Upload
others
View
4
Download
0
Embed Size (px)
Citation preview
Spring,2016
NeuroscienceofLearningAnIntroductionto
Mind,Brain,Health,andEducation
Section:Reading&DyslexiaJuliaVolkman,TeachingAssistant&ALMCandidateHarvardUniversityExtensionSchool(PSYCE-1609)
March22,2016
1
Spring,2016
TheNobelPrize&severedyslexia
2Schnepps, M..LaboratoryforVisualLearning, Harvard-Smithsonian Center forAstrophysics
Carol Greidershared 2009 Nobel Prize for Physiology (telomeres and
chromosomes)
Baruj Benacerraf1980 Nobel Prize for
Medicine (Immunology)
70
Spring,2016 http://labvislearn.org/ 3
Dyslexia&astrophysics
Spring,2016 4http://www.learner.org/courses/neuroscience/
Spring,2016 5http://labvislearn.org/research/publications/
Dr.MatthewSchneps
Spring,2016
IQandlanguagedevelopmentappeartobeuncoupledindyslexia
6Ferreretal.,(2010);Shaywitz,Weiss,Saklofske,&Shaywitz(2015)
Spring,2016 Kapoula, Ruiz,Spector, Mocorovii, Gaertner, etal.,2016 7
Dyslexicadolescentsratedhigheroncreativitythantypicallydevelopingadolescents
Spring,2016 8
Entrepreneurswithdyslexia
Spring,2016
Poll:Whatpart(s)ofthebraindoweusetoread?
http://media.nbcphiladelphia.com/images/600*428/millennials-brains-brain-diagram.jpg 9
Spring,2016
Thereadingnetwork
Pegado,etal.2014 10
Spring,2016
Anotherlookatthereadingnetwork
11Dehaene,2009
Spring,2016
Poll:Canyouloseyourleftoccipitallobeandstillread?
Dehaene,2009 12
Spring,2016 13
YES!Thebraincanovercome…
At Age 11
Dehaene,2009
Spring,2016
Poll
• Doyoungreadersusemorecortexthanskilledreaders?
14
Spring,2016
Typically,specializedlanguageareasdevelopandlateralizeovertimebasedonexperience
15
Age 11 Age 38
Gaillard,2012;Kersey&James,2014
• Longer/refined connections are more efficient (like well-formed highways rather than meandering trails)
• Right hemispheric regions are recruited in early learners but less and less as expertise grows
Spring,2016
Poll
• Readingnetworks&dyslexia…
16
Spring,2016
Readingnetworksaredifferentindyslexia
17Finn,2013
Red =Non-impairedreader>Dyslexicreader
Blue =Dyslexicreader>Non-impairedreader
Spring,2016
Connectivityisdifferentintypicalversusdyslexicreaders
18Finn,2013
Red =Non-impairedreader>Dyslexicreader
Blue =Dyslexicreader>Non-impairedreader
Spring,2016
Connectivitydifferencesareseeninchildrenatriskfordyslexiabefore18monthsofage
19Langer,etal.,2015
FHD+=FamilyHistoryofDyslexia FHD- =NoFamilyHistoryofDyslexia
Axonal tracts of the arcuate fasciculus (connecting Broca’s area with Wernicke’s area) have decreased white matter in FHD+ infants
Spring,2016
Whyaretheresuchdifferencesinthesenetworks?
