The Movement Program is a 12-week sequence of progressive movements that was shown to significantly improve reading age, academic performance, and English exam results in students at The Leigh Academy. A longitudinal study from 2004-2013 tested the program on 100 students with low reading levels, finding that the group who did the Movement Program saw a significant gain in reading scores compared to a control group with no intervention. They also showed significant improvements in balance, coordination, and reduction in retained primitive reflexes. Additionally, the students who did the program in Year 7 performed better on their GCSE English exams in Year 11 than predictions, outperforming students who did not do the program.
Cross Sectional Study on Language Assessment of Speech Delay in Children 0 to...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Efficacy of Interpersonal Protection Model in Child Sexual Abuse with Cogniti...inventionjournals
ABSTRACT : Child sexual abuse predominantly affects brain structures. Children cognitive functioning is associated with caregivers’ attachment based experiences and attachment is often formed on the basis of interpersonal protection model. Till date few studies demonstrated the efficacy of interpersonal protection model in the recovery of cognitive deficits in sexual abuse case. The purpose of the study was to examine the improvement in cognitive functions of a victim of sexual abuse by employing therapeutic strategies of interpersonal protection model. Individual case study followed by assessment of neuropsychological deficit of a 10-year old girl was conducted; who was referred for neuropsychological assessment and psychological management. She had completed the assessment by taking frequent gaps. Total 10 therapeutic sessions were rendered to the child and mother. Post therapy assessment revealed substantial improvement in the frontal lobe functions of verbal working memory and set shifting component of executive function. Further this technique may assist clinicians and researchers in managing such cases of abuse.
The document summarizes a study that tested a novel intervention called Auditory-Motor Mapping Training (AMMT) to facilitate speech output in non-verbal children with autism. Six non-verbal children between ages 5-9 participated in 40 individual AMMT sessions over 8 weeks. AMMT combines intonation and drum tapping to train associations between sounds and articulations. After therapy, all children showed significant improvements in articulating words and phrases, including untrained items, representing an important step in expressive language development.
1) The study investigated whether early language comprehension in toddlers with ASD could predict later cognitive ability and autism symptom severity. 2) It found that better receptive language skills at age 2 were associated with higher nonverbal IQ and less severe autism symptoms at age 3. 3) The results suggest that improving language comprehension early on may promote cognitive and social development in children with ASD.
The document provides an annotated bibliography summarizing research on reading disabilities and interventions. It includes 10 sources that examine strategies for teaching students with severe reading disabilities, the use of Reading Recovery assessments in response to intervention models, comparing the efficacy of assisted digital audiobook reading to sustained silent reading, the diagnostic utility of assessing reading fluency, the benefits of computer-assisted remedial reading interventions, and whether measures of speech production at age 30 months can predict later reading disabilities.
This study aims to examine the effects of balancing n-3 and n-6 polyunsaturated fatty acids (PUFAs) in school lunch programs on cognitive development in high school students. The study will use an experimental design with random assignment of students to a control or experimental group. Students in the experimental group will receive balanced n-3:n-6 PUFA meals, and cognitive development will be assessed pre- and post-treatment using TAKS release tests and Wechsler IQ exams. The study hypothesizes that balancing PUFAs in school lunches will increase mental development in students.
Educational needs for Children with EpilepsyA.J. Lawrence
In order to make well thought out decisions for children with epilepsy, it is necessary to acknowledge all objective data including scores from testing, observations, outside therapists, history, emotional and personality variables, family and school data. One must pay close attention to their child and look for early signs of epilepsy in order to address specific educational needs and prevent hindered development.
Cross Sectional Study on Language Assessment of Speech Delay in Children 0 to...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Efficacy of Interpersonal Protection Model in Child Sexual Abuse with Cogniti...inventionjournals
ABSTRACT : Child sexual abuse predominantly affects brain structures. Children cognitive functioning is associated with caregivers’ attachment based experiences and attachment is often formed on the basis of interpersonal protection model. Till date few studies demonstrated the efficacy of interpersonal protection model in the recovery of cognitive deficits in sexual abuse case. The purpose of the study was to examine the improvement in cognitive functions of a victim of sexual abuse by employing therapeutic strategies of interpersonal protection model. Individual case study followed by assessment of neuropsychological deficit of a 10-year old girl was conducted; who was referred for neuropsychological assessment and psychological management. She had completed the assessment by taking frequent gaps. Total 10 therapeutic sessions were rendered to the child and mother. Post therapy assessment revealed substantial improvement in the frontal lobe functions of verbal working memory and set shifting component of executive function. Further this technique may assist clinicians and researchers in managing such cases of abuse.
The document summarizes a study that tested a novel intervention called Auditory-Motor Mapping Training (AMMT) to facilitate speech output in non-verbal children with autism. Six non-verbal children between ages 5-9 participated in 40 individual AMMT sessions over 8 weeks. AMMT combines intonation and drum tapping to train associations between sounds and articulations. After therapy, all children showed significant improvements in articulating words and phrases, including untrained items, representing an important step in expressive language development.
1) The study investigated whether early language comprehension in toddlers with ASD could predict later cognitive ability and autism symptom severity. 2) It found that better receptive language skills at age 2 were associated with higher nonverbal IQ and less severe autism symptoms at age 3. 3) The results suggest that improving language comprehension early on may promote cognitive and social development in children with ASD.
The document provides an annotated bibliography summarizing research on reading disabilities and interventions. It includes 10 sources that examine strategies for teaching students with severe reading disabilities, the use of Reading Recovery assessments in response to intervention models, comparing the efficacy of assisted digital audiobook reading to sustained silent reading, the diagnostic utility of assessing reading fluency, the benefits of computer-assisted remedial reading interventions, and whether measures of speech production at age 30 months can predict later reading disabilities.
