Cognitive functioning is managed by cognitive processes. Learning more about cognitive strategies is gaining popularity which goes back to 1956 when Bruner, Goodnow, and Austin discovered it.

Everyone uses cognitive strategies on a regular basis because it’s a part of our normal routine. Cognitive strategies help us with our behavior and thinking so it doesn’t matter if we’re a regular person, one with special talents, or one with a brain injury we use these strategies every day. This means no matter what we’re doing everything is controlled strategically.

We learn both formally and informally when it comes to certain strategies. Without this ability we would not be able to learn what we need to on a daily basis. We wouldn’t be able to learn certain characteristics and have memories of things. When we have these strategies we have the ability to remember long and short term things that will help us with everyday life.

We use cognitive strategies all the time whether we realize it or not. Most things we do are automatic and we know what we’re doing so it’s something we could do with our eyes closed and we don’t even have to think about it. That’s where the cognitive strategies that we’re not aware of come in and the kind of cognitive strategy is when we’re learning something for the first time or we struggle with something that takes a lot of concentration to accomplish.

Our experiences, age, and maturity level are a part of the strategies we use on a regular basis. With that said, it’s unlikely you’ll see the same decisions made or thoughts shared from an adult and a 12 year old child. Their entire thinking process is different and that’s true when you think about the cognitive strategies that are used. Now that doesn’t mean that’s always the case, because it’s possible their decisions could be the same depending on the situation, but most times they’re not.

The effects you see with decisions that are made could be different from one person to another or from an adult to a child. Even though it could be the same decision the effects they’ll have on each individual could and should be different. You see this when a decision is made and then later on down the road the effects are visible. This could be education or job related.

We all know the decisions we make now affect our future and the things that happens and those come from cognitive strategies we use and decisions that are made. Some could be good and some could be harmful depending on what they are and how we deal with them. It’s possible for a child to learn something incorrectly and not even realize it, and then they go back to use it again and find out they didn’t do it correctly and they fail a test or a class. That’s where it could be harmful.

Cognitive strategies are all around us. We use them all the time no matter what we’re doing. They vary depending on the person and what’s going on and no two people are alike and will have the same strategies. What we need to know here is cognitive strategies are a part of everyday life no matter if we want it them or not.

This is why I created my Student Transformation System.  It is pertinent for success that a child’s cognitive functions be strengthened.  This provides the child with an increased capacity to learn.  However, stronger skills and new pathways are not the whole solution. 

It is imperative that your child’s cognitive strategies to approaching homework, studying, note-taking, comprehension and more are observed and improved upon when necessary.  Take all of this improvement and align it with the classroom, teacher, yourself, your child and anyone else involved and we manage to get everyone on the same page relative to your child’s overall performance and next step vision/plan for continued success.

Be sure to check out my latest reading comprehension program which is individualized to meet your child’s unique needs and can be implemented online.  Feel free to schedule you’re a 30 minute consultation with me where we can discuss your child’s needs, create a vision and plan for success.

COGNITIVE STRATEGIES.(2006). In Encyclopedia of  Special Education: A Ref erence f or the Education of  the Handicapped and Other Exceptional Children and Adults. Retrieved from http://www.credoreference.com
/entry/wileyse/cognitive_strategies

Related Posts:

• Upcoming Webinars
• Reading Comprehension – Get the Picture?
• Master the Code
• ELS4KIDS Reading Comprehension Program
• 4 Strengths Every Child Must Possess to Comprehend Successfully

Homework Tips and Strategies:  8 Steps to Success  Register Now for the replay of the call completed on 1/27/11

Purchase the Ebook today which contains all the information from the webinar and the 6 weeks of article series all in one place.  Plus you get forms to use with your child today.  You get the parent-child contract, timing worksheet, track and pack and prioritization list.  All 30 pages of information for only $19.95.

During this call, we discussed the Theory of Neuroplasticity and the following 8 Steps:  

1. Steps 1&2: Remembering to Track Homework and Pack Books

2. Step 3: Organizing the Homework Space

3. Step 4: Prioritizing Homework Assignments

4. Step 5: Chunking Out Homework Assignments

5. Setp 6: Timing Homework Assignments

6. Step 7: Completing Homework Assignments

7. Step 8: Initiating Homework Assignments

Related Posts:

• What are Cognitive Strategies all About?
• Reading Comprehension – Get the Picture?
• Master the Code
• ELS4KIDS Reading Comprehension Program
• 4 Strengths Every Child Must Possess to Comprehend Successfully

Comprehension Program

Language Comprehension

Language comprehension is the ability to associate and make sense of both written and oral language. The ability to comprehend language finds its foundation within cognitive skills.  Auditory and Visual Processing, to name a few, are big factors in one's ability to understand both written and oral language.