20
Spring,2016 21
Wordsareprocessedaswholewordsorphonologically
Dehaene,2009
Spring,2016 22
Longroutetaxesworkingmemory:thephonologicalbuffer
Baddeley,2000
https://classconnection.s3.amazonaws.com/173/flashcards/21173/png/psyc11339595879773.png
Spring,2016
Whataretheimplicationsofthisheavyworkingmemoryload?
http://dana.org/uploadedImages/Images/Content_Images/cere_slide3_0613_cont.jpg 23
Spring,2016
Dyslexiaisvariable:Afewpossiblerootcauses
• Magnocellulartheory(visualprocessingatypicalities)• Impairedvisualattention• Impairedauditoryprocessing
24Goswami,2015
A PHONOLOGICAL DEFICIT is a core component in most forms of dyslexia
Spring,2016
Howthevisualsystemworks(oversimplified)
25
Spring,2016
Dorsalstream=location…”where”pathway
https://lh5.googleusercontent.com/-5fvutO3mGNk/ULPz3gqvMeI/AAAAAAABMOg/5x0boyL4HEM/w672-h402/ventral-dorsal-stream.png 26
Spring,2016
Ventralstream=thing…”what”pathway
https://lh5.googleusercontent.com/-5fvutO3mGNk/ULPz3gqvMeI/AAAAAAABMOg/5x0boyL4HEM/w672-h402/ventral-dorsal-stream.png 27
Spring,2016 28
VWFAisintheventralstream
Visual Word Form Area (VWFA)
Dehaene, 2009
Whenwelearntoread,weretrainpartoftheface
area(FFA)intoonethatspecializesin
letters
Spring,2016
Thereisacost…Illiterateadultsarebetterarerecognizingfacesthanliterateadults
29Dehaene,2010
Spring,2016
WhatdoestheVWFA do?
Itandthenetworkedregionsbeforeandafterenable“…therapidrecognitionofstringsoflettersandtheir
translationintosequencesofsounds.”
Dehaeneetal.,2015,p237
http://dana.org/uploadedImages/Images/Content_Images/cere_slide3_0613_cont.jpg
Spring,2016
WhydoestheVWFAmatterindyslexia?
31
Spring,2016
“RD[ReadingDisability]oftenhasageneticbasisandhasbeenassociatedwithacommon
neurobiologicalmarker—thefailuretodevelopafunctionallyspecializedvisual-word
formarea(VWFA)…”
32Pugh,2006,p448
Spring,2016
Magnocellulartheory
33
Spring,2016
Visualmagnocellularsystem
http://images.slideplayer.com/1/6120/slides/slide_17.jpg 34
Spring,2016
Magnocellulartheory:Visualatypicalities
“…Reading canbedisruptedinpatientswith20/20vision[because]…readingisacomplextaskthatinvolvesaninterplayamongvision,eyemovements,attention,and
linguisticprocessing.”
35Rodriguez &Barton, 2015
Spring,2016
Magnocellulartheory:Visualatypicalities
“…Readingcanbedisruptedinpatientswith20/20vision[because]…readingisacomplextaskthatinvolvesaninterplayamongvision,eyemovements,attention,and
linguisticprocessing.”
36Rodriguez &Barton, 2015
What are the possibilities for intervention?
Spring,2016
Impairedvisualattention
37
Spring,2016
Dorsalattentionnetwork
http://www.acnr.co.uk/wp-content/uploads/2013/11/Visual-Hallucinations-Table-1.jpg
38http://4.bp.blogspot.com/-dAYrwpS1IyU/UCVSOS-A-eI/AAAAAAAABVE/njFzhGPb77w/s1600/Dang,+O'Neil,+Jagust+-+2012+-+Dopamine+supports+coupling+of+attention-related+networks.jpg
Spring,2016
ImpairedvisualattentionmayinvolvetheVWFA
TheVWFAhasstrongerconnectionstothedorsalvisualattentionnetworkthantothereadingnetwork
39Vogeletal.,2011
Blue =Readingnetwork Green =Visualattentionnetwork(dorsal)
Spring,2016 40
WhataretheimplicationsofaVWFAtrafficjamonthedevelopmentofthereadingnetwork?
• Hint#1:Practicemakespermanent.• Hint#2:Themindismadebytheworkofthehand.