This study aims to examine the effects of balancing n-3 and n-6 polyunsaturated fatty acids (PUFAs) in school lunch programs on cognitive development in high school students. The study will use an experimental design with random assignment of students to a control or experimental group. Students in the experimental group will receive balanced n-3:n-6 PUFA meals, and cognitive development will be assessed pre- and post-treatment using TAKS release tests and Wechsler IQ exams. The study hypothesizes that balancing PUFAs in school lunches will increase mental development in students.
Educational needs for Children with EpilepsyA.J. Lawrence
In order to make well thought out decisions for children with epilepsy, it is necessary to acknowledge all objective data including scores from testing, observations, outside therapists, history, emotional and personality variables, family and school data. One must pay close attention to their child and look for early signs of epilepsy in order to address specific educational needs and prevent hindered development.
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
This review article summarizes recent research on cognitive and behavioral disorders in children with Neurofibromatosis Type 1 (NF1):
- Compared to controls, children with NF1 show significant impairments in language, reading, visuospatial skills, motor function, executive function, attention, behavior, emotion, and social skills.
- Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent in children with NF1 and can affect cognition and executive function.
- Studies report a high prevalence of autistic traits and autism spectrum disorder among children with NF1.
- The benefits of using statins to treat cognitive deficits in NF1 are unclear, but methylphenidate treatment
UNIQUE APPROACH TO CONTROL SPEECH, SENSORY AND MOTOR NEURONAL DISORDER THROUG...kevig
This document summarizes a review article about using mobile apps and virtual therapy to help develop cognition and overcome cognitive disorders in children. It outlines the need for such therapies given the increasing number of people with cognitive disorders. It then discusses cognitive development stages in children and how modern technologies like mobile apps could be used to provide low-cost cognitive therapy exercises at home. The document proposes several features a mobile therapy app should have, such as being compatible with different therapies, encouraging completion of exercises, and being affordable and accessible to all. It concludes that developing such apps based on these principles could help make cognitive therapy more effective and widely available.
The document provides an overview and comparison of several common autism interventions: Lovaas (ABA), TEACCH, PECS, Greenspan (Floor Time), inclusion, and Social Stories. It describes the background, goals, implementation methods, reported outcomes, advantages, concerns, and potential errors to avoid for each approach. The interventions vary in their focus, with some emphasizing behavioral training, structured learning, communication, emotional development, inclusion strategies, or social skills instruction through stories and scripts. Research support and outcomes are reported for several of the approaches.
This study compared outcomes for 44 children with autism spectrum disorder (ASD) who received either home-based early intensive behavioral intervention (EIBI) or autism-specific nursery provision over two years. Results found wide variation in progress for both groups, with few children making major improvements in IQ, language, play, adaptive behaviors, or autism severity. No significant differences were found between the groups at follow-up. The study concludes that while EIBI and other interventions have shown benefits, no single approach is universally superior, and future research should identify common effective elements and factors influencing individual progress.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
This presentation gives the case for vision as a basis for reading difficulties including dyslexia. It provides evidence of a link between vision and learning problems and shows some of the visual interventions.
Impact Analysis on Skill Development with Abacus Usersijtsrd
From recent time Abacus program was used by Chinese, Japanese, Malaysians and Koreans to improve mathematical skills. The improvement in mathematical skills is due to a coordinated functioning of both right and left brain hemisphere. As learning and memory in any field is achieved by coordinating and analyzing the different sensory inputs, whether an abacus learner would also improve the short term memory. A group of 20 children of average IQ between 7 and 12 years from an abacus institute were evaluated for short term memory before and after a period of one and two years. The results showed that the abacus learners at the end of one and two years had a better visual and auditory memory with ability and positive attitude when compared to non abacus learners. Mr. Yogesh K. Tiwari | Dr. Pavitra D. Patil"Impact Analysis on Skill Development with Abacus Users" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-5 , August 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2386.pdf http://www.ijtsrd.com/management/innovation-and-product-dev/2386/impact-analysis-on-skill-development-with-abacus-users/mr-yogesh-k-tiwari
Educational Audiology: Auditory-Verbal Therapy and Cued Speechalexandracostlow
The document discusses Auditory-Verbal Therapy (AVT) and Cued Speech. It provides information on what each approach involves, outcomes of research studies on AVT, and principles of AVT. AVT utilizes residual hearing to teach children to listen and speak without relying on visual cues. Research shows children who receive early AVT intervention achieve independence and mainstreaming. Cued Speech supplements spoken language with hand shapes and locations near the mouth to make all speech sounds visible.
Capstone Research Paper. Fall 2015. Huang, Nguyen & ZhangZijian Huang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
This thesis examined whether the Early Learning Measure (ELM) could predict outcomes for children with severe autism following Intensive Behavioral Intervention (IBI). The ELM assessed skills in four domains monthly for the first four months of IBI. Children were grouped based on mastery of the ELM. Outcomes on measures of adaptive behavior and cognitive functioning were assessed at entry, 6 months, and 12 months. Results showed that mastery of the ELM correlated with better outcomes and that expressive labeling ability may distinguish children who benefit from IBI. However, combining ELM mastery with baseline characteristics provided the best prediction of outcomes. Determining predictors can help maximize resources and prevent ineffective treatment.
UNIQUE APPROACH TO CONTROL SPEECH, SENSORY AND MOTOR NEURONAL DISORDER THROUG...ijnlc
Cognitive science is an effective approach for bringing amentally retarded person in to live normal way of life.Overcoming cognitive disorders involves initiating thegrowth of natural thinking. A large population in thisworld is suffering from cognitive disorders either less ormore. Cognitive disorders can be of due to developmental issue or acquired from illness/accidental. Cognitivedevelopment can be achieved by natural therapy by stimulation of specific neuronal network which are involved in cognition. Brain based skills that
involved inthis make a complex task into simpler task. These skillsshow how we learn, how we think, how we rememberand most importantly how we respond to a specific situation. For instance, perception is the recognition andinterpretation of opinion or in what way you are taking aproblem and solving in which way because a singleproblem solved by different persons in different way ofthinking. In such a situation it is very important to develop basic cognitive abilities in infants in its early developmental stage by providing necessary therapy inchildhood. To bring this reality in society here an attempt will be made to design a virtual therapy devicethat will give the necessary exercises to the infants forgrowth of proper neural
network i.e. brain developmentto overcome mental retardation and cognitive disorder.