What I have found in my working with students thus far is that strengthening one's cognitive skills is the main focus to help a child increase their capacity to learn. However, just as important is the necessity to "teach" the student how to use their newly strengthened skills.  Hence the creation of my Student Transformation System which trains your child's brain and then teaches how to use the new skills and transforms your child into an independent learner. T

herefore, strong language comprehension skills require a strong cognitive foundation and in most cases, teaching an approach to task on how to comprehend. I have found that students who come to me because of weak reading comprehension, will complete intensive braining training and post-assess with huge gains in their cognitive skills.  Job well done!

However, although a student will objectively measure with huge increases in their underlying cognitive skills, some students are still very weak in reading and overall language comprehension. They may still struggle with higher order thinking skills such understanding the main idea,  inferencing, predicting and may not understand what is being asked of them on tests or through oral requests.   I wanted to know why ?

Visualization, Imagery and Comprehension

Intensive Brain training does a great job in strengthening visual processing, visualization, symbol imagery and beginning concept imagery. Symbol imagery is the static representation of sounds and letters in words, numerals in numbers and facts from stories.  Children with weak symbol imagery are often tagged as dyslexic.  Symbol imagery, by the way, is worked proficiently, in my professional opinion, through Master the Code.  Concept imagery is the big picture and requires trainers to help students first visualize the parts and then understand the whole.  Brain training does this especially well when working with a trainer in person who can adapt to meet the student's specific needs in this area.

I began to understand the importance of using the stronger visualization and imagery skills to prevent words from just going in one ear and out the other. For example, when I would work with a student on reading comprehension, I would make sure the student could visualize. 

However, I never connected the visualization to language in general.  Although a student could read and spell for me very well after working through the brain training, they still were not seeing a full movie in their mind when they read. They were unable to fast forward or rewind through the facts in order to predict or infer. When I would ask for information about what do you think will happen next?  The student would reply, "I don't know?"  What I should have been asking all along was, "what would you picture or see happening next?"  Perhaps then, the student would have replied, "I don't see anything?"  Ah then I would have realized sooner than later that although my students have the skill to image and visualize with action, they just don't know what to do with the skill!

So, what happened to these students you may ask?  They all received the help they needed through my referrals to other learning centers. The really crazy thing in all of this is that I had the program that I was referring them to receive from someone else.  My students parents knew I had this program because I would tell them and they would request to have me take their child through the program.  I would reply, "no." I just never connected the program to actually working because I was still convinced all you needed was brain training to be able to comprehend and help in "how" to comprehend (process of comprehension like cause and effect, etc.).

Concept Imagery

My three plus years of intensive brain training work has taught me a tremendous amount of knowledge, research and understanding. Reading and comprehension has always been my specialty, my niche, if you will.  I have come to understand and experience that concept imagery is ability for a student to understand the whole by first seeing its parts.  Even then, the student must be able to "visualize" the concept imagery into action. For example, a student may read the cow jumped over the moon. Even though I have the student at the point of imagery to see a cow and then see a moon, the student may only see a moon with a cow on top of it.  Instead, I want the student to see a moving film in the mind so the cow is seen running and then leaping into the air with the goal of jumping over the moon.

Why? Because once I can bring the newer, stronger sensory processing skills forward into action, the student will now begin to form movies, not just a picture, for what is being heard or read.  This will prevent words from going in one ear and out the other. The brain will be able to take advantage of working memory, processing speed and more to make this become automatic. The student will then begin to grasp and understand the concept or gestalt of the imagery that is being created in their mind.

The end result is a child who will begin to understand directions, jokes, remember what is being read, understand what is being read, and more.  This same student would be able to finally … wait for it …. conquer the open-ended question!  Remember those from school?  Some children dread the open-ended question or OEQ!  These same children, if not visualizing an image into action and grasping the concept/gestalt have nothing from which to pull from in order to give a prediction or inference.

Comprehension Must Have's

The new program that I am offering will help students be able to improve in their ability to image concepts and visualize them into action.  Like I said before, I had the full program already and in fact I have recently received professional development training for the program.  I have listened to the requests of my clients and I already a few students working through the program.  The wonderful thing is because the children have brain training the program time is dramatically reduced for seeing any benefit. 

