresources.org/2014/12/dyslexia-pioneer-david-schenck-dies/#respond
conference on disability and diversity in hawaii http://www.ldresources.org/2014/11/conference-on-disability-and-diversity-in-hawaii/
pacific rim conference on disability and diversity http://www.pacrim.hawaii.edu
- http://www.ldresources.org/wp-content/uploads/2014/11/pacificrim_logo.jpg
www.pacrim.hawaii.edu http://www.pacrim.hawaii.edu
events and conferences http://www.ldresources.org/category/events-conferences/
no comments » http://www.ldresources.org/2014/11/conference-on-disability-and-diversity-in-hawaii/#respond
does learning to read improve overall intelligence? http://www.ldresources.org/2014/11/does-learning-to-read-improve-overall-intelligence/
- http://www.ldresources.org/wp-content/uploads/2014/11/images.jpeg
learning to read improves overall intelligence http://www.onlinelibrary.wiley.com/doi/10.1111/cdev.12272/full
discussion topics http://www.ldresources.org/category/discussion-topics/
education issues and ideas http://www.ldresources.org/category/19/
news http://www.ldresources.org/category/news/
3 comments » http://www.ldresources.org/2014/11/does-learning-to-read-improve-overall-intelligence/#comments
autism spectrum: early intervention focuses on parent child interactions http://www.ldresources.org/2014/09/autism-spectrum-early-intervention-focuses-on-parent-child-interactions/
- http://www.ldresources.org/wp-content/uploads/2014/09/unknown.jpeg
treatment at earliest age reduces symptoms of autism spectrum disorder http://www.news-medical.net/news/20140909/treatment-at-earliest-age-reduces-symptoms-of-autism-spectrum-disorder.aspxl
news http://www.ldresources.org/category/news/
no comments » http://www.ldresources.org/2014/09/autism-spectrum-early-intervention-focuses-on-parent-child-interactions/#respond
autism isn’t from lack of social hormone http://www.ldresources.org/2014/08/autism-isnt-from-lack-of-social-hormone/
- http://www.ldresources.org/wp-content/uploads/2014/08/images.jpeg
oxytocin isn’t lacking in children with autism, researchers say http://www.npr.org/blogs/health/2014/08/04/337836721/oxytocin-isnt-lacking-in-children-with-autism-researchers-say
news http://www.ldresources.org/category/news/
no comments » http://www.ldresources.org/2014/08/autism-isnt-from-lack-of-social-hormone/#respond
a scientist with a learning disability http://www.ldresources.org/2014/06/a-scientist-with-a-learning-disability/
- http://www.ldresources.org/wp-content/uploads/2014/06/headshot.jpg.png
i’m a scientist with learning disabilities and that’s okay! http://www.huffingtonpost.com/collin-diedrich/im-a-scientist-with-learn_b_5517718.html
education issues and ideas http://www.ldresources.org/category/19/
personal stories http://www.ldresources.org/category/2/
no comments » http://www.ldresources.org/2014/06/a-scientist-with-a-learning-disability/#respond
at 40, lisa ling gets surprising diagnosis of add http://www.ldresources.org/2014/06/at-40-lisa-ling-gets-surprising-diagnosis-of-add/
- http://www.ldresources.org/wp-content/uploads/2014/06/lisa-ling.jpg
lisa ling, gets a diagnosis of add at age 40 http://www.huffingtonpost.com/2014/06/12/lisa-ling-add-adhd_n_5489924.html"
richard wanderman http://www.richardsnotes.org
news http://www.ldresources.org/category/news/
no comments » http://www.ldresources.org/2014/06/at-40-lisa-ling-gets-surprising-diagnosis-of-add/#respond
“functioning is non-linear” are we misguided in our notions of “high and low functioning?” http://www.ldresources.org/2014/06/4723/
- http://www.ldresources.org/wp-content/uploads/2014/06/cant-see-the-forest-for__quotes-by-hebraic-proverb-36.png
decoding the high functioning label http://musingsofanaspie.com/2013/06/26/decoding-the-high-functioning-label/
discussion topics http://www.ldresources.org/category/discussion-topics/
education issues and ideas http://www.ldresources.org/category/19/
no comments » http://www.ldresources.org/2014/06/4723/#respond
“the upside of dyslexia”- ny times. fact or wishful thinking? http://www.ldresources.org/2014/05/the-upside-of-dyslexia-ny-times-fact-or-wishful-thinking/
- http://www.ldresources.org/wp-content/uploads/2014/05/unknown.jpeg
“the upside of dyslexia” http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html?_r=4&
discussion topics http://www.ldresources.org/category/discussion-topics/
education issues and ideas http://www.ldresources.org/category/19/
no comments » http://www.ldresources.org/2014/05/the-upside-of-dyslexia-ny-times-fact-or-wishful-thinking/#respond
« previous entries http://www.ldresources.org/page/2/
posts http://www.ldresources.org/feed/
comments http://www.ldresources.org/comments/feed/
what is rss? http://www.ldresources.org/?p=1024/
sanford http://www.ldresources.org/2011/10/misleading-headlines-about-dyslexia-studies/#comment-388417
misleading headlines about dyslexia studies http://www.ldresources.org/2011/10/misleading-headlines-about-dyslexia-studies/
sanford http://www.ldresources.org/2013/07/youre-never-too-old-to-have-a-happy-childhood/#comment-388415
"you're never too old to have a happy childhood." http://www.ldresources.org/2013/07/youre-never-too-old-to-have-a-happy-childhood/
lenore grandizio http://www.ldresources.org/2012/07/aclu-files-groundbreaking-lawsuit-claiming-right-to-learn-to-read/#comment-388414
aclu files 'groundbreaking' lawsuit claiming right to learn to read http://www.ldresources.org/2012/07/aclu-files-groundbreaking-lawsuit-claiming-right-to-learn-to-read/
kristy http://www.ldresources.org/2011/10/misleading-headlines-about-dyslexia-studies/#comment-388395
misleading headlines about dyslexia studies http://www.ldresources.org/2011/10/misleading-headlines-about-dyslexia-studies/
laur matheson http://www.ldresources.org/2013/07/youre-never-too-old-to-have-a-happy-childhood/#comment-388380
"you're never too old to have a happy childhood." http://www.ldresources.org/2013/07/youre-never-too-old-to-have-a-happy-childhood/
richard http://www.ldresources.org/2015/02/fallacies-of-whole-language/#comment-388347
fallacies of "whole language" http://www.ldresources.org/2015/02/fallacies-of-whole-language/
steffanie http://www.ldresources.org/2015/02/fallacies-of-whole-language/#comment-388317
fallacies of "whole language" http://www.ldresources.org/2015/02/fallacies-of-whole-language/
wen http://www.ldresources.org/2013/09/4525/#comment-388307
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
sanford http://www.ldresources.org/2015/02/fallacies-of-whole-language/#comment-388305
fallacies of "whole language" http://www.ldresources.org/2015/02/fallacies-of-whole-language/
richard http://www.ldresources.org/2015/02/fallacies-of-whole-language/#comment-388300
fallacies of "whole language" http://www.ldresources.org/2015/02/fallacies-of-whole-language/
jen bur http://www.ldresources.org/2013/09/4525/#comment-388293
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
mary rose a. diaz http://www.ldresources.org/2013/09/4525/#comment-388271
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
james http://www.ldresources.org/2013/09/4525/#comment-388235
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
sanford http://www.ldresources.org/2013/09/4525/#comment-388231
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
richard http://www.ldresources.org/2013/09/4525/#comment-388226
confusion about confusion: do dyslexics really not know their left from right? http://www.ldresources.org/2013/09/4525/
books and videos http://www.ldresources.org/category/9/
camps and residential http://www.ldresources.org/category/32/
colleges http://www.ldresources.org/category/8/
computers and software http://www.ldresources.org/category/6/
discussion topics http://www.ldresources.org/category/discussion-topics/
education issues and ideas http://www.ldresources.org/category/19/
events and conferences http://www.ldresources.org/category/events-conferences/
k-12 schools http://www.ldresources.org/category/7/
ld support organizations http://www.ldresources.org/category/26/
ld support professionals http://www.ldresources.org/category/11/
ld support sites http://www.ldresources.org/category/ld-support-sites/
learning disabilities and mental health http://www.ldresources.org/category/learning-disabilities-and-mental-health/
learning materials http://www.ldresources.org/category/learning-materials/
legal resources http://www.ldresources.org/category/38/
low tech tools http://www.ldresources.org/category/low-tech-tools/
news http://www.ldresources.org/category/news/
personal stories http://www.ldresources.org/category/2/
reading, writing, and math http://www.ldresources.org/category/4/
shapiro looks at k-12 schools http://www.ldresources.org/category/51/
social issues and ideas http://www.ldresources.org/category/3/
technology issues and ideas http://www.ldresources.org/category/technology-issues-and-ideas/

