Antidotes to Summer Brain Drain (Part 1): Tips and Tools for Fun Math Skills Practice

Apr 5, 2011 by Terri Zezula
Worried about summer brain drain setting your child back? These tips and strategies are fun and creative ways to practice math skills, keeping your kids on track for next year.

Join Dr. Martha Burns and Sherrelle Walker for a Virtual Brain Fitness Seminar

Feb 24, 2011 by Carrie Gajowski, MA
Virtual Brain Fitness Seminars are online sessions focused on helping schools close the achievement gap. Join Dr. Martha Burns and Sherrelle Walker for a complimentary session!

Learning Difficulties in Children

Dec 28, 2010 by Terri Zezula

Children with learning difficulties may experience years of frustration and loneliness before they find a positive path forward.  Here are some ways you can help.

What Makes Superman So Great? Closing the Achievement Gap

Dec 14, 2010 by Terri Zezula
Reducing the achievement gap at St. Mary Parish Public Schools was a natural result of district-wide success with Fast ForWord® and Reading Assistant™ products

The Results of Fast ForWord Use at the Westfield Washington Schools in Indiana

Jul 13, 2010 by Melissa Agocs

MAP results for 98 middle school students who used Fast ForWord products in Westfield, IN, showed, on average, statistically significant gains in their language arts, math, and reading skills.

Can Scientific Learning Programs Improve School Test Scores?

Jun 2, 2010 by Norene Wiesen

Can Fast ForWord® and Reading Assistant™ products improve school test scores?  Do they help students learn and succeed?  Are they evidence-based?

What is Number Sense and How Does it Relate to Math Skills?

Apr 20, 2010 by Bill Jenkins, Ph.D.
People have an instinctive ability to nonverbally represent numbers, called “number sense,” and we use it in every day decision making such as choosing the shorter checkout line at the store.

Do Teachers Give Students Math Anxiety?

Mar 23, 2010 by Sherrelle Walker, M.A.

As educators, we are accustomed to seeing our students get anxious on occasion—it’s a normal, healthy reaction to being asked to perform. It gives students that jolt of adrenaline that drives them forward. Some take a breath and work through the feelings, and some need a bit more coaching. Some experience tears, but with a bit of one-on-one help and caring, they can experience great success and learn how to overcome their perceived limits.  What about when that anxiety becomes a debilitating impediment to success, such as with true math anxiety?

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