All You Ever Wanted to Know About Auditory-Verbal Therapy BUT Didn't Know Who...Monika Lehnhardt PhD
The document discusses the principles and philosophy of Auditory-Verbal therapy (AVT) for children who are deaf or hard of hearing. AVT focuses on early identification, aggressive audiological management, appropriate amplification technology, favorable learning environments, and parent participation to develop spoken language through listening. Studies show that children who complete AVT programs achieve mainstream education placements and develop age-appropriate communication skills.
This study examined the relationship between 148 fifth-grade students' essentialist beliefs about intelligence and their academic achievement. Essentialist beliefs were measured using a 5-item scale assessing whether intelligence is innate, brain-based, stable, or influenced by environment. Students also reported beliefs about intelligence being fixed or malleable. Results showed that beliefs in intelligence being stable were correlated with lower reading fluency and math calculation scores, explaining 10-16% of variance. Beliefs were interrelated but not a unified construct. The study provides initial evidence that children's essentialist beliefs are related to their academic performance.
The document advertises Lindamood-Bell's 17th Annual International Education Research Conference to be held from March 10-12, 2011 at Disney's Grand Californian Hotel & Spa in Anaheim, California. It provides information on research presentations and workshops that will be offered covering topics in brain research, cognition, genetics, decoding, language comprehension, memory, dyslexia, and autism. It also lists many esteemed speakers who will be presenting, including researchers from universities and leaders in the field of education. Attendees will have the opportunity to learn about the latest developments in these areas and how to apply them to help students.
Los documentos proporcionan recetas para varios platillos mexicanos populares como enchiladas suizas, ensalada de pollo, tacos de cecina, tostadas de la Siberia y menudo rojo. Cada receta incluye una lista de ingredientes y los pasos para preparar el platillo.
Challenges for Collective Management of Copyright and Related Rights in the EUAlejandro Cubillos-Kepes
This document provides a summary of literature related to challenges for collective rights management
organisations in the EU. It reviews literature that examines the EU directives on copyright harmonization, the
2014 Directive on collective rights management, and the implementation of the 2014 Directive in the UK and
Germany. The literature assists in evaluating the need for copyright reform in the EU to achieve a single digital
market and helps assess key provisions of the 2014 Directive related to cross-border rights management,
authors' rights to grant non-commercial licenses, and supervision of collective management organisations.
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
This review article summarizes recent research on cognitive and behavioral disorders in children with Neurofibromatosis Type 1 (NF1):
- Compared to controls, children with NF1 show significant impairments in language, reading, visuospatial skills, motor function, executive function, attention, behavior, emotion, and social skills.
- Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent in children with NF1 and can affect cognition and executive function.
- Studies report a high prevalence of autistic traits and autism spectrum disorder among children with NF1.
- The benefits of using statins to treat cognitive deficits in NF1 are unclear, but methylphenidate treatment
UNIQUE APPROACH TO CONTROL SPEECH, SENSORY AND MOTOR NEURONAL DISORDER THROUG...kevig
This document summarizes a review article about using mobile apps and virtual therapy to help develop cognition and overcome cognitive disorders in children. It outlines the need for such therapies given the increasing number of people with cognitive disorders. It then discusses cognitive development stages in children and how modern technologies like mobile apps could be used to provide low-cost cognitive therapy exercises at home. The document proposes several features a mobile therapy app should have, such as being compatible with different therapies, encouraging completion of exercises, and being affordable and accessible to all. It concludes that developing such apps based on these principles could help make cognitive therapy more effective and widely available.
The document provides an overview and comparison of several common autism interventions: Lovaas (ABA), TEACCH, PECS, Greenspan (Floor Time), inclusion, and Social Stories. It describes the background, goals, implementation methods, reported outcomes, advantages, concerns, and potential errors to avoid for each approach. The interventions vary in their focus, with some emphasizing behavioral training, structured learning, communication, emotional development, inclusion strategies, or social skills instruction through stories and scripts. Research support and outcomes are reported for several of the approaches.
This study compared outcomes for 44 children with autism spectrum disorder (ASD) who received either home-based early intensive behavioral intervention (EIBI) or autism-specific nursery provision over two years. Results found wide variation in progress for both groups, with few children making major improvements in IQ, language, play, adaptive behaviors, or autism severity. No significant differences were found between the groups at follow-up. The study concludes that while EIBI and other interventions have shown benefits, no single approach is universally superior, and future research should identify common effective elements and factors influencing individual progress.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
This presentation gives the case for vision as a basis for reading difficulties including dyslexia. It provides evidence of a link between vision and learning problems and shows some of the visual interventions.
