Tim Conway, PhD

In 2006, Dr. Ann Alexander and I were speakers at an invited symposium on dyslexia at the annual meeting of the International Dyslexia Association. This book is a summation of all of the talks at this symposium. Dr. Alexander authored the chapter on Developmental Dyslexia which comprises the information that was presented in both of our talks at this conference. This book chapter covers the neurobiology/etiology, diagnosis (via testing and observable warning signs) and treatment research on… Show more

In 2006, Dr. Ann Alexander and I were speakers at an invited symposium on dyslexia at the annual meeting of the International Dyslexia Association. This book is a summation of all of the talks at this symposium. Dr. Alexander authored the chapter on Developmental Dyslexia which comprises the information that was presented in both of our talks at this conference. This book chapter covers the neurobiology/etiology, diagnosis (via testing and observable warning signs) and treatment research on developmental dyslexia. It is a very thorough, research-based and theoretically motivated scientific chapter. I highly recommend this book to all parents, educators, psychologists, pediatricians, speech-language pathologists, occupational therapists, and other professionals who work with children and adults with language-based learning difficulties like dyslexia. Show less

Abstract [THREE separate papers are contained in this link, 1997, 1999 and 2001 covering two 5-yr RCT's):
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children's regular classroom reading program. The children were provided with… Show more

Abstract [THREE separate papers are contained in this link, 1997, 1999 and 2001 covering two 5-yr RCT's):
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children's regular classroom reading program. The children were provided with 88 hr of one-to-one instruction beginning the second semester of kindergarten and extending through 2nd grade. The most phonemically explicit condition produced the strongest growth in word level reading skills, but there were no differences between groups in reading comprehension. Word level skills of children in the strongest group were in the middle of the average range. Growth curve analyses showed that beginning phonological skills, home background, and ratings of classroom behavior all predicted unique variance in growth of word level skills. [NOTE: this is the first TWO Randomized Controlled Trials of The Morris Center's modification of the Lindamood's original ADD dyslexia program. In 2013 TMC formed a new company and branded their transdisciplinary brain scients team's dyslexia program as "NOW! Foundations for Speech, Language, Reading and Spelling(R) program; like is common in medical research, it is not until a product goes to market that it is actually branded and marketed under that brand name. All of the RCT's that tested and verified the efficacy and effectiveness of the "NOW! Foundations for Speech, Language, Reading and Spelling(R) program, listed this program by its developmental name as a modification of the Lindamood's ADD dyselxia program. Dr. Conway was the key personnel who trained all of the instructors in both of these research studies on the prevention of reading difficulties / Dyslexia and the Remediation of Dyslexia in children] Show less

Abstract [pilot data on NOW! Foundations for Speech, Language, Reading and Spelling(R)]
Phonological alexia and agraphia are acquired disorders characterized by an impaired ability to convert graphemes to phonemes (alexia) or phonemes to graphemes (agraphia). These disorders result in phonological errors typified by adding, omitting, shifting, or repeating phonemes in words during reading or graphemes when spelling. In developmental dyslexia, similar phonological errors are believed to… Show more

Abstract [pilot data on NOW! Foundations for Speech, Language, Reading and Spelling(R)]
Phonological alexia and agraphia are acquired disorders characterized by an impaired ability to convert graphemes to phonemes (alexia) or phonemes to graphemes (agraphia). These disorders result in phonological errors typified by adding, omitting, shifting, or repeating phonemes in words during reading or graphemes when spelling. In developmental dyslexia, similar phonological errors are believed to result from deficient phonological awareness, an oral language skill that manifests itself in the ability to notice, think about, or manipulate the individual sounds in words. The Auditory Discrimination in Depth (ADD) program has been reported to train phonological awareness in developmental dyslexia and dysgraphia. We used a multiple-probe design to evaluate the ADD program’s effectiveness with a patient with a mild phonological alexia and mixed agraphia following a left hemisphere infarction. Large gains in phonological awareness, reading and spelling nonwords, and reading and spelling real words were demonstrated. A follow-up reassessment, 2 months posttreatment, found the patient had maintained treatment gains in phonological awareness and reading, and attained additional improvement in real word reading.
(JINS, 1998, 4, 608–620.)
[NOTE: this is the first peer-reviewed study of The Morris Center's modification of the Lindamood's original ADD dyslexia program to treat Phono Alexia. In 2013 TMC formed Neuro-development of Words - NOW! company & branded this transdisciplinary brain scientists team's dyslexia program as "NOW! Foundations for Speech, Language, Reading and Spelling(R) program; per medical research, when a product goes to market, then it's branded. RCT's of efficacy and effectiveness of the "NOW! Foundations for Speech, Language, Reading and Spelling(R) program were published by colleagues with Dr. Conway, who trained all of the instructors in this research study] Show less

Click this link above "See Publication" to go to a list of download PDF's of DyslexiaScience publications from a 25+ years "program of research" lead by The Morris Center team and its colleagues. These publications include Randomized Controlled Trials funded by NIH/NICHHD (three of them that took 5-years each to complete), Phase I data of clinical samples of outcomes, book chapters written by colleagues from The Morris Center and Univ of Florida on Developmental Language Disorders, Powerpoint… Show more

Click this link above "See Publication" to go to a list of download PDF's of DyslexiaScience publications from a 25+ years "program of research" lead by The Morris Center team and its colleagues. These publications include Randomized Controlled Trials funded by NIH/NICHHD (three of them that took 5-years each to complete), Phase I data of clinical samples of outcomes, book chapters written by colleagues from The Morris Center and Univ of Florida on Developmental Language Disorders, Powerpoint files from presentations at professional conferences, and more. (this link above takes you to the following website: http://TimConway.Academia.edu
OR
copy and past this link to see a video discussing this 20+ years program of research explained to 300 pediatric medical professionals:
https://www.youtube.com/watch?v=mI2Qm8Vj-LM&t=5s Show less