ld resources © 2016 all rights reserved.

http://www.ldresources.org

Zdjęcia

Zdjęcia 12
Zdjęcia bez atrybutu ALT 12
Zdjęcia bez atrybutu TITLE 0
Korzystanie Obraz ALT i TITLE atrybutu dla każdego obrazu.

Zdjęcia bez atrybutu TITLE

empty

Zdjęcia bez atrybutu ALT

http://www.ldresources.org/wp-content/uploads/2016/09/img_45731-150x150.jpg
http://www.ldresources.org/wp-content/uploads/2015/02/good-readers-poster-233x300.png
http://www.ldresources.org/wp-content/uploads/2015/01/dudley-selfie-edit_custom-a68d8d95c652406d844608f30d8c9d0542cdc883-s1200-300x224.jpg
http://www.ldresources.org/wp-content/uploads/2014/12/sm-david_schenck_with_students_bw.jpg
http://www.ldresources.org/wp-content/uploads/2014/11/pacificrim_logo-300x197.jpg
http://www.ldresources.org/wp-content/uploads/2014/11/images.jpeg
http://www.ldresources.org/wp-content/uploads/2014/09/unknown.jpeg
http://www.ldresources.org/wp-content/uploads/2014/08/images.jpeg
http://www.ldresources.org/wp-content/uploads/2014/06/headshot.jpg.png
http://www.ldresources.org/wp-content/uploads/2014/06/lisa-ling-245x300.jpg
http://www.ldresources.org/wp-content/uploads/2014/06/cant-see-the-forest-for__quotes-by-hebraic-proverb-36-300x300.png
http://www.ldresources.org/wp-content/uploads/2014/05/unknown.jpeg

Ranking:


Alexa Traffic
Daily Global Rank Trend
Daily Reach (Percent)









Majestic SEO











Text on page:

