# data[].attributes.body
Knowledge helps you take in new information
- The more you know the easier it is to learn new things
- Background knowledge helps us to make inferences

Knowledge helps you think about new information
- We use what we already know to chunk information which leaves more space in the working memory.
-Because we can chunk words and phrases we free up working memory from decoding to think of the meaning

Knowledge helps  your remember new information.
- We attach new information to background knowledge so it is easier to recall.

Interventions are successful when they:
are designed to expand the student's knowledge base
require students to make connections between new information and the old (for example using concept maps or comparing texts)

# data[].attributes.body
Dyslexia is a specific learning disability that is locating physically in the brain.  It is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities.
People with dyslexia will have difficulties reading words by sight and decoding words, which leads to trouble with comprehension.

Common misconceptions:
- letter/word reversals
- a visual perception problem
- will outgrow
- more boys have dyslexia than girls
- only affects people who speak English
- will benefit from colored overlay lenses
- will never learn to read

Brain imaging research tell us that there are structural and functional brain differences.  The non-impaired readers had more activation in all areas known to be important for reading than the children with dyslexia.

Recommendations:
- early diagnosis
- intense, explicit, systematic instruction
- that students understand their strengths and weaknesses

# data[].attributes.body
Biomapping is the biological marker of audio processing. . The purpose is to eliminate the problem that some children have with auditory processing. Difficulty with auditory processing can impede reading. An EEG is used for the brain mapping. One of the perks of this is that the results will not be affected if the child has a bad day, basically it is already in their brain. It tells how quickly a child's brain hears sounds. If the child does not hear the sounds fast enough they may hear the words incorrectly. Once the results are gotten from the test, then work can be done to train the brain to hear more accurately.

# data[].attributes.headline
Why Students Think They Understand When They Don't by D. T. Willingham

# data[].attributes.subject
Why Students Think They Understand When They Don't by D. T. Willingham

# data[].attributes.body
There are two reasons why students may believe they understand something they in fact do not understand:
1) Familiarity: recognition of content you've been exposed to before, but have no substantial knowledge of it
2) "Partial access": knowledge of certain aspects related to the target content, but not necessarily of the "target" content itself

What does "familiarity" look like in your classroom? Example: A student is studying for a test and looks through her notes, skimming the words as she rereads but not reading to understand concepts or meaning. Her familiarity with the words gives her a false sense of knowledge of the material. She thinks she's ready for the test, but can't actually produce content on her own.

What does "partial access" look like in your classroom? Example: The teacher spends a week teaching about swamp ecosystems, covering terms like amphibians, reptiles, ecosystem, and other key words. The teacher announces there will be a quiz on this material. The student feels confident about her knowledge of amphibians, so she does not study, even though there are other topics on the quiz besides amphibians.

Students end up having only "familiarity" or "partial access" to material as the result of either
a) rereading (cursory skimming)
b) shallow processing (not processing or retaining meaning)
c) recollecting related information (but not being to recall specific materials or concepts)

# data[].attributes.headline
Learning Disabilities, Dyslexia and Vision

# data[].attributes.subject
Learning Disabilities, Dyslexia and Vision

# data[].attributes.body
Vision problems are not the cause of dyslexia or learning disabilities

Vision may exacerbate or coexist with a learning disability

Children with learning disabilities should be referred for additional testing as soon as possible

Dyslexia/learning disabilities is a team effort

Oral language development is critical in learning to read

Most dyslexic students have a neurobiological deficit in processing sounds structure of language

More severe cases have deficits in naming letter, numbes and pictures

Children with dyslexia have dysfunction in the left hemisphere

This dysfunction usually is shown to improve after successful phonologically based intervention

Children with dyslexia should read aloud to their parents frequently

Dyslexia and learning disabilities are complex problems that have no simple solutions