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        <title>LD News</title>
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<title> Literacy by 3rd Grade: A Renewed Priority </title>
<link>http://www.ldonline.org/ldnews/_Literacy_by_3rd_Grade%3A_A_Renewed_Priority_</link>
<pubDate>Tue, 14 May 2013 12:00:26 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ 'Thirty-two states have passed legislation designed to improve third-grade literacy, according to the Education Commission of the States. Retention is part of the policies in 14 states, with some offering more leeway than others.

&quot;Passing children up the grade ladder when we know they can't read is irresponsible – and cruel,&quot; said Kansas Gov. Sam Brownback in announcing in his recent State of the State address that third-graders should demonstrate an ability to read before being promoted. He also proposed a $12 million program for improving third-graders' reading skills.' ]]></content:encoded>
<description>'Thirty-two states have passed legislation designed to improve third-grade literacy, according to the Education Commission of the States. Retention is part of the policies in 14 states, with some offering more leeway than others.

&quot;Passing children up the grade ladder when we know they can't read is irresponsible – and cruel,&quot; said Kansas Gov. Sam Brownback in announcing in his recent State of the State address that third-graders should demonstrate an ability to read before being promoted. He also proposed a $12 million program for improving third-graders' reading skills.'</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/_Literacy_by_3rd_Grade%3A_A_Renewed_Priority_</guid>
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            <item>
<title>Learning Powered by Technology</title>
<link>http://www.ldonline.org/ldnews/Learning_Powered_by_Technology</link>
<pubDate>Mon, 13 May 2013 19:18:02 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.&quot;
<p>Find out more about the plan's specific goals!&quot;</p> ]]></content:encoded>
<description>&quot;The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.&quot;
Find out more about the plan's specific goals!&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Learning_Powered_by_Technology</guid>
</item>
            <item>
<title>Game-Based Learning: What to Know</title>
<link>http://www.ldonline.org/ldnews/Game-Based_Learning%3A_What_to_Know</link>
<pubDate>Mon, 13 May 2013 16:26:00 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;If we are to help children generalize the use of game-based thinking skills to real-world activities, first us adults must recognize the potential that technology play has for improving the thinking and academic skills of our children. Maximizing the generalization, or transfer of learning, from one setting to another in the real world requires a series of steps to ensure that the skill is learned effectively, appropriately applied in a new context, and then maintained over time.&quot;
<p>Find out how to make gameplay productive in this article!</p> ]]></content:encoded>
<description>&quot;If we are to help children generalize the use of game-based thinking skills to real-world activities, first us adults must recognize the potential that technology play has for improving the thinking and academic skills of our children. Maximizing the generalization, or transfer of learning, from one setting to another in the real world requires a series of steps to ensure that the skill is learned effectively, appropriately applied in a new context, and then maintained over time.&quot;
Find out how to make gameplay productive in this article!</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Game-Based_Learning%3A_What_to_Know</guid>
</item>
            <item>
<title>Attention-Deficit Drugs Face New Campus Rules</title>
<link>http://www.ldonline.org/ldnews/Attention-Deficit_Drugs_Face_New_Campus_Rules</link>
<pubDate>Fri, 10 May 2013 14:00:39 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>&quot;Various studies have estimated that as many as 35 percent of college students illicitly take these stimulants to provide jolts of focus and drive during finals and other periods of heavy stress. Many do not know that it is a federal crime to possess the pills without a prescription and that abuse can lead to anxiety, depression and, occasionally, psychosis.&quot;</p>

<p>&quot;Although few experts dispute that stimulant medications can be safe and successful treatments for many people with a proper A.D.H.D. diagnosis, the growing concern about overuse has led some universities, as one student health director put it, 'to get out of the A.D.H.D. business.'&quot;</p> ]]></content:encoded>
<description>&quot;Various studies have estimated that as many as 35 percent of college students illicitly take these stimulants to provide jolts of focus and drive during finals and other periods of heavy stress. Many do not know that it is a federal crime to possess the pills without a prescription and that abuse can lead to anxiety, depression and, occasionally, psychosis.&quot;