ld resources schools services learning disabilities and executive functions in therapeutic settings monday, september 19th, 2016 sanford --> the following is a reprint of an article i wrote this year.  part of the work i do involves helping families with teens or young adults with significant emotional/behavioral struggles.  i sometimes consult with therapeutic programs so that they are more sensitive and responsive to ld-related issues and how they impact therapeutic concerns. resolving issues of learning disabilities, adhd and therapeutic education                 integrating knowledge from mental and behavioral health with best practices culled from cognitive science is a critical ingredient when considering how therapeutic programs can improve outcomes. understanding how learning disabilities and the neuro-developmental conditions of adhd/executive functions deficits, and autism spectrum disorder (asd) impact behavior and mental health, should be a current and on-going goal for our therapeutic community. according to experts, upwards of 60% of adolescents in residential treatment centers for substance abuse have learning disabilities (. tracking enrollment data from all types of therapeutic programs indicates that students with asd and adhd contribute to, and even add to those numbers. consequently, it’s an imperative that programs and schools become better informed about what science and clinical practice tell us about these conditions and how they impact mental health. it’s more than self-esteem historically there has been a clear and continued awareness of the burdening effect and weakening of self-esteem in students with a history of learning disabilities and related conditions. schools and programs have been relatively quick to recognize negative effects that stem from unspoken student thoughts, such as “i’m not good enough” and “i’m not smart.” however going further down this path, one understands that perhaps the most damaging aspect is the mindset of reduced self-efficacy, or belief in the effectiveness of one’s own efforts. frostig’s landmark study was one of the early ones to signal this. students with ld, adhd and ef deficits suffer from a limiting belief that their efforts don’t have much to do with the results they see in their lives. this is the real meaning of “learned helplessness.” further, such students perceive that most interventions, regardless of intention or potential effectiveness, are “done to me.” partnership becomes much more difficult to achieve. when i am involved in faculty training, one of the most common misunderstandings i run into involves issues related to processing. the ways in which information (verbal and non verbal) is processed have huge effects on how and whether such students process therapy as well as classroom instruction. when a student who struggles to effectively organize spoken language (and even bright dyslexic students can struggle with this) too much talk therapy is, well, too much talk. this is no trivial matter. i remember the moment when my own stepson advocated for himself by telling us that when he calls home, he doesn’t want his mom and i on separate phones talking together with him at the same time. he gets overwhelmed with the amount and density of language. now imagine a high-powered and emotionally charged group therapy session. some students needs appropriate set up and an effective debrief. he/she may also benefit from some version of what’s called skeletal outlining during such a session. it’s important to ask a student even during an individual therapy session to recap the main issues and possible solutions covered. in addition we know from science and practice, that creating schematic visual representations (picture a flow chart or decision tree) helps support weaker language processing, short-term and working memory. lastly, students who have such language-based learning disabilities including dyslexia, may also struggle to effectively produce precise language on demand. in a therapeutic context this can look like a teenager who is withholding, or even dishonest, unless one looks under the hood, cognitively speaking. autism spectrum disorder while it’s outside the scope of this article to discuss all the complexities of students with an asperger’s presentation, here are a few important paradigms and observations, based in part on my time as an executive director of a school where 60% of our students had asperger’s syndrome or non-verbal learning disabilities. much of the literature discusses weaknesses in reading the social and non-verbal cues of others. most programs are at least partially familiar with these issues. what gets less or little attention is the flip side of this; namely weaknesses resulting in under-recognition of their own non-verbal signals. as a result, stress management becomes infinitely more complicated. literature indicates that the neurobiology of autism spectrum involves right hemisphere weakness, an underperforming insula and an overactive amygdala. such neurological characteristics help us understand why some students fail to recognize their own signs of distress, why hygiene is an on-going issue and why relatively neutral interactions can seem so threatening. one of the main jobs of the insula is to register and move sensory information from the body and emotional (limbic) centers to the thinking and meta-cognitive parts of the brain. we have to wrestle with this, in order to explicitly work on these areas when treatment planning. in general, students with these types of deficits may benefit from somatic therapies, aspects of mindfulness, and visual-spatial supports. executive function deficits and resource pool depletion dr. russell barkley, one of the world’s most respected authorities on adhd and executive function deficits, outlines the concept of resource pool depletion. in essence, every time someone with executive function deficits engages in a task that demands these self-regulation skills, their ef fuel tank is depleted further. research helps us recognize what to do and how to build up these resources as well as avoid unnecessary depletion. i find that front line staffs of therapeutic programs are hungry for more knowledge in this area. final thoughts one of the longstanding and often helpful operating paradigms in therapeutic programs is “natural and logical consequences.” learning through the experience of mistakes and their consequences feels intuitive and seemingly bulletproof from criticism. however it’s important to recognize its limitations in terms what research tells us. addicts often defy this logic for example. we know that the powerful forces of addiction often disobey this type of learning from mistakes. these conditions all contain a common denominator: powerful chemical, neurological undercurrents. consequently, simply waiting for the light bulb to go on for those with significant adhd and executive function deficits is often an exercise in futility. they don’t suffer from a lack of knowing what to do. they suffer with issues of performance. without knowing how to offer the right types of supports at the “points of performance” teachers and therapists are left to repeatedly apply consequences. it can be a vicious cycle that engenders repeated failure. not all therapeutic programs need to become experts in these areas. learning how to apply awareness of these special needs will wind up helping all students. this is referred to as a universal design approach. building sidewalk ramps for folks in wheelchairs has given help for people with sprained ankles, skateboarders and parents with strollers and carts. similarly, employing best practices in reading instruction helps able readers to become advanced readers. this is my hope and perspective of integration between disciplines. posted in learning disabilities and mental health | no comments » fallacies of “whole language” thursday, february 12th, 2015 sanford --> whole foods- great. whole wheat- for some, great. whole language (as a reading strategy for kids with dyslexia)- sounds good, right? if it’s “whole” it must be good. wrong! well-done post from dyslexia training institute for those with dyslexia, whole language is a coping mechanism, not a strategy the moral of the story is that science has shown time and again that explicitness is the key to teaching reading. our brain was not intended to decipher print but it has developed the capacity to learn when explicitly shown how to do something – like read. we know that students with dyslexia need a little more help strengthening the reading system and guessing is not a strategy it is a coping mechanism! this graphic does nothing more than rob our children the opportunity to learn how english is structured, how to interrogate their language and learn to decode unfamiliar words in order to be independent readers and spellers. posted in education issues and ideas, reading, writing, and math | 4 comments » what makes a great teacher? tuesday, january 6th, 2015 sanford --> from npr’s series, fifty great teachers this piece, among dartmouth’s lathes and saws, lessons in creativity focuses on a woodworking teacher at dartmouth college in new hampshire. i love how he seems unaware, or unconcerned (and hence, unencumbered with “trying”) of how what he does works. and just is the type of teacher who has helped many in higher education over the years. what does he do or how does he teach, that seems beneficial o the creative process? some quotes from the article that struck me: “he knew when to be subtle, when to admonish and when to praise, when to let you fail and when to swoop in and save the day, and most importantly, when to laugh and when to tease.” ahh, not too much and not too little. just right. and plenty and feedback. jennifer mueller does know. she’s a professor at the university of san diego, and, for 15 years, she’s been studying creativity. “there is this impression that: give students freedom and they’ll be creative. and what we know is that they need some structure upfront,” says mueller. “they need a well-defined problem — like building a piece of furniture — and they need to know the constraints and the range of possibilities.” yes. one of the most important conditions under which learning takes place is what’s implied in the quote above: essential questions or problems are provoked, with a well-presented problem . but creativity involves something we don’t always feel good about: uncertainty. “where there is no answer, there is no clear answer, we don’t like that type of uncertainty at all,” mueller says. “we really hate it.” she says this is hard for students: that blank piece of paper. it’s hard for businesses: will people buy the product? uncertainty is hard for everyone, but research shows it’s key to thinking creatively. posted in education issues and ideas, news | no comments » dyslexia pioneer david schenck dies tuesday, december 30th, 2014 sanford --> david schenck, founder of the schenck school, an atlanta area school for dyslexic students, passed away last week. i’d visited this school on a tour of georgia area