Visual Word Form Area (VWFA)
Spring,2016 41
Theauditoryprocessingnetwork
http://therapeuticliteracycenter.com/what-we-offer/apd-and-brain-pathways/
Spring,2016
Impairedauditoryprocessing
Decreasedabilitytohearclearlyassoundintensitychangesovertime(thinkofaclassicalmusicpiecethatgoesfrom
pianotoforte…risetime)
Goswami,2015;Hämäläinen,etal.,2012
Spring,2016
Impairedauditoryprocessing
• Troublewithrise-time(theupwardmovingpartofamplitude)ispredictiveoffuturereadingdifficulty
• Behavioral evidenceofrise-timedifficulty:• Impairedmusicalrhythm• Timingdifferencesinsyllableproduction
Goswami, 2015
http://4.bp.blogspot.com/-qdkBc9EXHXU/VZbswH3TqVI/AAAAAAAADkA/zcz76bkrMwE/s1600/Girl%2Bplaying%2Brhythm%2Bsticks%2BVersion%2B4.jpg
Spring,2016
Poll
Symptomsofdyslexia
44
Spring,2016 45
Whatdoyouthinkwouldhelp?
https://dyslexickids.wordpress.com/2013/06/26/dyslexia-mind-map/
Spring,2016
Dyslexiainterventions
• RepeatingReading:Somesmallevidence• SpellingMastery:Somesmallevidence• LindaMoodPhonemeSequencing:Moderateevidence• OrtonGillingham:Notmuchevidence• FastForward:Mixedevidence• Computertraining:Growingevidence
46
Spring,2016
Motorpracticemayimprovevisualattention
https://www.leportschools.com/images/blog/learning-to-write-right/montessori-preschool-huntington-beach-writing-on-chalk-board.jpg
Kersey&James,2013,p11
https://verymontessori.files.wordpress.com/2012/04/teaching.jpg
Spring,2016 48
Andtheapps!
Spring,2016 http://labvislearn.com/compassionate-technology/ 49
MIT&compassionatetech
Spring,2016 http://labvislearn.com/e-readers/ 50
Casestudy:BrettBurlison
Spring,2016 http://www.voicedream.com/reader/ 51
E-reader
Spring,2016 52
Spring,2016
IsitcheatingtouseanE-reader?
53
Spring,2016
Casestudy:Holly
“Ithought Iwasilliterate. Ifoundessaywritingreallyhard.Therewasnothingmorefrustratingthanknowingwhatyouwantedtowrite,methodicallyconstructingalogicalplan,tickingalltherelevantcheckpointsandthenthefinalessay
tobesomewhatunrepresentative ofwhatwasinitiallyintended.”
http://www.dyslexiaaction.org.uk/case-studies/holly 54
Spring,2016
Casestudy:Holly
WhathelpedinHS:o Technologyo Tests:areader,scribe,andmoretime
Whathelpedincollege:o A universitymentoro Twomonthsextratimeforherdissertation
o A laptopwithassistivetechnologysoftware
http://www.dyslexiaaction.org.uk/case-studies/holly 55
HollyrecentlygraduatedfromcollegewithadegreeinPhysicalEducation
Spring,2016
Casestudy:Tom
• 8yearsold• Can’tconstructCVCwords• Can’trecallsightwords• Readsqfory• Soundsoutdressasbrss• Frustrated
http://www.dyslexiaportfolio.co.uk/case_studies_tom.php 56
Spring,2016
Casestudy:Tom
Interventionplan• Memory(auditoryandvisual,toincludesequentialmemory)
• Developingasightwordstore• Securingphoneme-graphemecorrespondence• Alphabeticknowledge
…What’smissing???
http://www.dyslexiaportfolio.co.uk/case_studies_tom.php 57
Spring,2016
Casestudy:Grace
• Troublewithvisualscanning,processing,andworkingmemory.
• Difficultieswithspellingandsequencingforproblemsolving.
• Strongverbalskillsandartisticabilities.• Learnswellwithcolorandwhenherhandsareoccupied.