&quot;Although few experts dispute that stimulant medications can be safe and successful treatments for many people with a proper A.D.H.D. diagnosis, the growing concern about overuse has led some universities, as one student health director put it, 'to get out of the A.D.H.D. business.'&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Attention-Deficit_Drugs_Face_New_Campus_Rules</guid>
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            <item>
<title>Expert Advice on Understanding ADHD </title>
<link>http://www.ldonline.org/ldnews/Expert_Advice_on_Understanding_ADHD_</link>
<pubDate>Fri, 10 May 2013 12:00:06 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;ADHD, short for Attention Deficit Hyperactivity Disorder, is indeed real. It is a complex condition with variable symptoms. The American Psychiatric Association (2000) estimates that 3-5 percent of kids have it. The biological basis is becoming better understood, but is still not completely clear. Fortunately, it is treatable, and the treatments that you have no doubt heard about—stimulant medications—are effective for most children. Unfortunately, there is not much evidence that purely behavioral or talk therapies are as effective as medications.&quot; ]]></content:encoded>
<description>&quot;ADHD, short for Attention Deficit Hyperactivity Disorder, is indeed real. It is a complex condition with variable symptoms. The American Psychiatric Association (2000) estimates that 3-5 percent of kids have it. The biological basis is becoming better understood, but is still not completely clear. Fortunately, it is treatable, and the treatments that you have no doubt heard about—stimulant medications—are effective for most children. Unfortunately, there is not much evidence that purely behavioral or talk therapies are as effective as medications.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Expert_Advice_on_Understanding_ADHD_</guid>
</item>
            <item>
<title>Visual Art Education Resource</title>
<link>http://www.ldonline.org/ldnews/Visual_Art_Education_Resource</link>
<pubDate>Thu, 09 May 2013 14:00:14 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>&quot;Traditional textbooks are prohibitively expensive for many and do not take advantage of the digital technologies that are reshaping education. For example, textbooks often use only a single image to represent a work of art, they speak with an authoritative but impersonal voice, and they rarely incorporate the many valuable resources that universities, libraries and museums make available.&quot;</p> 

<p>&quot;We built Smarthistory to emphasize the experience of looking at art by using unscripted conversations recorded in front of the work of art whenever possible, by incorporating numerous images and video, and by curating links to high-quality resources on the web.&quot;</p>

<p>&quot;Smarthistory joined Khan Academy in October 2011.  Our missions are perfectly aligned—we are all working toward a 'free world-class education for anyone anywhere.'&quot;</p> ]]></content:encoded>
<description>&quot;Traditional textbooks are prohibitively expensive for many and do not take advantage of the digital technologies that are reshaping education. For example, textbooks often use only a single image to represent a work of art, they speak with an authoritative but impersonal voice, and they rarely incorporate the many valuable resources that universities, libraries and museums make available.&quot; 

&quot;We built Smarthistory to emphasize the experience of looking at art by using unscripted conversations recorded in front of the work of art whenever possible, by incorporating numerous images and video, and by curating links to high-quality resources on the web.&quot;