schools and was impressed. the schenck school has been a leader in the field for many years. from the article and other descriptions i’ve heard of mr. schenck, he sounded like a great guy and i’m sure he’ll be surely missed. there’s a complete story about him and his work here, on the school’s website. posted in news, shapiro looks at k-12 schools | no comments » conference on disability and diversity in hawaii thursday, november 27th, 2014 sanford --> from the pacific rim conference on disability and diversity you can’t miss the 31st annual pacific rim conference on disability and diversity, may 18 & 19, 2015 at the hawaii convention center in honolulu. the theme for our 31st edition is “deep impact,” and there will be over 200 exciting workshops and events all week long! the 2015 call for proposals will be open until january 31, 2015. we want your proposals! this year we are featuring many diverse and innovative topic areas, such as making and impact: education for all and lifting youth up. we are looking for your creative ideas to build the just, sustainable and inclusive future we all want! to learn more, visit: www.pacrim.hawaii.edu, email prinfo@hawaii.edu or call us at (808) 956-7539. posted in events and conferences | no comments » does learning to read improve overall intelligence? thursday, november 20th, 2014 sanford --> a study was recently published that claims learning to read and improvement in reading ability has a positive effect on intelligence overall. where to begin? first, getting past sensational science related headlines takes effort. i have an educated and beginners mind when it comes to reading research. i read through this study slowly, and appears to me to be well-designed, and does not overstate what it found. what it basically found/claims, is that learning to read not only helps improve verbal intelligence (which would be expected), it leads to improvements in non-verbal (visual/spatial) performance on iq tests. this is the first time positive effects were found in areas not limited to verbal performance. of course i agree with the obvious. learning to read and improving reading skill is vastly important for all sorts of reasons. there are however, a few cautions. 1. we don’t really measure intelligence. we try. what we really do as far as i can tell, is measure performance on tasks that we think are manifestations of intelligence. 2. if improving reading skills has positive effects on verbal and non-verbal intelligence, that’s a good thing. but we still don’t know why. success in reading is based on several cognitive capacities including working memory, phonological processing, and fluent orthographic knowledge. perhaps development of those skills are what transfers over to other more general thinking and problem-solving abilities. perhaps the process of improving one’s reading skills, which undoubtedly includes perseverance, goal-setting and seeing weaknesses as challenges to be met, contains the operative links to improvements in “iq.” in many cases, having access to high quality teaching (of reading and spelling) involves a mentor-student relationship that is a critical factor in building on success. in other words, success breeds success. the study i’m referencing can be found here: learning to read improves overall intelligence posted in discussion topics, education issues and ideas, news | 3 comments » autism spectrum: early intervention focuses on parent child interactions wednesday, september 10th, 2014 sanford --> of course it’s exciting news that early intervention works. but, the magic is in the details. in this study, parents were coached to pay attention to subtle signs from their children (with autism) that they previously missed. when parents have seemingly non-responsive infants (not cooing, engaging in reciprocal eye gazing, etc) the adult often feels rejected and starts to do less of the interactive things parents generally do with their kids. by learning to spot the much more subtle interactive communication from children with autism, parents are more able to socialize their kids “upwards” and they gain more skills. treatment at earliest age reduces symptoms of autism spectrum disorder posted in news | no comments » autism isn’t from lack of social hormone monday, august 4th, 2014 sanford --> researchers found that oxytocin, the hormone heavily involved in social connectivity and feelings of warmth towards others, is not lacking in people with autism spectrum disorder. oxytocin isn’t lacking in children with autism, researchers say instead, the study found that oxytocin levels affected social functioning in both kids with autism and typical kids. “as your oxytocin levels got higher, your social functioning was more enhanced,” parker says. gregory says it’s not surprising that children with autism have widely varying levels of oxytocin. “autism isn’t a disease, it’s a spectrum” that can’t be linked to any one cause, he told shots. posted in news | no comments » a scientist with a learning disability wednesday, june 25th, 2014 sanford --> “dr. collin diedrich has a ph.d in molecular virology and microbiology from the university of pittsburgh. he is currently a 2nd year postdoctoral fellow at the university of cape town in south africa. his research focuses on how hiv increases individuals susceptibility to tuberculosis. collin has aspirations to become an advocate for people with learning disabilities and adhd.” this incredibly bright scientist who has a learning disability expresses some great and thought-ptovoking ideas about intelligence, learning disabilities, and the damage caused by educational systems being so focused on the “average.” i’m a scientist with learning disabilities and that’s okay! posted in education issues and ideas, personal stories | no comments » at 40, lisa ling gets surprising diagnosis of add sunday, june 15th, 2014 sanford --> you’re never too old to understand yourself better. lisa ling, journalist, discovers more about her brain and learning style. lisa ling, gets a diagnosis of add at age 40 [via richard wanderman] posted in news | no comments » “functioning is non-linear” are we misguided in our notions of “high and low functioning?” friday, june 13th, 2014 sanford --> i came across this piece written by someone with asperger’s syndrome. she makes some important points to consider concerning the judgmental implications of terms such as “high functioning and low functioning.” i’m a fan of precise and descriptive diagnostic work, but the writer points out the subtle and unspoken judgements that accompany some of our terms. decoding the high functioning label functioning is nonlinear i love that quote. as walt whitman said: do i contradict myself? very well then i contradict myself, (i am large, i contain multitudes.) posted in discussion topics, education issues and ideas | no comments » “the upside of dyslexia”- ny times. fact or wishful thinking? monday, may 5th, 2014 sanford --> in this recent opinion piece in the ny times, “the upside of dyslexia” science writer annie murphy paul cites a few experiments that causes her to wonder about the positive attributes and cognitive abilities that may occur naturally in people who have dyslexia, and could in theory lead to better performance in certain artistic and scientific fields. she discusses a couple of interesting examples, one of which involves the discovery by cognitive scientists at umass found; that their subjects with dyslexia saw things on the periphery faster than non-dyslexics. this has been repeated in additional studies. in these examples, those who can focus better on the periphery or outer aspects of a visual field (who are less proficient at discernment of the central field) can do things like find the logical flaws in “impossible figures,” such as the interesting and impossible images found in some of m.c. escher’s work. similar examples are cited in other experiments done with undergrads. i think it’d be fascinating to find out that there are inherent abilities in a given condition mostly viewed as a frustrating learning disability. i wish experiments like these focused on four and five year olds. brains are proving to be far more plastic or malleable than we ever imagined. so i wonder if skills like the peripheral vision ability in their subjects are developed over time, as a result of (someone with a reading disabilitiy) not practicing or knowing what to look for in the central field of vision while reading. word analysis requires looking at specific patterns within the central field. as a result of repeated looking more at the non-discrete aspects of words on a page, the outer reaches are more what one pays attention to. it’s an intriguing field, that of looking for strengths as well as struggles and i’m all for good research along these lines. on the other hand, blind people seem to develop great auditory abilities that i’m sure are reflected in teh developing architecture of their brains. stay tuned. posted in discussion topics, education issues and ideas | no comments » « previous entries older posts » --> welcome ld resources is a collection of resources on various aspects of learning disabilities with comments from community members. for more on this web site see our about page. use the sidebar for navigation and browsing content by category. use the search field below for general searches. we hope you find this site a useful resource. search subscribe (rss) posts comments what is rss? latest comments sanford on misleading headlines about dyslexia studies sanford on "you're never too old to have a happy childhood." lenore grandizio on aclu files 'groundbreaking' lawsuit claiming right to learn to read kristy on misleading headlines about dyslexia studies laur matheson on "you're never too old to have a happy childhood." richard on fallacies of "whole language" steffanie on fallacies of "whole language" wen on confusion about confusion: do dyslexics really not know their left from right? sanford on fallacies of "whole language" richard on fallacies of "whole language" jen bur on confusion about confusion: do dyslexics really not know their left from right? mary rose a. diaz on confusion about confusion: do dyslexics really not know their left from right? james on confusion about confusion: do dyslexics really not know their left from right? sanford on confusion about confusion: do dyslexics really not know their left from right? richard on confusion about confusion: do dyslexics really not know their left from right? categories books and videos (19) camps and residential (6) colleges (15) computers and software (9) discussion topics (76) education issues and ideas (89) events and conferences (17) k-12 schools (8) ld support organizations (16) ld support professionals (8) ld support sites (29) learning disabilities and mental health (52) learning materials (9) legal resources (2) low tech tools (1) news (89) personal stories (20) reading, writing, and math (29) shapiro looks at k-12 schools (12) social issues and ideas (14) technology issues and ideas (15) ld resources © 2016 all rights reserved.