While working with students, I watch to see if there is a change with their eyes.  For example, if I asked you to list the books you have on a bookshelf in your home, you most likely would look up or to the right – change your eye focus from me to begin "visualizing and looking for the answers."

However, I know you are visualizing but I don't know what you are visualizing until you verbalize it to me. This is important because if the print reads "a big plant" but you verbalize "a plant about as big as a tea cup"  well – we have to discuss your perspective a bit.  You may end up missing the big picture because your parts are not fully correct. 

Understand? In brain training I do visualize and verbalize with my students to ensure they are imaging and visualizing. I still find it necessary though to integrate this skill into reading and comprehension exercises using a structured and systematic process approach.The advanced students of this program do continue with training to use their skills to begin strengthening their written expression when writing essays and open-ended questions.

Brain Training or Reading Comprehension Program

Bringing it all together now, I want to make sure that you understand the importance of first having your child's cognitive skills strengthened. Your child needs to have the capacity to visualize and image before they can even put this into action to learn language and reading comprehension.   Even where brain training (this refers to in person training) works abstract imagery such as being able to image a picture and visualize into action a "brave" person, this skill needs to be exercised and integrated into the everyday of written and expressive language.  In my opinion, a combined approach of brain-training and V/V are necessary. Take away points from this article are as follows:

1. Language comprehension is the ability to understand what is heard and what is read.
2. Being able to image is the first step in preventing words coming into the brain and leaving without providing meaning.
3. Visualization helps to understand and connect the concept or gestalt with the imagery by creating movies with action in the mind.
4. Concept Imagery (understand the gestalt) allows for higher order thinking skills such as predicting, inferencing, etc. to take shape and become successful tools for your child.
5. Brain training is a necessary step in remediating comprehension issues.  Have your child go through my Student Transformation program using either BrainSkills or BrainWare online to develop the cognitive skills needed for imagery and visualization.  You can also work in person using PACE and Master the Code.  Not sure on where to start? I will always recommend your first step is to assess your child's cognitive skills online for only $29.95.
6. If your child has language comprehension issues (understanding reading or what is being said) I will recommend that we work your child through the brain training and overlap the Comprehension program.  The program has been adapted to work successfully online.
7. If you still have questions, you can schedule a free 30 minute consultation. I provide new clients with a free 30 minute consultation to help answer questions and when appropriate we build a vision and plan.

Related Posts:

• What are Cognitive Strategies all About?
• Upcoming Webinars
• Master the Code
• ELS4KIDS Reading Comprehension Program
• 4 Strengths Every Child Must Possess to Comprehend Successfully

One of the most common concerns that a parent will present to me is their child's weak comprehension skills.  When we talk together, we cover many areas of concern where each variable plays an important role in impacting their child's specific challenges.  However, in general, I will always review the 4 strengths every child must possess in order to comprehend successfully. 

The first strength, as you can probably guess, is strong cognitive skills.   Strong cognitive skills, in this case, means making sure, through assessment, that your child has the skills needed to remember and recall.   This translates into having the ability to visualize pictures in their head in order to capture the story for retelling.  It means making sure your child's ability to process the words and sounds they are reading without errors so they are reading and "hearing" the correct word. 

Having strong cognitive skills for reading comprehension means making sure your child has several strong foundational strengths.  This means having the ability to attend to the content, can process at a speed necessary so their short-term memory can make sense of the information; your child's memory areas (visual/auditory/working) are strong and large enough to hold the incoming information for recall and processing and that your child can make sense (understand) of what is being read.  Phew, that is a lot to digest.  All of these skills lay the foundation for reading comprehension.  There are other cognitive skills that play into comprehending well but the above skills are crucial. 

Once your child's cognitive skills are strong, your child now has the "ability" to comprehend.   This still doesn't mean, necessarily that your child knows how to comprehend yet.  That is why my Student Transformation System not only strengthens your child's ability to learn but also makes sure your child has the basics on how to learn.

The second strength every child must possess is the ability to decode what is being read.  Your child needs to be secure in sound-to-code and code-to-sound.  Why?  If your child cannot decode a word to read it, most likely they are skipping over it entirely.  This alone will leave your child with only parts of the story for recall.  Worst case scenario is that the word or words that they skip over or decode incorrectly may be the adjective or verb that is leading to a climax or the main idea of the story.  The sentence won't make a lot of sense with words missing so when your child reaches for the recall, it will be choppy at best.  When I work with your child, I make sure they are able to decode/encode successfully.