Impact Analysis on Skill Development with Abacus Usersijtsrd
From recent time Abacus program was used by Chinese, Japanese, Malaysians and Koreans to improve mathematical skills. The improvement in mathematical skills is due to a coordinated functioning of both right and left brain hemisphere. As learning and memory in any field is achieved by coordinating and analyzing the different sensory inputs, whether an abacus learner would also improve the short term memory. A group of 20 children of average IQ between 7 and 12 years from an abacus institute were evaluated for short term memory before and after a period of one and two years. The results showed that the abacus learners at the end of one and two years had a better visual and auditory memory with ability and positive attitude when compared to non abacus learners. Mr. Yogesh K. Tiwari | Dr. Pavitra D. Patil"Impact Analysis on Skill Development with Abacus Users" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-5 , August 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2386.pdf http://www.ijtsrd.com/management/innovation-and-product-dev/2386/impact-analysis-on-skill-development-with-abacus-users/mr-yogesh-k-tiwari
Educational Audiology: Auditory-Verbal Therapy and Cued Speechalexandracostlow
The document discusses Auditory-Verbal Therapy (AVT) and Cued Speech. It provides information on what each approach involves, outcomes of research studies on AVT, and principles of AVT. AVT utilizes residual hearing to teach children to listen and speak without relying on visual cues. Research shows children who receive early AVT intervention achieve independence and mainstreaming. Cued Speech supplements spoken language with hand shapes and locations near the mouth to make all speech sounds visible.
Capstone Research Paper. Fall 2015. Huang, Nguyen & ZhangZijian Huang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
This thesis examined whether the Early Learning Measure (ELM) could predict outcomes for children with severe autism following Intensive Behavioral Intervention (IBI). The ELM assessed skills in four domains monthly for the first four months of IBI. Children were grouped based on mastery of the ELM. Outcomes on measures of adaptive behavior and cognitive functioning were assessed at entry, 6 months, and 12 months. Results showed that mastery of the ELM correlated with better outcomes and that expressive labeling ability may distinguish children who benefit from IBI. However, combining ELM mastery with baseline characteristics provided the best prediction of outcomes. Determining predictors can help maximize resources and prevent ineffective treatment.
UNIQUE APPROACH TO CONTROL SPEECH, SENSORY AND MOTOR NEURONAL DISORDER THROUG...ijnlc
Cognitive science is an effective approach for bringing amentally retarded person in to live normal way of life.Overcoming cognitive disorders involves initiating thegrowth of natural thinking. A large population in thisworld is suffering from cognitive disorders either less ormore. Cognitive disorders can be of due to developmental issue or acquired from illness/accidental. Cognitivedevelopment can be achieved by natural therapy by stimulation of specific neuronal network which are involved in cognition. Brain based skills that
involved inthis make a complex task into simpler task. These skillsshow how we learn, how we think, how we rememberand most importantly how we respond to a specific situation. For instance, perception is the recognition andinterpretation of opinion or in what way you are taking aproblem and solving in which way because a singleproblem solved by different persons in different way ofthinking. In such a situation it is very important to develop basic cognitive abilities in infants in its early developmental stage by providing necessary therapy inchildhood. To bring this reality in society here an attempt will be made to design a virtual therapy devicethat will give the necessary exercises to the infants forgrowth of proper neural
network i.e. brain developmentto overcome mental retardation and cognitive disorder.
All You Ever Wanted to Know About Auditory-Verbal Therapy BUT Didn't Know Who...Monika Lehnhardt PhD
The document discusses the principles and philosophy of Auditory-Verbal therapy (AVT) for children who are deaf or hard of hearing. AVT focuses on early identification, aggressive audiological management, appropriate amplification technology, favorable learning environments, and parent participation to develop spoken language through listening. Studies show that children who complete AVT programs achieve mainstream education placements and develop age-appropriate communication skills.
This study examined the relationship between 148 fifth-grade students' essentialist beliefs about intelligence and their academic achievement. Essentialist beliefs were measured using a 5-item scale assessing whether intelligence is innate, brain-based, stable, or influenced by environment. Students also reported beliefs about intelligence being fixed or malleable. Results showed that beliefs in intelligence being stable were correlated with lower reading fluency and math calculation scores, explaining 10-16% of variance. Beliefs were interrelated but not a unified construct. The study provides initial evidence that children's essentialist beliefs are related to their academic performance.
The document advertises Lindamood-Bell's 17th Annual International Education Research Conference to be held from March 10-12, 2011 at Disney's Grand Californian Hotel & Spa in Anaheim, California. It provides information on research presentations and workshops that will be offered covering topics in brain research, cognition, genetics, decoding, language comprehension, memory, dyslexia, and autism. It also lists many esteemed speakers who will be presenting, including researchers from universities and leaders in the field of education. Attendees will have the opportunity to learn about the latest developments in these areas and how to apply them to help students.
Los documentos proporcionan recetas para varios platillos mexicanos populares como enchiladas suizas, ensalada de pollo, tacos de cecina, tostadas de la Siberia y menudo rojo. Cada receta incluye una lista de ingredientes y los pasos para preparar el platillo.
Challenges for Collective Management of Copyright and Related Rights in the EUAlejandro Cubillos-Kepes
This document provides a summary of literature related to challenges for collective rights management
organisations in the EU. It reviews literature that examines the EU directives on copyright harmonization, the
2014 Directive on collective rights management, and the implementation of the 2014 Directive in the UK and
Germany. The literature assists in evaluating the need for copyright reform in the EU to achieve a single digital
market and helps assess key provisions of the 2014 Directive related to cross-border rights management,
authors' rights to grant non-commercial licenses, and supervision of collective management organisations.
This document provides brief descriptions of 10 Greek islands - Santorini, Milos, Samos, Zante, Ithaca, Skopelos, Karpathos, Tilos, and Donoussa. It notes their locations in the Aegean Sea, Ionian Sea, or Cyclades region and gives basic identifying information about each island.
This document provides information about the premiere of an interprofessional mini-series titled "The Reason I Jump" hosted by Texas Tech University Health Sciences Center on October 11, 2016. The 12 episode mini-series follows various health professions students and preceptors during clinical rotations and highlights issues related to professionalism, feedback, ethics and interprofessional teamwork. The premiere event will be held at Premiere Cinemas and include opening remarks from the university president as well as popcorn and drinks for guests. Continuing education credits are available for certain professions.
