Come hear Karen Hillman Fried, Psy.D., M.F.T. -

Director, K&M Center, Inc. present

Learning and Emotion: How to Address Both to Improve School Performance

Children with learning differences and weaknesses in attention often struggle in school. Struggles include their ability to learn, as well as regulate their emotions and executive functions.  As school is such an integral part of their lives, these struggles can create emotional difficulties, in the same way that emotional difficulties can create academic challenges. With this understood, children can receive targeted intervention that might include remediation, psychotherapy, and/or both to resolve their presenting difficulties.  Even when these children have been remediated and improve academically, difficulties with their sense of self and contact functions remain. The Oaklander method is then an excellent complement to addressing their needs to allow these children to develop a strong sense of self.  This presentation will explore the use of the Oaklander method to address children with learning and attentional challenges. A blend of theory, case history, as well as an experiential exercise will be included.

KEYNOTE SPEAKER

Maryanne Wolf, John DiBiaggio Professor of Citizenship and Public Service; Director, Center for Reading and Language Research, Tufts University.

Professor Wolf is the author of Proust and The Squid: The Story and Science of the Reading Brain; Tales of Literacy for the 21st Century; and forthcoming Letters to the Good Reader. She received the Norman Geschwind and Samuel Orton awards from the International Dyslexia Association and the 2016 Eminent Researcher of the Year Award from Australia Learning Differences Association.

 KEYNOTE PRESENTATION

The Reading Brain in the Digital Age

This presentation will highlight three areas of research: first, the formation of the reading brain and its implications for understanding the development of reading and its breakdown in dyslexia. Within this area, new work on the “deep reading processes” will be emphasized with particular attention to the development of empathy and critical thinking.  Second, an overview of pertinent research on dyslexia will be provided with emphases on just published studies of the Kindergarten prediction of subtypes of readers with dyslexia.  The implications for targeted intervention will be discussed. Finally, a new account  of the cautions and promise of digital reading will be presented, based on the speaker’s new book: Letters to the Good Reader: The Reading Brain in a Digital Culture.