The third strength every child needs for successful comprehension is the ability to recognize those words that cannot be decoded through strategy.  Some reading programs have pages and pages and pages of these words which will require your child to have strong memory skills (auditory/visual/working and long-term memory) to retain and recall these words.  Processing skills and speed along with attention need to be strong for the memory to be successful.  When I work with your child, all these skills are strengthened.  I use Master the Code which only has literally one page of words that are exceptions.  Once your child has these irregular or sight words integrated into their memory and can recall them, you need to make sure they understand them.

The fourth strength I always talk about with a parent is the ability to understand language.  Your child's purpose for reading may start out for entertainment reasons but as he/she gets older the purpose becomes more towards gaining information to learn.  Your child needs to be able to read to learn; to gain benefit from the words and content.  To be able to do this task, your child needs to understand the language, not just read decode it correctly.  

Your child's expressive vocabulary, the words and meanings understood when your child is speaking or writing may be strong.  However, a crucial piece for comprehension is your child's receptive vocabulary skills. Receptive vocabulary refers to your child's ability to understand the meaning of the words that are spoken verbally.  This counts for the words given to your child when reading content from a teacher's notes, test questions or when participating in a discussion in class.  If your child doesn't understand the meaning of the word than there is a good chance your child will not know what is being asked by the teacher.  This is when your child can answer a literal factual question and get it right but when the data is presented along with words your child is not familiar with then they get the answer wrong.  When I work with your child, we work through the first three steps and then touch upon this step using receptive vocabulary interventions.  I will assess your child's receptive vocabulary skills and together we create a road map for success.

The above 4 strengths are required for your child to comprehend successfully.  Each step is a small jaunt towards a bigger life-long journey.  Set up your free 30 minute consult with me today and we can begin to pinpoint what is sabotaging your child from learning and comprehending. 

Related Posts:

• How Enhanced Learning Skills for Kids Can Help Your Child
• Homework Tips and Strategies: Step 8 – Initiating Homework Assignments
• Homework Tips and Strategies: Step 7 – Completing Homework Assignments
• Homework Tips and Strategies: Timing Homework Assignments
• Homework Tips and Strategies: Chunking Out Homework Assignments

Getting ready for back-to-school means changing your home routine to a more structured one.  Especially if relax a lot during the summer months.  We do and I dread getting the kids back on schedule for school. 

My kids stay up late, as they are basically teenagers, and get up late in the morning.  I actually get to sleep in on some days!  Now, however, I need to get them back to getting up between 6:45 and 8:00 a.m. depending on the child.

I picked 5 resources that will help you in your transition for back-to-school.  The first resource that you should look at is my video on how to organize your child's notebook.   I did two videos on this so you can view both of them.  

1. The first one is found at this URL http://www.youtube.com/user/ELS4KIDS#p/u/17/0sEjOwp7ngU 

2. The second one is found here http://www.youtube.com/user/ELS4KIDS#p/u/0/J3g7bot6KSM

The second resource that you should look at is my article on creating a "Need To Know Binder" for yourself.  This type of binder helps you organize all the important information about your child's school.  You can find the article at this URL http://www.els4kids.com/binder/

The third resource that I am recommending is a short but great visual of how to get your children and home back on "school" schedule with an easy transition.   You can view this video here http://video.about.com/singleparents/Back-to-School-Tips.htm

The fourth resource is to honor the moms that are "on-line" and totally tapped into applications for mobile phones.  I do not own an iPhone myself but just about everyone else does these days.  This site is specifically designed for moms and provides mobile apps for back-to-school and more.  Your can view this site here http://momswithapps.com/2010/08/18/a-is-for-apps-back-to-school-at-moms-with-apps/

The fifth and last resource is a link to an e-book called the Special Needs Handbook.  I have this book is paperback and it is a great resource.  Their latest addition that I want to point you towards is their free download that allows you to capture all the necessary info on your child, etc.  Yes — you can now put this information into your brandy new "Need to Know Binder".  I am pointing you to the main page where you will find the latest download I just explained.

Do not forget that the most important resource for back-to-school is having your child's cognitive skills assessed.  Just as you would assess your child's eyes and ears, you need to assess how well child can process information.  Read more about why you would want to assess your child now.