&quot;Smarthistory joined Khan Academy in October 2011.  Our missions are perfectly aligned—we are all working toward a 'free world-class education for anyone anywhere.'&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Visual_Art_Education_Resource</guid>
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            <item>
<title>iPod Use Among Students with LD</title>
<link>http://www.ldonline.org/ldnews/iPod_Use_Among_Students_with_LD</link>
<pubDate>Thu, 09 May 2013 12:03:38 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;Computers like laptops and desktops are a common sight in classrooms nowadays and children are being taught using various computer programs. However, special education schools are now starting to see the effectiveness of using iPods as part of educational tools.&quot; ]]></content:encoded>
<description>&quot;Computers like laptops and desktops are a common sight in classrooms nowadays and children are being taught using various computer programs. However, special education schools are now starting to see the effectiveness of using iPods as part of educational tools.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/iPod_Use_Among_Students_with_LD</guid>
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            <item>
<title>Epilepsy and Learning Disabilities</title>
<link>http://www.ldonline.org/ldnews/Epilepsy_and_Learning_Disabilities</link>
<pubDate>Wed, 08 May 2013 14:00:53 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>&quot;Some children with epilepsy experience marked learning problems. Children with epilepsy may or may not have learning weaknesses that fit the traditional definition of a “specific learning disability”. A learning disability (or disorder) refers to a condition in which a person is reading, writing and/or arithmetic skills are significantly weaker than expected based on their intellectual ability (i.e. their IQ). A learning disability needs to be distinguished from a low intellectual ability (e.g., a mental handicap or borderline intellectual functioning), which is typically associated with difficulties in most academic skill areas.&quot;</p>   ]]></content:encoded>
<description>&quot;Some children with epilepsy experience marked learning problems. Children with epilepsy may or may not have learning weaknesses that fit the traditional definition of a “specific learning disability”. A learning disability (or disorder) refers to a condition in which a person is reading, writing and/or arithmetic skills are significantly weaker than expected based on their intellectual ability (i.e. their IQ). A learning disability needs to be distinguished from a low intellectual ability (e.g., a mental handicap or borderline intellectual functioning), which is typically associated with difficulties in most academic skill areas.&quot;  </description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Epilepsy_and_Learning_Disabilities</guid>
</item>
            <item>
<title>What Makes a Teacher Qualified?</title>
<link>http://www.ldonline.org/ldnews/What_Makes_a_Teacher_Qualified%3F</link>
<pubDate>Wed, 08 May 2013 12:00:37 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;Teaching performance is difficult to improve in part because the profession is so large. With about 4 million teachers in the profession, efforts to boost quality tend to take place on the margins. Many efforts focus on expanding the pool of new teachers entering the workforce, and on encouraging more teachers to work with special education and low-income students.&quot; ]]></content:encoded>
<description>&quot;Teaching performance is difficult to improve in part because the profession is so large. With about 4 million teachers in the profession, efforts to boost quality tend to take place on the margins. Many efforts focus on expanding the pool of new teachers entering the workforce, and on encouraging more teachers to work with special education and low-income students.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/What_Makes_a_Teacher_Qualified%3F</guid>
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            <item>
<title>In a Decade, Childhood Disabilities Rise 16%</title>
<link>http://www.ldonline.org/ldnews/56731</link>
<pubDate>Tue, 07 May 2013 14:06:13 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>&quot;Significantly more children have disabilities today as compared to a decade ago, largely due to increased diagnosis of neurodevelopmental and mental health conditions, researchers say.
The prevalence of disability in children grew more than 16 percent in 10 years, according to findings presented Sunday at the Pediatric Academic Societies annual meeting, a gathering of four leading pediatric organizations held in Washington, D.C.&quot;</p>
<p>&quot;It’s unclear what’s behind the rise in disability prevalence, though greater diagnosis of autism could be at least partly responsible, said Amy Houtrow of the Children’s Hospital of Pittsburgh and the University of Pittsburgh School of Medicine who is lead author of the study.&quot;</p> ]]></content:encoded>
<description>&quot;Significantly more children have disabilities today as compared to a decade ago, largely due to increased diagnosis of neurodevelopmental and mental health conditions, researchers say.
The prevalence of disability in children grew more than 16 percent in 10 years, according to findings presented Sunday at the Pediatric Academic Societies annual meeting, a gathering of four leading pediatric organizations held in Washington, D.C.&quot;
&quot;It’s unclear what’s behind the rise in disability prevalence, though greater diagnosis of autism could be at least partly responsible, said Amy Houtrow of the Children’s Hospital of Pittsburgh and the University of Pittsburgh School of Medicine who is lead author of the study.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/56731</guid>
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            <item>
<title>States Get Ranked On Disability Services</title>
<link>http://www.ldonline.org/ldnews/States_Get_Ranked_On_Disability_Services</link>
<pubDate>Tue, 07 May 2013 12:12:31 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;Arizona is the place to be when it comes to services for people with intellectual and developmental disabilities, according to a new national ranking.
The listing is part of a report set to be released Thursday by United Cerebral Palsy, which ranks disability services in all 50 states and the District of Columbia.&quot; ]]></content:encoded>
<description>&quot;Arizona is the place to be when it comes to services for people with intellectual and developmental disabilities, according to a new national ranking.
The listing is part of a report set to be released Thursday by United Cerebral Palsy, which ranks disability services in all 50 states and the District of Columbia.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/States_Get_Ranked_On_Disability_Services</guid>
</item>
            <item>
<title>The Scholastic Summer Reading Challenge Starts Today!</title>
<link>http://www.ldonline.org/ldnews/The_Scholastic_Summer_Reading_Challenge_Starts_Today%21</link>
<pubDate>Mon, 06 May 2013 14:00:55 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;ADHD, short for Attention Deficit Hyperactivity Disorder, is indeed real. It is a complex condition with variable symptoms. The American Psychiatric Association (2000) estimates that 3-5 percent of kids have it. The biological basis is becoming better understood, but is still not completely clear.&quot;  ]]></content:encoded>
<description>&quot;ADHD, short for Attention Deficit Hyperactivity Disorder, is indeed real. It is a complex condition with variable symptoms. The American Psychiatric Association (2000) estimates that 3-5 percent of kids have it. The biological basis is becoming better understood, but is still not completely clear.&quot; </description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/The_Scholastic_Summer_Reading_Challenge_Starts_Today%21</guid>
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            <item>
<title>The 1in5 Initiative: New Resource for Dyslexia</title>
<link>http://www.ldonline.org/ldnews/The_1in5_Initiative%3A_New_Resource_for_Dyslexia</link>
<pubDate>Mon, 06 May 2013 12:00:49 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>Learning Ally has created a new online support community and dyslexia resource. The site is explore1in5.org. It's a place where people who have or know others with dyslexia can find others &quot;not only seeking answers, but also dispensing advice. 1in5 is an oasis, rich in audio and video communication, where you can upload your stories and experiences, and watch the stories and experiences of others.&quot; ]]></content:encoded>
<description>Learning Ally has created a new online support community and dyslexia resource. The site is explore1in5.org. It's a place where people who have or know others with dyslexia can find others &quot;not only seeking answers, but also dispensing advice. 1in5 is an oasis, rich in audio and video communication, where you can upload your stories and experiences, and watch the stories and experiences of others.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/The_1in5_Initiative%3A_New_Resource_for_Dyslexia</guid>
</item>
            <item>
<title>In a Digital Future, Textbooks Are History</title>
<link>http://www.ldonline.org/ldnews/In_a_Digital_Future%2C_Textbooks_Are_History</link>
<pubDate>Fri, 03 May 2013 13:00:56 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;Textbooks have not gone the way of the scroll yet, but many educators say that it will not be long before they are replaced by digital versions — or supplanted altogether by lessons assembled from the wealth of free courseware, educational games, videos and projects on the Web.

