| 1 | signs resources contact me | | | | | | | 3 | 1.72% |
| 2 | warning signs resources contact | | | | | | | 3 | 1.72% |
| 3 | diagnosis and remediation advocacy | | | | | | | 2 | 1.15% |
| 4 | about testimonials services consultations | | | | | | | 2 | 1.15% |
| 5 | and remediation advocacy support | | | | | | | 2 | 1.15% |
| 6 | literacy processing differences early | | | | | | | 1 | 0.57% |
| 7 | processing differences early identification | | | | | | | 1 | 0.57% |
| 8 | differences early identification and | | | | | | | 1 | 0.57% |
| 9 | preventative researchbased teaching methods | | | | | | | 1 | 0.57% |
| 10 | researchbased teaching methods significantly | | | | | | | 1 | 0.57% |
| 11 | teaching methods significantly reduce | | | | | | | 1 | 0.57% |
| 12 | reading and literacy difficulties | | | | | | | 1 | 0.57% |
| 13 | and literacy difficulties for | | | | | | | 1 | 0.57% |
| 14 | literacy difficulties for almost | | | | | | | 1 | 0.57% |
| 15 | difficulties for almost all | | | | | | | 1 | 0.57% |
| 16 | for almost all children | | | | | | | 1 | 0.57% |
| 17 | almost all children nevertheless | | | | | | | 1 | 0.57% |
| 18 | those who aren’t identified | | | | | | | 1 | 0.57% |
| 19 | and literacy processing differences | | | | | | | 1 | 0.57% |
| 20 | patty mcbratney ma bcet | | | | | | | 1 | 0.57% |
| 21 | aren’t identified early can | | | | | | | 1 | 0.57% |
| 22 | is severely compromised many | | | | | | | 1 | 0.57% |
| 23 | more for their weaknesses | | | | | | | 1 | 0.57% |
| 24 | for their weaknesses than | | | | | | | 1 | 0.57% |
| 25 | their weaknesses than for | | | | | | | 1 | 0.57% |
| 26 | weaknesses than for their | | | | | | | 1 | 0.57% |
| 27 | than for their strengths | | | | | | | 1 | 0.57% |
| 28 | selfesteem is severely compromised | | | | | | | 1 | 0.57% |
| 29 | severely compromised many people | | | | | | | 1 | 0.57% |
| 30 | reading and literacy processing | | | | | | | 1 | 0.57% |
| 31 | compromised many people suffer | | | | | | | 1 | 0.57% |
| 32 | mcbratney ma bcet facebook | | | | | | | 1 | 0.57% |
| 33 | because of untreated learning | | | | | | | 1 | 0.57% |
| 34 | of untreated learning differences | | | | | | | 1 | 0.57% |
| 35 | untreated learning differences particularly | | | | | | | 1 | 0.57% |
| 36 | learning differences particularly unidentified | | | | | | | 1 | 0.57% |
| 37 | who aren’t identified early | | | | | | | 1 | 0.57% |
| 38 | be taught to read | | | | | | | 1 | 0.57% |
| 39 | identified early can be | | | | | | | 1 | 0.57% |
| 40 | is underscored in an | | | | | | | 1 | 0.57% |