• Struggleswithnotetaking(duetodifficultieswithspellingandvisualscanningassheswitchesfromthefrontoftheroomtoherpaper)
• Difficultykeepingupwithlecture(gets“lost”)• Lookslikeshe’sdaydreaming…
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 58
Spring,2016
Casestudy:Grace
• Troublewithvisualscanning,processing,andworkingmemory.
• Difficultieswithspellingandsequencingforproblemsolving.
• Strongverbalskillsandartisticabilities.• Learnswellwithcolorandwhenherhandsareoccupied.
• Struggleswithnotetaking(duetodifficultieswithspellingandvisualscanningassheswitchesfromthefrontoftheroomtoherpaper)
• Difficultykeepingupwithlecture(gets“lost”)• Lookslikeshe’sdaydreaming…
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 59
What are the possibilities?
Spring,2016
Casestudy:Grace
• NotDaydreaming:Desperatelywantstoblendinwithherpeers(soshelookedtothemtoseewhatshewassupposedtobedoing)
• Abletofollowalonginbooksthatshecouldhighlightandmakedoodlesandnotesinthemarginsduringthelecture;thisfreedherattentiontofocusonthelectureandgavehernotestorefertolater
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 60
Spring,2016
Casestudy:Amy
• Enjoyscreativewriting,fashion,andart
• Extremelybrightandhasastrongmemory
• Benefitsfromrule-basedinstruction.Ifyoutellheraruleonce,shewillbeabletoreciteittoyouthenexttimeyouseeher.
• Shedelightsinbeingabletobetheteacherandteachtherulesherselforcorrectothers’errors.
• Amy’sstoriesoftenjumparoundwithoutanycohesionorplot
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 61
Spring,2016
Casestudy:Amy
• Enjoyscreativewriting,fashion,andart
• Extremelybrightandhasastrongmemory
• Benefitsfromrule-basedinstruction.Ifyoutellheraruleonce,shewillbeabletoreciteittoyouthenexttimeyouseeher.
• Shedelightsinbeingabletobetheteacherandteachtherulesherselforcorrectothers’errors.
• Amy’sstoriesoftenjumparoundwithoutanycohesionorplot
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 62
What are the possibilities?
Spring,2016
Casestudy:Amy
• Visual/editingapproachtostories
• Workonherstorydaily• Useamulti-sensorymodeltoillustratethepartsofastory(character,setting,initiatingevent,internalresponse,plan,andresolution)
• Amydraftedstoriesaboutglamorouspeopleandenjoyedillustratingtheirwardrobes
• Amyrevisedherstories(withguidance)usingthestorytool
• Afterseveralrevisions,sheproducedawell-developedstoryandcolorfulillustrationthatwasframedanddisplayed.
http://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 63
Spring,2016
Casestudy:Ryan
• DiagnosisofPDD-NOSthataffectshislanguage,social,andliteracyskills
• Struggleswithanxiety.• Interests:piratesandtreasure,cooking,watchinghisfavoriteTVshows,anddrama
• Strongmemory• Conveysagreatdealofsocialknowledgewhenheisactingordrawing
• Protestsandshutsdownwhenhehastoreadorwrite
dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 64
Spring,2016
Casestudy:Ryan• DiagnosisofPDD-NOSthataffectshislanguage,social,andliteracyskills
• Struggleswithanxiety• Struggleswithreadingandfollowingdirections,askingforclarification,andcomprehendingandusingabstractvocabulary
• Protestsandshutsdownwhenhehastoreadorwrite
• Interests:piratesandtreasure,cooking,watchinghisfavoriteTVshows,anddrama
• Strongmemory• Conveysagreatdealofsocialknowledgewhenheisactingordrawing
dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 65
What are the possibilities?