Here you find all texts from your page as Google (googlebot) and others search engines seen it.

Words density analysis:

Numbers of all words: 3541

One word

Two words phrases

Three words phrases

the - 5.31% (188)
and - 4.07% (144)
her - 1.72% (61)
for - 1.69% (60)
with - 1.24% (44)
that - 1.21% (43)
all - 1.16% (41)
are - 1.07% (38)
his - 0.99% (35)
learn - 0.96% (34)
this - 0.85% (30)
out - 0.82% (29)
learning - 0.79% (28)
from - 0.79% (28)
read - 0.76% (27)
our - 0.76% (27)
one - 0.73% (26)
age - 0.65% (23)
not - 0.65% (23)
how - 0.59% (21)
student - 0.59% (21)
now - 0.56% (20)
their - 0.54% (19)
know - 0.54% (19)
what - 0.51% (18)
more - 0.51% (18)
who - 0.51% (18)
abilities - 0.48% (17)
students - 0.48% (17)
san - 0.48% (17)
post - 0.45% (16)
about - 0.45% (16)
issue - 0.45% (16)
sanford - 0.45% (16)
some - 0.45% (16)
when - 0.45% (16)
here - 0.45% (16)
reading - 0.45% (16)
issues - 0.42% (15)
comments - 0.42% (15)
right - 0.4% (14)
function - 0.4% (14)
language - 0.37% (13)
disabilities - 0.37% (13)
can - 0.37% (13)
over - 0.37% (13)
you - 0.37% (13)
day, - 0.37% (13)
autism - 0.37% (13)
school - 0.37% (13)
--> - 0.37% (13)
it’s - 0.34% (12)
use - 0.34% (12)
posted - 0.34% (12)
under - 0.34% (12)
they - 0.34% (12)
tell - 0.34% (12)
dyslexia - 0.34% (12)
has - 0.34% (12)
these - 0.34% (12)
have - 0.34% (12)
confusion - 0.34% (12)
help - 0.34% (12)
effect - 0.31% (11)
therapeutic - 0.31% (11)
search - 0.31% (11)
work - 0.31% (11)
ever - 0.31% (11)
non - 0.31% (11)
education - 0.31% (11)
ideas - 0.31% (11)
whole - 0.28% (10)
verbal - 0.28% (10)
real - 0.28% (10)
new - 0.28% (10)
side - 0.28% (10)
such - 0.25% (9)
2014 - 0.25% (9)
really - 0.25% (9)
found - 0.25% (9)
time - 0.25% (9)
line - 0.25% (9)
dyslexic - 0.25% (9)
see - 0.25% (9)
well - 0.25% (9)
look - 0.25% (9)
resource - 0.25% (9)
programs - 0.25% (9)
child - 0.23% (8)
but - 0.23% (8)
own - 0.23% (8)
most - 0.23% (8)
does - 0.23% (8)
i’m - 0.23% (8)
research - 0.23% (8)
field - 0.23% (8)
functioning - 0.23% (8)
let - 0.23% (8)
ability - 0.23% (8)
there - 0.23% (8)
low - 0.23% (8)
like - 0.23% (8)
its - 0.23% (8)
too - 0.23% (8)
news - 0.23% (8)
intelligence - 0.23% (8)
even - 0.2% (7)
add - 0.2% (7)
she - 0.2% (7)
rob - 0.2% (7)
process - 0.2% (7)
great - 0.2% (7)
much - 0.2% (7)
other - 0.2% (7)
old - 0.2% (7)
area - 0.2% (7)
important - 0.2% (7)
spectrum - 0.2% (7)
hard - 0.2% (7)
improve - 0.2% (7)
right? - 0.2% (7)
discuss - 0.2% (7)
mental - 0.2% (7)
year - 0.2% (7)
deficits - 0.2% (7)
executive - 0.2% (7)
dyslexics - 0.2% (7)
adhd - 0.2% (7)
high - 0.2% (7)
study - 0.2% (7)
social - 0.2% (7)
skill - 0.2% (7)
less - 0.2% (7)
left - 0.2% (7)
schools - 0.2% (7)
need - 0.2% (7)
order - 0.17% (6)
seem - 0.17% (6)
focus - 0.17% (6)
may - 0.17% (6)
logic - 0.17% (6)
involves - 0.17% (6)
type - 0.17% (6)
confusion: - 0.17% (6)
condition - 0.17% (6)
people - 0.17% (6)
support - 0.17% (6)
science - 0.17% (6)
cognitive - 0.17% (6)
develop - 0.17% (6)
parent - 0.17% (6)
resources - 0.17% (6)
ling - 0.17% (6)
performance - 0.17% (6)
any - 0.17% (6)
don’t - 0.17% (6)
become - 0.17% (6)
say - 0.17% (6)
good - 0.17% (6)
disability - 0.17% (6)
think - 0.17% (6)
skills - 0.17% (6)
rim - 0.17% (6)
call - 0.17% (6)
topic - 0.14% (5)
fallacies - 0.14% (5)
part - 0.14% (5)
those - 0.14% (5)
site - 0.14% (5)
2015 - 0.14% (5)
lead - 0.14% (5)
non-verbal - 0.14% (5)
impact - 0.14% (5)
was - 0.14% (5)
parents - 0.14% (5)
aspect - 0.14% (5)
oxytocin - 0.14% (5)
understand - 0.14% (5)
been - 0.14% (5)
logical - 0.14% (5)
often - 0.14% (5)
build - 0.14% (5)
your - 0.14% (5)
kids - 0.14% (5)
health - 0.14% (5)
sure - 0.14% (5)
conditions - 0.14% (5)
struggle - 0.14% (5)
result - 0.14% (5)
effective - 0.14% (5)
piece - 0.14% (5)
teacher - 0.14% (5)
schenck - 0.14% (5)
says - 0.14% (5)
children - 0.14% (5)
conference - 0.14% (5)
which - 0.14% (5)
brain - 0.14% (5)
general - 0.11% (4)
topics - 0.11% (4)
success - 0.11% (4)
“the - 0.11% (4)
find - 0.11% (4)
very - 0.11% (4)
subtle - 0.11% (4)
lack - 0.11% (4)
takes - 0.11% (4)
discussion - 0.11% (4)
certain - 0.11% (4)
richard - 0.11% (4)
dies - 0.11% (4)
scientist - 0.11% (4)
word - 0.11% (4)
hawaii - 0.11% (4)
feel - 0.11% (4)
looking - 0.11% (4)
ideas, - 0.11% (4)
proving - 0.11% (4)
able - 0.11% (4)
repeated - 0.11% (4)
"whole - 0.11% (4)
positive - 0.11% (4)
many - 0.11% (4)
creative - 0.11% (4)
comes - 0.11% (4)
language" - 0.11% (4)
problem - 0.11% (4)
will - 0.11% (4)
helps - 0.11% (4)
disorder - 0.11% (4)
practice - 0.11% (4)
than - 0.11% (4)
gets - 0.11% (4)
therapy - 0.11% (4)
set - 0.11% (4)
related - 0.11% (4)
recognize - 0.11% (4)
effects - 0.11% (4)
better - 0.11% (4)
thinking - 0.11% (4)
areas - 0.11% (4)
aspects - 0.11% (4)
article - 0.11% (4)
visual - 0.11% (4)
