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Dyslexia in the Classroom

Educational resources to treat learning difficulties in the classroom. Educational tools aimed at helping students with dyslexia.

  • Educational technology to treat and help dyslexia in the classroom

  • Resources aimed at identifying and detecting dyslexia in an academic environment

  • Cognitive stimulation and/or rehabilitation for children with dyslexia

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Patient #141

Cate Brown

catebrown@mail.com

59 years old

Last activity: 02/01/2016 | 4:09 min

Registration date: 01/01/2013

Total number of logins: 23

Inhibition

598

Focus Attention

608

Auditory Short-term Memory

468

Spatial Perception

405

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Custom Training

Session length

15 min

Personalized Training

Memory

Concentration

Mental planning

Chemotherapy

55 and Over

Mental arithmetic

Spatial perception

Insomnia

Darwin Science Institute

Participants: 135

Groups: 24

60 and Over

Control Group

Participants: 11

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60 and Over

Normal Group

Participants: 11

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Memory Test

Control Group

Participants: 5

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Memory Test

Normal Group

Participants: 5

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Settings: Manual

Daniel Foster

Memory Test

Control Group

0
Personalized Training
1
Memory
0
Concentration
1
Mental planning
0
Driving Focus
0
55 and Over
0
Spatial perception
0
Stroke
1
Insomnia
1
Mental arithmetic
2
Delay between traning sessions (hours)
General Cognitive Assessment

Number of training regime iterations

5

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Student #231

Paul Perkins

DaVinci High School

12 years old | Right handed

ADHD

DaVinci High School

Students: 357

Calculation

Logic

Writing

Reading

Working Memory

565

Naming

411

Visual Perception

355

Visual Short Term Memory

392

Processing Speed

450

Focus Attention

298

ADHD Intervention
Cognitive training
Cognitive Skills
Focus Attention
Spatial Perception
Visual Scanning
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Strengths
Natural Sciences
Language and Literature
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CogniFit Dyslexia in the Classroom. Educational technology designed for schools and teachers interested in dyslexia in the academic environment.

This educational tool directed at treating dyslexia in an academic environment is a professional resource created by learning disorder specialists and child neuropsychologists. It allows non-specialized teachers and educators to help with the intervention of dyslexia in the classroom.

  • Accurately explore your students' cognitive functions: Incorporate a scientifically backed educational process that will help you objectively assess the students with cognitive deficits. CogniFit Dyslexia in the Classroom helps you recognize the difficulties associated with dyslexia more accurately.
  • Preventing academic failure associated with dyslexia: Identifying possible risks is the foundation for overcoming learning disabilities. The best treatment for dyslexia and other learning disorders is an early diagnosis.
  • Correct and redirect specific disabilities: Teachers can use clinical programs for the intervention of dyslexia at school. These exercises are inclusive and adapt to the unique characteristics of each student.
  • Keeping track of students' improvements and progress: Complete report that allows teachers to accurately follow the student's cognitive results. This may help the professional to create a more individualized learning strategy for the student's specific needs, which is especially important for students with dyslexia.

Dyslexia is a neurobiological learning disorder that affects about 10-15% of students. This learning disorder makes it more difficult to read, write, and decode any alphabetic symbols. Dyslexia is one of the main causes of academic problems, which is why it is so important for educational institutions to introduce new educational technologies to help assess and find solutions for learning disabilities in the classroom.

Dyslexia assessment in the classroom:

Technology to assess and detect dyslexia at school:

This online dyslexia platform uses batteries of neuropsychological tests and standardized instruments that allow the teacher to exhaustively explore the cognitive functions in students with possible cognitive deficits.

The data collected during the cognitive evaluation will be presented in a detailed report. This information is useful for the teacher, as it represents a reliable resource that may help to detect and identify dyslexia at school.

All of the evaluation and assessment instruments to help detect dyslexia at school are standardized and appropriate for students 6+ and adults. This technology is accessible and designed for educators with no specialization in these kind of tests. The exercises are fun for the students and are practiced online, making it simple and entertaining for both the educator and the student.

Resources to help dyslexia at school:

Educational technology to help dyslexia in the classroom:

Technological resources aimed at the students' cognitive training and/or rehabilitation. It is an automated intervention tool that is easy for teachers and fun for students.

CogniFit's educational technology is based on "brain fitness": A complete battery of neuroscientific batteries designed by learning disorder specialists and child neuropsychologists directed at improving brain connectivity and cognitive functions. These fun clinical exercises can be practiced online from any device. The games and activities are standardized and can be used by children 6+ and adults.

Neurons that are regularly activated tend to make connections and strengthen them over time, which is why the more we activate a neural network, the more quickly and easily we can complete a determined task. The goal of brain training is to help the dyslexic student create new brain strategies that help the brain "correct" the neuronal "errors" and make it easier to read and decode alphabetic symbols.

CogniFit Dyslexia in the Classroom is an educational resource that allows the teacher to plan a brain training and/or cognitive rehabilitation based on the specific needs of each student, and carefully track their cognitive progress. From the control panel, you can easily set-up the type of brain training you want for each student: General (for students without any learning disorder), or specific, for children with dyslexia or other developmental disorders. This technology is inclusive, and automatically adapts to the unique characteristics of each student.

CogniFit Dyslexia in the Classroom

The lexical difficulties in children with dyslexia are caused by: deficits in linguistic processing, deficient working memory, and slow processing speed.

CogniFit Dyslexia in the Classroom is a scientifically validated educational tool used by multiple schools and universities around the world. Studies have shown that:

  • It improves working memory allows students to retain more information.
  • It significantly increases correct words read per minute by 14.73%.
  • Brain activity changes as a result of training: Working memory and ability to detect errors (24.71%)
  • These results last up to six months after training, having an overall positive effect on the student's dyslexia.

Referencias: Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems. • Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95 • Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation. • Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems. • Rey. Schmidt, M. (1994). Rey auditory verbal learning test: a handbook. Los Angeles: Western Psychological Services. • Toglia, J. P. (1993). Contextual memory test. Tucson, AZ: Therapy Skill Builders. • Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643. • Heaton, R. K. (1981). A manual for the Wisconsin card sorting test. Western Psycological Services. • Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209. • Hooper, E. H. (1983). Hooper visual organization test (VOT). • Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation. • Asato, M. R., Sweeney, J. A., & Luna, B (2006). Cognitive processes in the development of TOL performance. Neuropsychologia, 44(12), 2259-2269. • Goh, D. S., & Swerdlik, M. E. (1985). FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION. Test critiques, 2, 293. • Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.

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