'Kids are wired differently these days,' said Sheryl R. Abshire, chief technology officer for the Calcasieu Parish school system in Lake Charles, La. 'They’re digitally nimble. They multitask, transpose and extrapolate. And they think of knowledge as infinite.'&quot; ]]></content:encoded>
<description>&quot;Textbooks have not gone the way of the scroll yet, but many educators say that it will not be long before they are replaced by digital versions — or supplanted altogether by lessons assembled from the wealth of free courseware, educational games, videos and projects on the Web.

'Kids are wired differently these days,' said Sheryl R. Abshire, chief technology officer for the Calcasieu Parish school system in Lake Charles, La. 'They’re digitally nimble. They multitask, transpose and extrapolate. And they think of knowledge as infinite.'&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/In_a_Digital_Future%2C_Textbooks_Are_History</guid>
</item>
            <item>
<title>Dyscalculia: The Importance of Math in the LD Equation</title>
<link>http://www.ldonline.org/ldnews/Dyscalculia%3A_The_Importance_of_Math_in_the_LD_Equation</link>
<pubDate>Thu, 02 May 2013 13:00:53 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;When children who struggle with learning are the topic of conversation, the spotlight is most often turned to reading. And with good reason. Trouble with reading is by far the most prevalent characteristic of specific learning disabilities (LD). That said, math is not far behind, and it is not unusual for individuals with LD to have trouble in both of these areas of learning and performance.&quot; ]]></content:encoded>
<description>&quot;When children who struggle with learning are the topic of conversation, the spotlight is most often turned to reading. And with good reason. Trouble with reading is by far the most prevalent characteristic of specific learning disabilities (LD). That said, math is not far behind, and it is not unusual for individuals with LD to have trouble in both of these areas of learning and performance.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Dyscalculia%3A_The_Importance_of_Math_in_the_LD_Equation</guid>
</item>
            <item>
<title>Using Digital Text to Support Diverse Learners</title>
<link>http://www.ldonline.org/ldnews/Using_Digital_Text_to_Support_Diverse_Learners</link>
<pubDate>Wed, 01 May 2013 13:00:28 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;The flexibility of digital text makes it a great option for customizing text to the needs of different learners. Digital text can be searched, rearranged, and read aloud by a computer. And because it is so flexible, it is often a perfect option for students with disabilities. The National Instructional Materials Accessibility Standard (NIMAS) are working to create a standardized format that will allow alternate versions of text designed to meet the needs of students with visual, physical, hearing, learning and cognitive disabilities. While it is being developed, there are still many books and historical documents which have been converted to digital format, for access via a computer.&quot; ]]></content:encoded>
<description>&quot;The flexibility of digital text makes it a great option for customizing text to the needs of different learners. Digital text can be searched, rearranged, and read aloud by a computer. And because it is so flexible, it is often a perfect option for students with disabilities. The National Instructional Materials Accessibility Standard (NIMAS) are working to create a standardized format that will allow alternate versions of text designed to meet the needs of students with visual, physical, hearing, learning and cognitive disabilities. While it is being developed, there are still many books and historical documents which have been converted to digital format, for access via a computer.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Using_Digital_Text_to_Support_Diverse_Learners</guid>
</item>
            <item>
<title>More Than 50 Years of Testing Kids' Creativity</title>
<link>http://www.ldonline.org/ldnews/More_Than_50_Years_of_Testing_Kids%27_Creativity</link>
<pubDate>Tue, 30 Apr 2013 16:00:41 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ &quot;Why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.&quot; ]]></content:encoded>
<description>&quot;Why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/More_Than_50_Years_of_Testing_Kids%27_Creativity</guid>
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            <item>
<title>The 55 Best Free Education Apps For iPad</title>
<link>http://www.ldonline.org/ldnews/The_55_Best_Free_Education_Apps_For_iPad</link>
<pubDate>Tue, 30 Apr 2013 13:00:16 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <em>TeachThought writes:</em>
<p>&quot;Finding apps isn’t difficult. Finding education apps is only a bit more challenging. Finding free education apps is also possible. Finding free education apps worth downloading is a different story entirely.&quot;</p>