Sabrina Kling is a graphic designer. She has over 5 years of experience creating visual designs for websites, print materials, and branding projects. Her specialties include logo design, web page layout, and print collateral such as brochures and flyers.
Michelle Read is a playwright and theatre maker whose work focuses on experimental and immersive productions. The document provides a summary of some of her notable works from 2014 to 2000 including:
- "Game Over" (2014), a comedy about death and suicide for teenagers.
- "The Nation's Assets" (2012), a play using sex to metaphorically depict the rise and fall of the Irish economy.
- Several plays created through workshops with schools and communities.
- "Toxic" (2011), a fast-paced play set in post-crash Dublin exploring ethics.
- Several improvisational and immersive works created with her company READCO involving audience participation
Este documento explica tres funciones estadísticas en Excel: CONTAR cuenta el número de celdas con números; MODA determina el número que más se repite; y PROMEDIO calcula la media aritmética de un conjunto de números dividiendo la suma por la cantidad de números. Se proveen ejemplos de cada función y se explica cómo se representan los rangos de celdas.
This document is the dissertation of José Geraldo Araújo Silva submitted to the Graduate Program in Civil Engineering at the Federal University of Ouro Preto in Brazil in 2001. The dissertation evaluates the behavioral characteristics of welded joints of a structural steel type SAC 50 under fatigue loading. It utilizes traditional mechanical tests as well as fracture mechanics methods, including toughness tests, fatigue crack propagation tests, and analyses of fracture surfaces. The results show that the three regions of the welded material (fusion zone, heat-affected zone, and base metal) have similar toughness. The fusion zone exhibited higher resistance to crack propagation compared to the other regions. For fatigue crack propagation tests, the base metal had a lower threshold value indicating
Ismail Engineering is an expanding company that was originally established in 1980 providing rental services for earth moving equipment. It now focuses on delivering one stop solutions for maintenance, repairs, supplies, and services. The company aims to understand customers' needs and provide quality diagnosis, repairs, and maintenance for hydraulic and lifting equipment, industrial valves and fittings, fasteners, and IT solutions. It serves various clients from the private and public sectors. Contact information is provided.
SQR provides advanced strategic security services to protect clients' businesses, assets, and people. It was formed in 2012 by industry experts and has branches globally. SQR takes a 360 degree approach using a security passport. It offers services including consultancy, solutions, manpower, rapid response, and training. SQR utilizes technology like workforce management platforms and tracking systems. Clients provide testimonials praising SQR's professionalism and quality service. Case studies demonstrate SQR's work securing various locations and events internationally.
The document summarizes an educator's action research on implementing intensive phonemic awareness instruction to increase students' reading levels. Through assessments and observations, the educator found students struggled with blending sounds to read words. To address this, the educator provided additional phonics instruction to an intervention group and collected data through assessments, teacher interviews, and lesson observations. Analysis showed the intervention helped most students' phonics skills but more support is still needed. The educator plans to continue the research with further instructional strategies and professional development.
This document discusses factors associated with reading readiness for children. It identifies 5 key factors: 1) mental age, with research showing mental age is more closely related to reading success than chronological age; 2) preschool experience and informational background, with studies finding kindergarten and richer backgrounds linked to better readiness test scores and reading achievement; 3) visual factors like vision, visual discrimination skills, and tests to identify issues; 4) auditory discrimination and the ability to distinguish similar sounding words; and 5) language development, as oral language ability and vocabulary size influence reading preparation. The document emphasizes the importance of assessing these factors to determine a child's readiness for reading instruction.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills needed for reading comprehension: general language skills and word reading ability. The goal of reading instruction should be to help children develop these skills to a level consistent with their language ability so they can understand text. The article recommends allocating resources to early identification of struggling readers and preventive instruction, as delays in reading skill development can negatively impact students. It is organized into sections on facts about reading, effective instructional practices, and identifying students needing extra support.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
This document contains abstracts from 9 sources related to speech and language development and disorders in children. The abstracts cover topics such as language skills in bilingual children with cleft lip/palate, speech and language delays in children with neurofibromatosis type 1, the impact of child-directed speech, language delays in foster children, screening tools for detecting speech and language delays, outcomes for very preterm infants, early childhood vocabulary development, and issues related to diagnosing language disorders in bilingual children.
This document contains 14 abstracts from research studies and review articles on topics related to speech and language development, delays, and disorders in children. The abstracts cover a range of topics including studies comparing language skills in children with cleft lip/palate to typically developing children; assessing speech and language in children with neurofibromatosis type 1; the impact of child-directed speech; language delays in foster children; screening tools for detecting speech and language delay; and factors influencing language outcomes in preterm infants.
This document is a student paper that investigates the effect of age and motivation on second language acquisition. It explores theories of SLA and discusses factors like the age factor, motivation, and language exposure. The paper indicates that while age plays a role in SLA, motivation and exposure are even more important factors. If learners are not sufficiently motivated or exposed to the language, they may not achieve full proficiency regardless of their age. The conclusion is that motivation and exposure should be prioritized in language learning over the age factor alone.
This document is a student paper on second language acquisition that investigates the effect of age and motivation. It discusses several theories of SLA and examines research on young learners and bilingual children. It explores the five stages of SLA and how children acquire language simultaneously or sequentially. While some research indicates bilingual children are better language learners, others note potential delays. The paper also analyzes the role of age in SLA and the importance of motivation and language exposure for successful acquisition regardless of age.
This document outlines an action research proposal that aims to determine the effectiveness of brain-based learning in developing the reading skills of grade 3 special education gifted and talented learners. It provides background on the students' poor reading performance and rationale for using brain-based learning strategies. The study will administer pre- and post-tests to measure reading outcomes before and after implementing brain-based activities over 8 weeks. Statistical analysis will compare mean scores and determine if there is a significant difference between pre- and post-test results. The researcher hypothesizes that brain-based learning will significantly improve reading skills by engaging multiple intelligences. Results will help evaluate the impact of this student-centered teaching approach.