why - 0.11% (4)
diversity - 0.08% (3)
miss - 0.08% (3)
events - 0.08% (3)
k-12 - 0.08% (3)
suffer - 0.08% (3)
ones - 0.08% (3)
struggles - 0.08% (3)
spoken - 0.08% (3)
early - 0.08% (3)
him - 0.08% (3)
last - 0.08% (3)
ask - 0.08% (3)
math - 0.08% (3)
creativity - 0.08% (3)
focuses - 0.08% (3)
possible - 0.08% (3)
just - 0.08% (3)
session - 0.08% (3)
mueller - 0.08% (3)
talk - 0.08% (3)
university - 0.08% (3)
give - 0.08% (3)
quote - 0.08% (3)
uncertainty - 0.08% (3)
improvement - 0.08% (3)
want - 0.08% (3)
overall - 0.08% (3)
depletion - 0.08% (3)
headlines - 0.08% (3)
never - 0.08% (3)
bur - 0.08% (3)
monday, - 0.08% (3)
studies - 0.08% (3)
knowledge - 0.08% (3)
done - 0.08% (3)
examples - 0.08% (3)
central - 0.08% (3)
behavior - 0.08% (3)
current - 0.08% (3)
experiments - 0.08% (3)
5th, - 0.08% (3)
fan - 0.08% (3)
points - 0.08% (3)
treatment - 0.08% (3)
types - 0.08% (3)
mind - 0.08% (3)
lisa - 0.08% (3)
june - 0.08% (3)
levels - 0.08% (3)
isn’t - 0.08% (3)
things - 0.08% (3)
intervention - 0.08% (3)
topics, - 0.08% (3)
stem - 0.08% (3)
improving - 0.08% (3)
words - 0.08% (3)
were - 0.08% (3)
going - 0.08% (3)
further - 0.08% (3)
perhaps - 0.08% (3)
however - 0.08% (3)
center - 0.08% (3)
terms - 0.08% (3)
few - 0.08% (3)
readers - 0.08% (3)
where - 0.08% (3)
weaknesses - 0.08% (3)
little - 0.08% (3)
asperger’s - 0.08% (3)
looks - 0.08% (3)
building - 0.08% (3)
fail - 0.08% (3)
attention - 0.08% (3)
story - 0.08% (3)
knowing - 0.08% (3)
contain - 0.08% (3)
someone - 0.08% (3)
consequences - 0.08% (3)
emotional - 0.08% (3)
dyslexia, - 0.08% (3)
strategy - 0.08% (3)
thursday, - 0.08% (3)
based - 0.08% (3)
working - 0.08% (3)
“high - 0.06% (2)
centers - 0.06% (2)
ling, - 0.06% (2)
interactions - 0.06% (2)
on-going - 0.06% (2)
residential - 0.06% (2)
goal - 0.06% (2)
then - 0.06% (2)
60% - 0.06% (2)
writer - 0.06% (2)
seemingly - 0.06% (2)
contradict - 0.06% (2)
consider - 0.06% (2)
upwards - 0.06% (2)
feels - 0.06% (2)
processing, - 0.06% (2)
advocate - 0.06% (2)
diagnosis - 0.06% (2)
hormone - 0.06% (2)
pay - 0.06% (2)
self-esteem - 0.06% (2)
adult - 0.06% (2)
interactive - 0.06% (2)
teachers - 0.06% (2)
kids. - 0.06% (2)
autism, - 0.06% (2)
gain - 0.06% (2)
supports - 0.06% (2)
performance. - 0.06% (2)
researchers - 0.06% (2)
us. - 0.06% (2)
lacking - 0.06% (2)
consequently, - 0.06% (2)
surprising - 0.06% (2)
asd - 0.06% (2)
indicates - 0.06% (2)
powerful - 0.06% (2)
collin - 0.06% (2)
focused - 0.06% (2)
personal - 0.06% (2)
stories - 0.06% (2)
signs - 0.06% (2)
upside - 0.06% (2)
dyslexia” - 0.06% (2)
fact - 0.06% (2)
childhood." - 0.06% (2)
posts - 0.06% (2)
community - 0.06% (2)
web - 0.06% (2)
disabilities, - 0.06% (2)
responsive - 0.06% (2)
significant - 0.06% (2)
misleading - 0.06% (2)
task - 0.06% (2)
"you're - 0.06% (2)
happy - 0.06% (2)
helping - 0.06% (2)
skills, - 0.06% (2)
2016 - 0.06% (2)
september - 0.06% (2)
every - 0.06% (2)
jen - 0.06% (2)
depletion. - 0.06% (2)
(15) - 0.06% (2)
(9) - 0.06% (2)
functions - 0.06% (2)
(89) - 0.06% (2)
(8) - 0.06% (2)
(29) - 0.06% (2)
previous - 0.06% (2)
lines. - 0.06% (2)
recent - 0.06% (2)
outer - 0.06% (2)
clear - 0.06% (2)
mistakes - 0.06% (2)
wonder - 0.06% (2)
through - 0.06% (2)
thoughts - 0.06% (2)
interesting - 0.06% (2)
examples, - 0.06% (2)
subjects - 0.06% (2)
saw - 0.06% (2)
periphery - 0.06% (2)
deficits, - 0.06% (2)
explicitly - 0.06% (2)
behavioral - 0.06% (2)
impossible - 0.06% (2)
similar - 0.06% (2)
front - 0.06% (2)
pool - 0.06% (2)
understanding - 0.06% (2)
wish - 0.06% (2)
brains - 0.06% (2)
critical - 0.06% (2)
practices - 0.06% (2)
vision - 0.06% (2)
best - 0.06% (2)
wednesday, - 0.06% (2)
insula - 0.06% (2)
awareness - 0.06% (2)
answer, - 0.06% (2)
benefit - 0.06% (2)
and, - 0.06% (2)
key - 0.06% (2)
structure - 0.06% (2)
also - 0.06% (2)
shown - 0.06% (2)
— - 0.06% (2)
needs - 0.06% (2)
session. - 0.06% (2)
imagine - 0.06% (2)
coping - 0.06% (2)
she’s - 0.06% (2)
says. - 0.06% (2)
training - 0.06% (2)
while - 0.06% (2)
mom - 0.06% (2)
david - 0.06% (2)
is, - 0.06% (2)
bright - 0.06% (2)
schenck, - 0.06% (2)
(and - 0.06% (2)
paradigms - 0.06% (2)
teaching - 0.06% (2)
reading. - 0.06% (2)
(as - 0.06% (2)
dartmouth - 0.06% (2)
including - 0.06% (2)
reading, - 0.06% (2)
writing, - 0.06% (2)
graphic - 0.06% (2)
makes - 0.06% (2)
system - 0.06% (2)
tuesday, - 0.06% (2)
january - 0.06% (2)
something - 0.06% (2)
addition - 0.06% (2)
college - 0.06% (2)
what’s - 0.06% (2)
developed - 0.06% (2)
love - 0.06% (2)
seems - 0.06% (2)
works. - 0.06% (2)
precise - 0.06% (2)
main - 0.06% (2)
higher - 0.06% (2)
print - 0.06% (2)
years. - 0.06% (2)
individual - 0.06% (2)
during - 0.06% (2)
effectively - 0.06% (2)
great. - 0.06% (2)
neurological - 0.06% (2)
far - 0.06% (2)
instruction - 0.06% (2)
familiar - 0.06% (2)