Related Posts:

• How to Make a File Caddy
• 4 Strengths Every Child Must Possess to Comprehend Successfully
• Q&A on Brain Training for Kids
• Rhythmic Entrainment Intervention
• How Enhanced Learning Skills for Kids Can Help Your Child

Related Posts:

• 5 Must See Back-to-School Resources
• 4 Strengths Every Child Must Possess to Comprehend Successfully
• Q&A on Brain Training for Kids
• Rhythmic Entrainment Intervention
• How Enhanced Learning Skills for Kids Can Help Your Child

Related Posts:

• 4 Strengths Every Child Must Possess to Comprehend Successfully
• How Enhanced Learning Skills for Kids Can Help Your Child
• Rhythmic Entrainment Intervention
• Do you know what Opsoclonus-Myoclonus Syndrome is and who it affects?
• Attention Moms of Children with Learning Differences

When you have a child that has a learning disability, you’re always looking for ways to help them learn and overcome the problems.  When you find something that works, you need to stick with that technique. You may run into a problem where the technique you use stops working and not know what to do.      

Whether you’re in a situation where you’re trying to find something that works or you’re trying to find something new when what you tried stops working, you need all the help you can get.  You may take suggestions from others, but what about research? Research is a good thing because you’ll see how it’s worked for others.

There was a study performed on special needs children that were from four to nine years of age. This study used art work as a form of therapy and the results may surprise you. 

This study was done in Karachi which is in Pakistan. The number of children in this area that have problems is quite large, so it was the perfect place. There were 80 children between four and nine that were selected for this study.

Exercise sheets and flash cards were used for the study and each was geared toward the cognitive skills and colors, shapes, and craft activities were used. Several methods were used to administer the test and each child was graded based on those methods and how they did.

What the main outcome of the study determined is most of the children have problems with problem solving, understanding concepts, and processing information.  Those problems are difficult to handle when it comes to every day life, which is the main reason why you need to get your child help early and as soon as it’s detected.

The main reason why art therapy works in children is due the relief it can give.  Words can cause stress and overwhelm where art work doesn’t do that. It may be easier for a child to understand and grasp what they see in the pictures rather then words on a paper.

Another thing that was studied in this research is art work created by the children. When they have the ability to draw or paint what they want, they have a chance to express their feelings. It also shows they are more cheerful and they may feel better about their life.

When children have a sense of transformation and fulfillment, they’ll do better in their studies and they’ll try harder to overcome their disabilities. When they see what they do is good and people around them are happy with it, they’ll have more motivation and they’ll be healthier.  Sound familiar parents?  Don't we do the same?  We all have an innate desire to achieve and avoid being a failure.

Children with learning disabilities struggle to learn in the same way as others. This makes it hard for them to be in a regular classroom setting, but most schools only have that option.  With the recent budget cuts across the U.S., your child is potentially looking at an even bigger room of students to contend with in school.

Artwork and flash cards are two techniques you can use to help your child overcome learning disabilities. If you’re not currently using these options, you should give them a try. According to the study mentioned above, they work very well.

What I found very interesting about the article and why I chose to include this in this week's blog is because the supplemental pieces that I use in my programs combine artwork, visual and hands-on creative work.  Not surprisingly, the children enjoy these activities and often will ask if they can work extra hard with me on their program to earn a little more time with the supplemental pieces.  

The children are very proud of their artwork that they produce and will often run and show their parents in hopes the family will hang it up on the fridge or better yet frame it.  The children often start out unable to draw successfully because of visual spatial challenges along with visual motor weaknesses.  By the end of their 12 week program though, they are thrilled to take on the challenging exercises requiring pencil to paper sketching.

Why not help your child today?  Take 30 minutes of your busy day and call me to talk about how we can work together to change your child's life for the better. 

Related Posts:

• Learning Skills 101 – Visual Processing
• 4 Strengths Every Child Must Possess to Comprehend Successfully
• Q&A on Brain Training for Kids
• 7 Differences Between Tutoring and The Student Transformation System
• What are Cognitive Strategies all About?

Have you ever seen a person that has rapid eye movement? It looks like their eyes are jumping all over the place like they are dancing. This person may have Opsoclonus-Myoclonus Syndrome. 

 Opsoclonus is defined as an unusual disorder of eye movement.  This is where the eyes involuntarily dart around and Myoclonus is defined as short muscle jerks and “ataxia” indicates lack of coordination.  1 in 10 million children are diagnosed with this disorder every year.  The statistic support this being a rare chronic disorder. 

We currently only have less than a handful of doctors looking into the cause and treatment of the disorder.  We have one doctor in Illinois and another in California.  there are other doctors that receive protocol from these doctors and then treat accordingly.  There are other doctors that are working on their own theories of OMS, publishing studies and such.  However, to this day, there is no known definitive cause and thus no known definitive cure. 