Chapter 3 embracing the mind set of chaingeartoutman
The document discusses how poverty can impact brain development but that the brain is also able to change based on environment. Early childhood intervention programs that provide enriched learning environments can help narrow achievement gaps and increase IQ scores. Key studies found benefits like improved language skills and higher rates of school completion from programs beginning in early childhood. While genetics play a role, the environment matters greatly and provides opportunities to positively influence cognitive development and academic performance.
Summary of evaluation and research studies on effects of instrumental enrichmentKaryl Haden
I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Evaluation of Reading Skill in Children with Developmental Coordination Disorder in Indian Context by Ganapathy Sankar U in Examines in Physical Medicine and Rehabilitation
Senior High School students at Wadeford School in Kalibo, Aklan, Philippines are the subject of a study investigating the effects of irregular sleep on academic performance. The study found that students often sacrifice sleep for social and academic commitments, resulting in irregular sleep schedules and poor sleep habits. Research shows sleep benefits cognitive functions important for learning and memory. The study aims to identify irregular sleepers and determine what factors most influence academic performance. It analyzes how irregular sleep and associated factors may affect grades over the course of a semester. The conceptual framework uses a sleep quality scale to identify irregular versus regular sleepers and relates this to academic performance measured by semester grades.
ProcedureASD children92 children recruited 16 Funded mu.docxstilliegeorgiana
Procedure
ASD children
92 children recruited
16 Funded multidisciplinary centers
Using DSM-IV-TR
8 children with Dx. at HR for ASD
5 treatment centers used ABA
6 treatment centers used Imitation & TAU
7 children dropped out
85 children, ages 22-75 months
5 treatment centers TAU
Characteristics investigated
Age
Autism severity
Time elapsed
Maternal & paternal
Gender
IQ
Education
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR).
Children divided into 3 intervention groups.
1
Results
Based on 3 interventions
ABA - Applied Behavior Analysis
JA- Joint attention
TAU- Treatment as usual.
Study was analyzed based on comparison of treatment between intervention groups.
Using 2 repeated MANOVA Analysis
Results from questionnaires were analyzed differently.
Descriptive statistics for pre & post measurement in the different intervention groups of all dependent variables.
Test results revealed no interaction between intervention group & time, which means that the progress children made, was not different in the 3 intervention groups.
There was an effect of time irrespective of intervention group.
Time
Intervention group
There was no stastical difference in intervention groups and the various intervention measures carried out.
2
Individual variabilityProgressAge Outcomes% of Progress 1Measurement of interventions22- 75 monthsImitation, Pretend Play, language abilities & adaptive behavior. All three intervention groups (ABA, TAU, & JA)Good progress> 6 months in AE 3 or 4 outcomes.26% Moderate to good progress3-5 months in AE3 outcomes7%Mixed progressNormal development plan1-2 outcomes34%Limited to moderate progress3-5 months1-2 outcomes14%Limited progressNo progress or deterioratedNot ˃ 2 months, 19%
This is a simplified table of how the results were presented. For the various interventions they employed, there had to be measurements. They classified progress into categories of good to little progress (5 categories). Then, defined the ages that would signify if a child has undergone improvement or not, depending on how good they perform in different outcomes like Imitation, pretend play etc. Then analyze the total progress percentages of all three interventions.
3
Predicting Outcomes
1. No difference in average scores for different intervention groups.
Used global progress categories over multiple regression analysis.
This enables better analysis of outcomes.
Predictors: Age, IQ-category, autism severity & treatment intensity & number of months in intervention.
2. Significant difference in education types in intervention groups.
3. Found that children in different types of education progressed differently
regular education,
regular education with support,
special education and not in school yet.
4. Merging of progress, intervention groups & analyzing of continuous predictors to ensure enough observations.
5. Age was omitted as a factor.
6. Education type & IQ were the only ...
This document discusses cognitive development in middle childhood from ages 7 to 11. It covers several theories including Piaget's theory of concrete operational thought, Vygotsky's sociocultural theory of zones of proximal development and scaffolding, and information processing theories of metacognition. It also examines language development, approaches to teaching reading and math, international assessments of educational outcomes, strategies for second language learning, debates around school choice reforms, and gender differences in school performance.
Chapter 3 individual differences in second language learningTshen Tashi
- Research has found correlations between individual learner characteristics like motivation, intelligence, language aptitude, personality, attitudes, beliefs, and success in second language acquisition. However, these factors are complex and interrelated.
- Specifically, studies have shown intelligence and language aptitude are predictors of success, though aptitude involves multiple abilities. Personality may only impact oral skills, not literacy. Both instrumental and integrative motivation correlate with achievement.
- Age is easier to measure than other factors, but its relationship to success is controversial. Younger learners may acquire pronunciation more easily, but older learners can still achieve high proficiency with sufficient instructional time and immersion in the language.
1
4
Discrete Trial Training (DTT) effect on children with ASD
Introduction
Autism Spectrum Disorder (ASD) is a condition that affects the development of an individual affecting their behaviour and the ability to communicate (Autism Spectrum Disorder, 2021). In most cases, this disorder exhibits its symptoms within the initial two years of an individual, despite its diagnosis being plausible for individuals of all ages. Persons diagnosed with this disorder often have repetitive behaviours and restricted interests, find it difficult to partake in social interactions and communication with others, and show other symptoms that may impede the individual's ability to perform well in school, work and several other aspects of life ("Autism Spectrum Disorder, 2021). The individuals diagnosed with the disorder will, in some cases, be reliant on their families and individuals close to them for help and support. Despite the disorder's potency as a life-long condition, some services and treatments are provided, helping an individual diagnosed with the condition improve the quality of their life. It is also important to note that the disorder has several different variations; hence, the spectrum of different characteristics, unique to every diagnosed individual.