<p>&quot;The following is our list for the 55 best apps for learning we can find. Some are formal learning–math drilling and phonics, for example–while others are RSS readers, social media platforms, and the like. These are purposely not all purely academic, “training” apps that focus on individual skills, but rather the an array of apps students could use daily to improve their ability to think, connect, and use information.&quot;</p> ]]></content:encoded>
<description>TeachThought writes:
&quot;Finding apps isn’t difficult. Finding education apps is only a bit more challenging. Finding free education apps is also possible. Finding free education apps worth downloading is a different story entirely.&quot;

&quot;The following is our list for the 55 best apps for learning we can find. Some are formal learning–math drilling and phonics, for example–while others are RSS readers, social media platforms, and the like. These are purposely not all purely academic, “training” apps that focus on individual skills, but rather the an array of apps students could use daily to improve their ability to think, connect, and use information.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/The_55_Best_Free_Education_Apps_For_iPad</guid>
</item>
            <item>
<title>Diagnosing the Wrong Deficit</title>
<link>http://www.ldonline.org/ldnews/Diagnosing_the_Wrong_Deficit</link>
<pubDate>Mon, 29 Apr 2013 13:00:48 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ <p>&quot;Many theories are thrown around to explain the rise in the diagnosis and treatment of A.D.H.D. in children and adults. According to the Centers for Disease Control and Prevention, 11 percent of school-age children have now received a diagnosis of the condition. I don’t doubt that many people do, in fact, have A.D.H.D.; I regularly diagnose and treat it in adults. But what if a substantial proportion of cases are really sleep disorders in disguise?&quot;</p>

<p>&quot;For some people — especially children — sleep deprivation does not necessarily cause lethargy; instead they become hyperactive and unfocused. Researchers and reporters are increasingly seeing connections between dysfunctional sleep and what looks like A.D.H.D., but those links are taking a long time to be understood by parents and doctors.&quot;</p> ]]></content:encoded>
<description>&quot;Many theories are thrown around to explain the rise in the diagnosis and treatment of A.D.H.D. in children and adults. According to the Centers for Disease Control and Prevention, 11 percent of school-age children have now received a diagnosis of the condition. I don’t doubt that many people do, in fact, have A.D.H.D.; I regularly diagnose and treat it in adults. But what if a substantial proportion of cases are really sleep disorders in disguise?&quot;

&quot;For some people — especially children — sleep deprivation does not necessarily cause lethargy; instead they become hyperactive and unfocused. Researchers and reporters are increasingly seeing connections between dysfunctional sleep and what looks like A.D.H.D., but those links are taking a long time to be understood by parents and doctors.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Diagnosing_the_Wrong_Deficit</guid>
</item>
            <item>
<title>Poetry and Technology</title>
<link>http://www.ldonline.org/ldnews/Poetry_and_Technology</link>
<pubDate>Fri, 26 Apr 2013 14:00:20 GMT</pubDate>
<content:format rdf:resource="http://www.w3.org/1999/xhtml" />
<content:encoded><![CDATA[ Educator Mary Beth Hertz writes, &quot;there are a number of technology tools that allow for creating and sharing student work. I have made sure to choose some that are free and do not require a tablet or mobile device to download an app, though many of these tools do have apps.&quot; ]]></content:encoded>
<description>Educator Mary Beth Hertz writes, &quot;there are a number of technology tools that allow for creating and sharing student work. I have made sure to choose some that are free and do not require a tablet or mobile device to download an app, though many of these tools do have apps.&quot;</description>
<guid isPermaLink="true">http://www.ldonline.org/ldnews/Poetry_and_Technology</guid>
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