There are a number of things that will bring out the symptoms in a person that has Opsoclonus-Myoclonus. Most times movement of any kind worsens the symptoms. You may see the arms, fingers, head, upper body, or eyelids jerk around. When the illness reaches its peak stage, you’ll find it’s impossible to stand or sit.  Anxiety and stress are major factors and will cause the symptoms to worsen.  Treatment is extremely important.

This illness affects both adults and children, but it presents itself in a completely different way. Most times in adults, they appear to have mental problems where as children will appear to have anger problems, they may be lethargic, or they may look and act like they’re nervous.

There are a number of things that can cause Opsoclonus-Myoclonus Syndrome. They can appear separately or together the causes are more specific and known. The two most common causes are infections and tumors. While there are other causes, they are very rare.

Most times when an infection is the cause, the patient may appear to have flu-like symptoms.  Most times when an Opsoclonus-Myoclonus Syndrome diagnosis is given through an infection, a tumor will be diagnosed later. The tumor is a neuroblastoma.  This is important to remember and the doctor should not rule out a tumor until tests are completed.

Tumors are usually found in the chest but it’s not out of the ordinary to find them in the pelvis or abdomen on occasion. Now you may wonder how a tumor in those areas can cause brain problems and that’s a good question. Research is being conducted right now, but there are a couple of thoughts on this.

One of the most commonly expressed theories is an autoimmune illness. The child with OMS receives an acquired brain injury.  Why?  The brain and the tumor are almost identical in tissue/cells and the immune system can’t tell them apart. The only problem with this theory is there are a number of questions regarding the presentation.  The docs don't know the exact cause of the brain injury yet — how and why exactly the antibodies are traveling up the spinal cord, crossing the brain barrier and attacking the brain stem and cerebellum.

Serum antibodies would be another theory that is diagnosed through lab testing. The doctor needs to test for anti-brain antibodies and abnormal white blood cells. These tests are done through blood work and spinal fluid.

Now you may wonder since there isn’t a lot of information about this illness, how do you treat it?  Depending on the location of the tumor, if it’s at all possible, it should be removed in children. Now in adults it’s not recommended because it’s possible the symptoms will get worse.  The challenge with treatment protocols beyond a tumor is that insurance won't always cover the treatment and the medicine can cost upwards of 10,000 – 50,000 a month for years.  Sounds crazy right?  Well, it is. 

There are aggressive treatment protocols available depending on how acute the OMS is within the child, the child's age, onset and more.  You can get more details on treatments by visiting http://omsusa.org/.

Opsoclonus-Myoclonus Syndrome can be found in both children and adults. It causes rapid eye movement and is usually caused by an infection or a tumor. Treatment is difficult at best and needs to be thought about before a decision is made. 

As a mom of a child with OMS, I am trying every day to help spread awareness to avoid a delayed diagnosis and to raise funds for research.  OMS awareness is crucial so doctors will not delay in diagnosing and limit brain injury.  OMS will cause cognitive issues that are able to be helped tremendously through brain training and proper methodology/pedagogy.  

OMS Awareness can be found at http://rhythmoflife.homestead.com/Awareness.html.

The International OMS Support Network can be found at http://groups.yahoo.com/group/OMSFamilies

Visit our foundations for OMS Research

http://www.chaseaway.org/

http://www.omsresearch.org/

http://rhythmoflife.homestead.com/runningforzoe.html

 OMS Awareness Videos

Living with OMS – Soham's journey with OMS from mehul joshi on Vimeo.

More OMS Videos from YouTube

Related Posts:

• 4 Strengths Every Child Must Possess to Comprehend Successfully
• How Enhanced Learning Skills for Kids Can Help Your Child
• Brain Games: Pattern Memory
• Q&A on Brain Training for Kids
• What People are Saying

This is a classic word scramble game. In this game you will be given a set of scrambled letters, and you are required to rearrange them into a meaningful word. If you are stuck, you can click the hints button to get the meaning of the word.  Find more games – added weekly to this site under Brain Games.

All the Flash games require Adobe Flash Player installed in your system, you can go to Adobe's web site to download and install the latest version of Flash Player.

Related Posts:

• How Enhanced Learning Skills for Kids Can Help Your Child
• 4 Strengths Every Child Must Possess to Comprehend Successfully
• Do you know what Opsoclonus-Myoclonus Syndrome is and who it affects?
• What People are Saying
• Q&A on Brain Training for Kids