Spring,2016
Casestudy:Ryan– Socialanxietyreduction
• Watchedshows thattaughtlessonsaboutfriendshiporhada“moraltothestory”
• Tooksomeofthosethemesandstoriesandmodifiedthemintohisownstorythatincludedkidsfromhisschoolandhimselfascharacters
• Illustratedhisstoryandmadeitintoashortbook.
• TherapistsuggestedthatRyanmakehisstoryintoaplay,andthathecouldbethedirector
• Role-playsdonewiththerapisttohelpwithsocialanxiety:greetings,turn-taking,activelistening,problemsolving,andflexibilityforhandlingunforeseencircumstances
• Heinvitedapeertoactinhisplay;Hassincedirectedfourplaysandwrittencountlessothers
• Fiveofhispeershavecomeandactedinhisplays.(Ithasbecomea“cool”thingtodoinRyan’ssocialcircle)
• Gainedconfidenceinrelatingtohispeersandinhisstrengthofwritinganddirectingplays
dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 66
Spring,2016
Casestudy:Ryan– Sequencing&directions
• Bakingprojects:requiredhimtolocatethedirectionsonthepackage,sequenceandfolloweachstepinasequence,anddeterminethemeaningofnewvocabulary
• Thiscontextuallearningincreasedhisattentionandremovedallanxiety
• Builtonhisstrengthsforbaking• Learningincontextallowedhimtorememberthemeaningsofabstractvocabulary
• Ultimatelyhebroughthisbakedtreatstoothersthusreceivingmorepositivesocialfeedback
dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 67
Spring,2016
Casestudy:Ryan-Readingpractice
• Scavengerhuntstoboostreadingfordirectionsandvocabularyskills
• Enjoyedthechallengeofcomplexdirectionsbecausetherewasanelementofsurpriseandadventure
• Clearconsequenceifheincorrectlyfollowedthedirections(creatingtheopportunityforRyantoaskfordirectionsorseekclarification)
• Context-basedlearning(i.e.,hewaslookingatafireextinguisherwhenhewasreadingthewordforthefirsttime)waseasytoremember
• Manyconjunctions(but,therefore,so,if)andsequencewords(when,atthesametime,before,after,next)weretargetedmultipletimes,whichledtomastery
dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 68
Spring,2016 69
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
Spring,2016 70
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence
Spring,2016 71
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
Spring,2016 72
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)
Spring,2016 73
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
Spring,2016 74
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
• Makesurethey’regettingenoughsleepandoutdoortime
Spring,2016 75
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)
Spring,2016 76
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument
Spring,2016 77
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument• Lettheparent’sknowit’snottheirfault!But,theycanmakeadifference
Spring,2016 78
Julia’sTopRecommendations• Bountifulearlyexposuretoorallanguage(includingmusic,rhymes,andpoetry)fromhumanswhocare
• Explicitearlylessonsonphonemicawarenessandletter-soundcorrespondence• Ifthey’renotgettingthey’resounds,scheduledaily(justlikebrushingyourteeth,shortbutconsistent)practicewith:
o Hearingthesounds inlanguage(soundgame)o Linkingthesoundsandsymbolsoflanguage(sandpaperletters/movablealphabet)
• Playmemorytraininggames(e.g.,“bringmeasock”,“bringmesomethingblue”)• Linktheirintereststothewrittenword(sotheyareinspiredtoperseverewithreadingsomethingtheylove)
• Makesurethey’regettingenoughsleepandoutdoortime• Limitscreentime(oneminuteofreading/everyminuteunassignedscreentime)• Beginregularstudyofamusicalinstrument• Lettheparent’sknowit’snottheirfault!But,theycanmakeadifference• Focusonthepositives!Letthemknowthateveryonehaschallenges/gifts(nameyours)andeveryonefindsstrategiestoworkwiththem…everythingisworkable.
Spring,2016
Goodluckwithyourwork!
Gradstudents,remembertocompletethe3-2-1!
Ms.Volkman’sson 79