According to studies conducted, one in fifty-four children is diagnosed with the disorder in the United States, occurring in children of all racial backgrounds and socioeconomic groups ("Data and Statistics on Autism Spectrum Disorder | CDC," 2021). According to the same report, the disease is four times more likely to occur in boys than in girls. Between 2009 to 2017, the number of children aged between 3-17 years diagnosed with development disorders, inclusive of ASD, increased from 16.2% to 17.8%. (Ünlü et al., 2018). In the use of discrete trial training (DTT), children are taught a plethora of skills, which include academic, language, and social skills, necessary to facilitate their development. In the treatment of ASD, options are limited. However, early diagnosis, coupled with behaviour interventions, is considered to have the best outcomes in managing the disorder's symptoms (Masi et al., 2017).
The prevalence of ASD in children has been noted to rise significantly in the population (Masi et al., 2017; "Data and Statistics on Autism Spectrum Disorder | CDC," 2021), affecting a larger portion of the population. This number of affected individuals is projected to rise even higher in the coming years, a problem in society that needs to be addressed. In the treatment of the disorder, drug interventions, while widely used, have failed to prove their efficiency in improving or managing symptoms in most cases (Masi et al., 2017). The treatment options for the disorder are also very limited. The use of drug interventions, early diagnosis, and early behavioural interventions is very expensive and inaccessible to many individuals affected by the condition. Identifying the disorder i ...
2. THE MOVEMENT PROGRAM – IMPROVING READING, CONCENTRATION AND GCSE EXAMINATION RESULTS
2
Improving Reading, Concentration and GCSE
Examination Results
The Movement Program is a sequence of progressive movements over a 12 week
period. Initially developed in collaboration between Leigh Academies Trust, Learning
Solutions in the UK, and Advanced Brain Technologies, it has been shown to
significantly improve reading age, academic performance, and English exam results, as
well as balance, coordination and the inhibition of primitive reflexes.
Overview
In the UK, as with other countries, reading at Primary age level and access to the curriculum with strong
literacy skills at Secondary age level is vital. The UK Government Department for Education statistics
1
show
that 15% of children leave Primary School at age 11 without the necessary reading skills to succeed. These
results remain largely unchanged from previous years. 6% of these pupils have a reading age at least 4 years
below their chronological age. Any program that can improve progress in reading should therefore be an
important part of the school day.
In the recent OECD report
2
, the UK is among the bottom three countries when comparing literacy proficiency
among 16-24-year-olds. Also, adults across the world who had poor levels of literacy as children, find that
their skills remain weak or even deteriorate over time. The importance of developing strong literacy skills
whilst in full time education cannot be overstated. Strong reading skills are based on an ability to understand
rhythm and process auditory and visual information at the speed it is received by the brain.
At The Leigh Academy the challenge was particularly acute. Due to the large number of selective grammar
schools in Kent, reading levels on entry to Year 7 were low. On average, 60% of students in 2003 had a
reading age below their chronological age. Of these, 34% had a reading age at least 2 years below their
chronological age.
Leigh set up an innovative Sensory Development Centre to find and develop interventions that could be used
on large groups of students simultaneously. Over the period 2004 – 2013 they systematically tested and
refined programmes to improve literacy levels. The Movement Program is the result of this longitudinal study.
1 Department for Education, Statistical First Release, September 2012. National Curriculum Assessments at Key Stage 2 in England
(provisional)
2 OECD (2013), OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing.
http://dx.doi.org/10.1787/9789264204256-en
3. THE MOVEMENT PROGRAM – IMPROVING READING, CONCENTRATION AND GCSE EXAMINATION RESULTS
3
Introduction
There has been interest for many years about the impact of movement and rhythm on reading and progress in
learning. In 1966, Sterritt and Rudnick
3
stated that “rhythm perception ... is related to reading in fourth-grade
boys in a way that is not fully accounted for by intelligence.”
More recently, a number of studies have closely linked reading problems with motor difficulties. Iverson et al
(2005)
4
found that the majority of a group of poor readers aged 10 – 12 as well as a group of students
assessed with dyslexia had motor problems that would require intervention. Even in the control group which
took a group of the top readers, 14% had significant motor problems. This type of research shows the validity
of a movement and rhythm based program being used in schools for all pupils of this age.
Much of the available research naturally focuses upon specific labels such as dyslexia, DCD and ADHD, as
well as emotional and behavioral difficulties. This area of research shows that all these labels have a motor
component that should be addressed.
Just as there is very good evidence supporting the use of movement to gain progress in reading, the
importance of rhythm and beat competency is also clear.
Tierney and Kraus
5
showed that children who are unable to keep the rhythm by tapping to an external beat
tend to be poorer readers and have reduced attention levels. Whilst being able to tap to an external beat may
seem a simple task, it requires strong levels of auditory attention as well as timing. Many of these same skills
are needed to develop strong reading, listening and attention. This supported earlier work by Thomson and
Goswami
6
. Here it was shown that “rhythmic timing cues were strongly predictive of language, phonology,
reading and spelling.”
An ability to match an external rhythm is important because it is a measure of how well our brain is able to
process temporal patterns. These are a crucial part of language, listening and reading. Put simply, the better
our rhythmic awareness, the better our reading ability, attention and listening skills. Clearly this is a
fundamental skill that is necessary for academic success and daily life skills. Children who have not
developed these skills to a high level are at risk of behavioral and emotional problems as well as reduced
academic ability.
Research
7
has also been conducted monitoring the way that sound is processed in the brainstem. This is
below our conscious awareness and yet is crucial to how well higher parts of the brain receive an auditory
signal. Three groups were used, ‘good’ readers, ‘average’ readers and ‘poor’ readers. There were clear
differences in how well the brainstem represented changes in sound known as formant transitions in the three
groups. The “poor readers had more variable brainstem responses to speech than did good readers.” This
was evident in changes from the consonant to the vowel sound in language. You can imagine the impact upon
listening and reading skills if it is difficult at times to differentiate between ‘bad’ and ‘Dad’ or ‘cat’ and ‘sat.’