improvements - 0.06% (2)
given - 0.06% (2)
first - 0.06% (2)
design - 0.06% (2)
course - 0.06% (2)
“i’m - 0.06% (2)
measure - 0.06% (2)
intelligence. - 0.06% (2)
unspoken - 0.06% (2)
effectiveness - 0.06% (2)
experts - 0.06% (2)
intelligence, - 0.06% (2)
that’s - 0.06% (2)
stress - 0.06% (2)
development - 0.06% (2)
abilities. - 0.06% (2)
relatively - 0.06% (2)
success. - 0.06% (2)
consequences. - 0.06% (2)
apply - 0.06% (2)
belief - 0.06% (2)
one’s - 0.06% (2)
missed. - 0.06% (2)
exciting - 0.06% (2)
shapiro - 0.06% (2)
information - 0.06% (2)
ways - 0.06% (2)
common - 0.06% (2)
november - 0.06% (2)
pacific - 0.06% (2)
involved - 0.06% (2)
can’t - 0.06% (2)
31st - 0.06% (2)
dr. - 0.06% (2)
“whole - 0.06% (2)
claims - 0.06% (2)
week - 0.06% (2)
becomes - 0.06% (2)
proposals - 0.06% (2)
efforts - 0.06% (2)
syndrome - 0.06% (2)
ld, - 0.06% (2)
signal - 0.06% (2)
literature - 0.06% (2)
conferences - 0.06% (2)
discusses - 0.06% (2)
hope - 0.06% (2)
tech - 0.06% (2)
of the - 0.56% (20)
in the - 0.4% (14)
at the - 0.4% (14)
with a - 0.37% (13)
learning disabilities - 0.37% (13)
sanford --> - 0.34% (12)
posted in - 0.34% (12)
comments » - 0.34% (12)
issues and - 0.31% (11)
and the - 0.28% (10)
no comments - 0.28% (10)
2014 sanford - 0.25% (9)
and ideas - 0.25% (9)
that the - 0.23% (8)
when to - 0.2% (7)
whole language - 0.2% (7)
disabilities and - 0.2% (7)
know the - 0.2% (7)
to read - 0.2% (7)
education issues - 0.2% (7)
one of - 0.2% (7)
with the - 0.2% (7)
left from - 0.17% (6)
autism spectrum - 0.17% (6)
confusion about - 0.17% (6)
on the - 0.17% (6)
therapeutic programs - 0.17% (6)
this is - 0.17% (6)
not know - 0.17% (6)
confusion: do - 0.17% (6)
dyslexics really - 0.17% (6)
students with - 0.17% (6)
their left - 0.17% (6)
from the - 0.17% (6)
is the - 0.17% (6)
on confusion - 0.17% (6)
learning to - 0.17% (6)
about confusion: - 0.17% (6)
do dyslexics - 0.17% (6)
really not - 0.17% (6)
know their - 0.17% (6)
from right? - 0.17% (6)
news | - 0.14% (5)
how to - 0.14% (5)
fallacies of - 0.14% (5)
with dyslexia - 0.11% (4)
sanford on - 0.11% (4)
function deficits - 0.11% (4)
in reading - 0.11% (4)
adhd and - 0.11% (4)
spectrum disorder - 0.11% (4)
such as - 0.11% (4)
and ideas, - 0.11% (4)
in news - 0.11% (4)
to learn - 0.11% (4)
aspects of - 0.11% (4)
of learning - 0.11% (4)
we know - 0.11% (4)
"whole language" - 0.11% (4)
someone with - 0.08% (3)
too old - 0.08% (3)
topics, education - 0.08% (3)
in discussion - 0.08% (3)
is that - 0.08% (3)
ld resources - 0.08% (3)
of add - 0.08% (3)
learning disability - 0.08% (3)
discussion topics, - 0.08% (3)
children with - 0.08% (3)
are more - 0.08% (3)
disability and - 0.08% (3)
conference on - 0.08% (3)
people with - 0.08% (3)
and diversity - 0.08% (3)
hard for - 0.08% (3)
in education - 0.08% (3)
there is - 0.08% (3)
we don’t - 0.08% (3)
the university - 0.08% (3)
and they - 0.08% (3)
they need - 0.08% (3)
university of - 0.08% (3)
i’m a - 0.08% (3)
and when - 0.08% (3)
on disability - 0.08% (3)
to become - 0.08% (3)
from a - 0.08% (3)
the central - 0.08% (3)
central field - 0.08% (3)
a result - 0.08% (3)
richard on - 0.08% (3)
has been - 0.08% (3)
what to - 0.08% (3)
and how - 0.08% (3)
and even - 0.08% (3)
as well - 0.08% (3)
here are - 0.08% (3)
in this - 0.08% (3)
ld support - 0.08% (3)
to recognize - 0.08% (3)
well as - 0.08% (3)
types of - 0.08% (3)
never too - 0.08% (3)
old to - 0.08% (3)
have a - 0.08% (3)
and mental - 0.08% (3)
and executive - 0.08% (3)
dyslexia studies - 0.06% (2)
headlines about - 0.06% (2)
with autism, - 0.06% (2)
lacking in - 0.06% (2)
that oxytocin - 0.06% (2)
“the upside - 0.06% (2)
autism isn’t - 0.06% (2)
is not - 0.06% (2)
involved in - 0.06% (2)
found that - 0.06% (2)
oxytocin levels - 0.06% (2)
and conferences - 0.06% (2)
personal stories - 0.06% (2)
much more - 0.06% (2)
less of - 0.06% (2)
attention to - 0.06% (2)
early intervention - 0.06% (2)
of course - 0.06% (2)
» autism - 0.06% (2)
overall intelligence - 0.06% (2)
social functioning - 0.06% (2)
on "you're - 0.06% (2)
on misleading - 0.06% (2)
lisa ling, - 0.06% (2)
upside of - 0.06% (2)
ideas | - 0.06% (2)
about the - 0.06% (2)
in other - 0.06% (2)
abilities that - 0.06% (2)
their subjects - 0.06% (2)
i contradict - 0.06% (2)
functioning is - 0.06% (2)
of our - 0.06% (2)
the periphery - 0.06% (2)
this piece - 0.06% (2)
and low - 0.06% (2)
abilities in - 0.06% (2)
a scientist - 0.06% (2)
in their - 0.06% (2)
scientist with - 0.06% (2)
all for - 0.06% (2)
focused on - 0.06% (2)
i’m sure - 0.06% (2)
of their - 0.06% (2)
a learning - 0.06% (2)
on how - 0.06% (2)
misleading headlines - 0.06% (2)
about dyslexia - 0.06% (2)
of dyslexia” - 0.06% (2)
happy childhood." - 0.06% (2)
learn to - 0.06% (2)
the study - 0.06% (2)
the article - 0.06% (2)
verbal and - 0.06% (2)
