by Neuron Learning Team | September 30, 2022 | Dyslexia
Key Points For some with dyslexia, the “letter box” of the mind is not reacting the way it does in average readers. Reading does not come naturally. The brain of a human is not “wired” for reading Children need to perceive speech sounds and letters quickly and... 
by Neuron Learning Team | January 17, 2022 | Auditory Processing Disorder
Are you a concerned parent wondering if your child may have Auditory Processing Disorder? Are they easily distracted by noises or have difficulty hearing when there is background noise? Do they confuse similar sounding words? Do they have difficulty following... 
by Neuron Learning Team | August 27, 2021 | Auditory Processing Disorder
The following suggestions, though designed for children with known or suspected auditory processing deficiencies (APD), are additionally applicable to children who may have language impairment or who may be considered immature, distractible, or slow in catching on to... 
by neuronstaging | May 24, 2021 | Auditory Processing Disorder
Auditory Processing Disorder Day(s) : Hour(s) : Minute(s) : Second(s) Summer Courses Help Your Child with our award winning Fast ForWord language, reading and processing program, We provide you with your own dedicated consultant. Get Your Child Ready for the New... 
by Neuron Learning Team | March 15, 2021 | Auditory Processing Disorder
Listen to the Auditory Processing Video Is there any kind of exercise that can be incorporated to help with auditory processing and learning around language? Is there something similar to what you mentioned with executive function and how that maturates over time,... 
by Neuron Learning Team | March 8, 2021 | Attention, Cognitive Skills, Learning Interventions, Webinar
Originally Broadcasted on Thursday, March, 11 , 2021 Webinar: Why is it so hard for my child to pay attention Here are the 3 main takeaways: 1. Children have vastly different abilities to pay attention. The reasons for these individual differences can be attributed to... 
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