3 Sterritt, G.M., and Rudnick, M. (1966) Auditory and visual rhythm perception in relation to reading ability in fourth-grade boys.
Perceptual and Motor Skills. Vol. 22. pp 859-64
4 Iverson, S., Berg, K., Ellertsen, B., and Tonnessen, F. (2005) Motor Coordination Difficulties in a Municipality Group and in a Clinical
Sample of Poor Readers. Dyslexia Vol.11 pp 217-231.
5 Tierney. A, T., and Kraus, N. (2013) The ability to tap to a beat relates to cognitive, linguistic and perceptual skills. Brain and
Language. Vol. 124 pp 225-231.
6 Thomson, J. M. and Goswami, U. (2008) Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms
link to reading and spelling. Journal of Physiology – Paris Vol. 102 pp 120-129
7 Hornickel, J. and Kraus, N., (2013) Unstable Representation of Sound: A Biological Marker of Dyslexia. The Journal of Neuroscience
Vol. 33(8): pp 3500-3504
4. THE MOVEMENT PROGRAM – IMPROVING READING, CONCENTRATION AND GCSE EXAMINATION RESULTS
4
These differences in processing are not down to fatigue over time but seem to be due to the delayed
responses and variability in processing that can be evident in poor readers.
This type of evidence shows the links between differences in fundamental auditory processing abilities and
reading. The auditory brainstem responses discussed above are dependent upon good synchronicity in the
brain and the simultaneous firing of neurons. The fact that this is not well trained in poor readers will not only
affect reading ability but also directed attention and other skills such as listening in background noise. Good
readers have a stable representation of sound in the brain; poor readers do not.
The Movement Program was developed to train rhythmic skills for reading and literacy development as well as
enhance motor function and other important developmental processes.
Longitudinal Study Leigh Academy Trust
The longitudinal research project conducted at The Leigh Academy began in 2004. Based in Kent, with a high
level of selective Grammar Schools, the reading levels of pupils entering the Academy at age 11 (Year 7) was
low. To tackle this inadequate level of literacy, an intervention was required that could be offered to all pupils
with a minimum number of staff in a cost effective manner.
The Sensory Development Centre was established to assess innovative sound and movement programs to
develop the fundamental skills required for literacy and academic success.
In 2004, all 225 pupils were tested using a range of standard literacy tests on entry into Year 7. They were
also tested for balance and coordination skills, retained primitive reflexes, auditory processing and numeracy
skills. The lowest ranked 100 readers were randomly placed into 4 groups. The 4 groups comprised three
different sensory interventions and one control group of students. Pupils were tested again immediately
following the 12-week intervention and also after 6 months.
Results
A full statistical analysis was conducted and it was very evident that The Movement Program had a significant
impact upon reading by comparison with the control group who had received no intervention.
Figure 1
Reading results following implementation of
The Movement Program.
(Weschler Objective Reading Dimensions (WORD) Basic words)
Reading levels in The Movement Program (TMP) group rose significantly* over the 6-month period compared
to the control group who had no intervention.
*Statistical analysis not yet published by Leigh Academy Trust shows p=0.008, a highly significant gain in the
TMP group.
5. THE MOVEMENT PROGRAM – IMPROVING READING, CONCENTRATION AND GCSE EXAMINATION RESULTS
5
Figure 2
The retention of primitive reflexes following
implementation of The Movement Program.
(Primary Reflex Retention Assessment – McPhillips)
A statistically significant reduction (p=0.041) can be seen in the retention of primitive reflexes.
Figure 3
Balance and coordination improvements following
The Movement Program.
(Balance and Coordination Assessment – McPhillips)
Significant improvements in balance and coordination (p=.041) were also seen when comparing the TMP
group to the control group.
Improvements in such areas as balance and coordination and a reduction in the retention of primitive reflexes
are understood to be an important factor in strong reading and attention skills.
Comments from Frank Green, CBE who was CEO of Leigh Academy Trust at the time, (Schools
Commissioner for England, 2014-16) confirmed that there was also a noticeable change in the day to day
environment within school in that it was calmer with an improved focus on learning.
Following these strong initial results Leigh Academy were interested to see if this relatively short intervention
in Year 7 would have a long-term impact upon GCSE examination results. In theory, improving basic sensory
skills should improve academic performance. Using the Fisher Family Trust predictions from Year 6 they were
able to compare the results of TMP and control groups as well as the 125 ‘good readers’ group who were not
initially involved and had received no intervention.
Between the implementation of the 12-week program in Year 7 and the Year 11 GCSE exam results no other
intervention was used, all students were within the same school environment and received the same teaching.
The graph below shows the significant improvements gained by the group who followed The Movement
Program in Year 7.
6. THE MOVEMENT PROGRAM – IMPROVING READING, CONCENTRATION AND GCSE EXAMINATION RESULTS
6
Figure 4
English Language GCSE results in Year 11
compared to FFT predictions. (p=0.013)
The students who followed the 12 week TMP program in Year 7 gained significantly stronger GCSE English
results compared to the 150 pupils in the normal teaching and good readers groups.
Conclusion
Reading is a skill that needs practice. However, many students have not developed the basic sensory
processing, timing and attention levels to be able to decode words, scan the page to read or be able to
concentrate. The Movement Program offers a unique way to help develop the underpinning skills for reading
and attention that cannot be achieved by simply undertaking extra reading. This not only impacts upon
reading and attention, but can lead to wide ranging improvements in timing and rhythm for movement, sports
and other areas of daily life.
For Details on The Movement Program:
www.movementprogram.com