thinking and - 0.06% (2)
the main - 0.06% (2)
science and - 0.06% (2)
who have - 0.06% (2)
may also - 0.06% (2)
of this - 0.06% (2)
their own - 0.06% (2)
indicates that - 0.06% (2)
of autism - 0.06% (2)
and emotional - 0.06% (2)
order to - 0.06% (2)
a student - 0.06% (2)
pool depletion - 0.06% (2)
resource pool - 0.06% (2)
programs are - 0.06% (2)
in therapeutic - 0.06% (2)
important to - 0.06% (2)
on for - 0.06% (2)
those with - 0.06% (2)
suffer from - 0.06% (2)
can be - 0.06% (2)
therapy session - 0.06% (2)
it’s important - 0.06% (2)
2015 sanford - 0.06% (2)
these conditions - 0.06% (2)
with significant - 0.06% (2)
how they - 0.06% (2)
issues of - 0.06% (2)
learning disabilities, - 0.06% (2)
best practices - 0.06% (2)
60% of - 0.06% (2)
of therapeutic - 0.06% (2)
that students - 0.06% (2)
and adhd - 0.06% (2)
they impact - 0.06% (2)
and an - 0.06% (2)
awareness of - 0.06% (2)
schools and - 0.06% (2)
“i’m not - 0.06% (2)
perhaps the - 0.06% (2)
study was - 0.06% (2)
that their - 0.06% (2)
when i - 0.06% (2)
effects on - 0.06% (2)
much talk - 0.06% (2)
some students - 0.06% (2)
for people - 0.06% (2)
great. whole - 0.06% (2)
reading skills - 0.06% (2)
events and - 0.06% (2)
shapiro looks - 0.06% (2)
at k-12 - 0.06% (2)
thursday, november - 0.06% (2)
pacific rim - 0.06% (2)
rim conference - 0.06% (2)
for our - 0.06% (2)
this year - 0.06% (2)
we are - 0.06% (2)
to build - 0.06% (2)
read improve - 0.06% (2)
like a - 0.06% (2)
this study - 0.06% (2)
what it - 0.06% (2)
verbal intelligence - 0.06% (2)
to improvements - 0.06% (2)
positive effects - 0.06% (2)
course i - 0.06% (2)
read and - 0.06% (2)
improving reading - 0.06% (2)
for all - 0.06% (2)
we really - 0.06% (2)
and i’m - 0.06% (2)
been a - 0.06% (2)
a reading - 0.06% (2)
a great - 0.06% (2)
kids with - 0.06% (2)
for those - 0.06% (2)
key to - 0.06% (2)
need a - 0.06% (2)
more than - 0.06% (2)
and learn - 0.06% (2)
in order - 0.06% (2)
reading, writing, - 0.06% (2)
and math - 0.06% (2)
--> from - 0.06% (2)
the schenck - 0.06% (2)
i love - 0.06% (2)
he does - 0.06% (2)
who has - 0.06% (2)
does he - 0.06% (2)
in and - 0.06% (2)
not too - 0.06% (2)
piece of - 0.06% (2)
need to - 0.06% (2)
most important - 0.06% (2)
is hard - 0.06% (2)
writing, and - 0.06% (2)
| no comments - 0.28% (10)
no comments » - 0.28% (10)
issues and ideas - 0.25% (9)
2014 sanford --> - 0.25% (9)
education issues and - 0.2% (7)
learning disabilities and - 0.2% (7)
their left from - 0.17% (6)
know their left - 0.17% (6)
dyslexics really not - 0.17% (6)
one of the - 0.17% (6)
about confusion: do - 0.17% (6)
on confusion about - 0.17% (6)
left from right? - 0.17% (6)
confusion: do dyslexics - 0.17% (6)
not know their - 0.17% (6)
do dyslexics really - 0.17% (6)
really not know - 0.17% (6)
confusion about confusion: - 0.17% (6)
learning to read - 0.14% (5)
on fallacies of - 0.11% (4)
posted in news - 0.11% (4)
fallacies of "whole - 0.11% (4)
autism spectrum disorder - 0.11% (4)
issues and ideas, - 0.11% (4)
disability and diversity - 0.08% (3)
the central field - 0.08% (3)
conference on disability - 0.08% (3)
never too old - 0.08% (3)
students with a - 0.08% (3)
discussion topics, education - 0.08% (3)
as a result - 0.08% (3)
the university of - 0.08% (3)
children with autism - 0.08% (3)
posted in education - 0.08% (3)
too old to - 0.08% (3)
and mental health - 0.08% (3)
in discussion topics, - 0.08% (3)
how they impact - 0.06% (2)
to have a - 0.06% (2)
right? sanford on - 0.06% (2)
a happy childhood." - 0.06% (2)
from right? sanford - 0.06% (2)
misleading headlines about - 0.06% (2)
with learning disabilities - 0.06% (2)
old to have - 0.06% (2)
ideas, news | - 0.06% (2)
what to do - 0.06% (2)
it’s important to - 0.06% (2)
adhd and executive - 0.06% (2)
knowing what to - 0.06% (2)
that students with - 0.06% (2)
reading, writing, and - 0.06% (2)
there is no - 0.06% (2)
is hard for - 0.06% (2)
at k-12 schools - 0.06% (2)
"you're never too - 0.06% (2)
sanford --> from - 0.06% (2)
rim conference on - 0.06% (2)
comments » autism - 0.06% (2)
children with autism, - 0.06% (2)
is a critical - 0.06% (2)
diagnosis of add - 0.06% (2)
upside of dyslexia” - 0.06% (2)
ideas | no - 0.06% (2)
headlines about dyslexia - 0.06% (2)
looks at k-12 - 0.06% (2)

Here you can find chart of all your popular one, two and three word phrases. Google and others search engines means your page is about words you use frequently.

Copyright © 2015-2016 hupso.pl. All rights reserved. FB | +G | Twitter

Hupso.pl jest serwisem internetowym, w którym jednym kliknieciem możesz szybko i łatwo sprawdź stronę www pod kątem SEO. Oferujemy darmowe pozycjonowanie stron internetowych oraz wycena domen i stron internetowych. Prowadzimy ranking polskich stron internetowych oraz ranking stron alexa.