I just went to my daughter's parent/teacher conference yesterday, and once
again, was disturbed about her reading level.  She stayed back in
Kindergarten and is now a fifth grader.  Her reading and comprehension
skills are between 2nd and 3rd grade, even with summer school and extra help
over the summer.  I asked the teacher if she thought I should take my
daughter to have a second MRI to make sure nothing is wrong.  The teacher
didn't seem to think it was anything physical and assured me if she did
think it was physical, she would have told me long ago.

Can someone explain how a brain scan is different from an MRI?

On Wed, Nov 4, 2009 at 12:52 PM, Nora Chahbazi <ooprc at comcast.net> wrote:


>  I just received a brochure for a conference titled 'Smarter Brains: Using

> Brain Rearch to Raise IQ and Achievement' at the 25th Learning and the Brain

> Conference in Sanfrisco in Feb, 2001.  Some of the workshop titles are"

> Neurointelligence and Education: Is it Time to Require Students to have a

> Brain Scan?" and 'What Neuroscience can teach us about Teaching' - along

> with many others.   This is a perfect example of the feeling of confusion

> and frustration by those of us trying to teach reading or anything else!

> There has just been a disdcussion on this list about how neuroscience and

> education are not connected and then I am exposed to this conference that

> has 3 days of educating educators in the power of neuroscience in

> education.  How does one choose who to believe?  Maybe neuroscience in

> education is akin to snake oil, maybe it is the best thing since sliced

> bread.  How would someone decipher the truth from 2 opposite camps

> proclaiming 'the truth'.  I have found this phenomena to be a source of

> frustration throughout my journey of learning how to teach reading.  Many

> research studies come to totally opposite conclusions about what is great

> and what is horrible amd damaging.(For example:  Whole language is the

> answer!  Phonics is the answer!......Teach them to memorize the words and

> the book to foster comprehension!  They must have significant

> repetition/drill in phonemic awareness and phonics before ever reading a

> book!,....  Look at the picture to get meaning!  Do not look at the picture;

> we don't read pictures! ..... Teach the phonics rules in order to read the

> words!  Don't teach phonics rules because they are developmentally

> inappropriate and slow you down!.....  You must learn the letter names to

> read!  You do not use the letter names in reading!....and on an on) leaving

> the consumer to scratch their head and get mired in the confusion of all

> this conflicting information.  Who does one believe?   In the meantime, the

> numbers of poor/non readers of every age continue to eacalate.  How do those

> on this list deal with this?!

> Thanks,

> Nora

>

>

>  Nora Chahbazi, President

> EBLI Evidence-Based Literacy Instruction

> Ounce of Prevention Reading Center

> www.ebli.org

> 810.732.4810

> fax 810.732.0366

>

>

>

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-- 
Katherine Mercurio Gotthardt
Community Writer for NEWS AND MESSENGER
www.insidenova.com
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